A STUDY COMPETENCY MAPPING

At
COURTYARD BY MARRIOTT, CHENNAI
Submitted as a part of MBA I year Course Requirement
By
KAVITHA. I
3511340013
Under the guidance of
Dr. R. SRIKA!"
SRM B-SCHOO
!ACUTY O! ENGINEERING AND TECHNOOGY
SRM UNIVERSITY "RAMAPURAM PART#
VADAPAANI, CHENNAI

$UNE- $UY %014
#
BONA!IDE CERTI!ICATE
!his is to certify that KAVITHA. I "3511340013# is a Bonafide Student of SRM B$
Schoo%& SRM Uni'ersity& (adapa%ani& Chennai. She is in the I year of Masters Degree
)rogram in Business Administration *MBA+. She has done this pro,ect under my
guidance and super'ision to-ards part fu%fi%%ment of I year MBA course requirement.
P&'()*t G+,-) HOD
D.t)/
P0.*)/
DEPARTMENT SEA
.
DECARATION
I KA(I!"A. I *3511340013+ studying in I year MBA program at SRM B$Schoo%& SRM
Uni'ersity& (adapa%ani& Chennai& hereby dec%are that this pro,ect is an origina% -or/ of
mine and I ha'e not 'erbatim copied 0 dup%icated any materia% from sources %i/e internet
or from print media& e1cepting some 'ita% company information 0 statistics and data that is
pro'ided by the company itse%f.
S,12.t+&) '3 t4) St+-)2t
D.t)/
P0.*)/

2
ACKNOWLEDGMEN T

I -ish to e1press my heartfe%t gratitude to D&. S. K)5.6.2, HOD- SRM B-S*4''0& for his
encouragement and he%p throughout the course SRM B$SC"334& for his support.
I -ou%d %i/e to con'ey my earnest gratitude and sincere than/fu%ness to my pro,ect guide
P&'3. D&. R. S&,7.2t4, SRM B-SCHOO& for her academic guidance and constant
support at e'ery step of the pro,ect.
I e1press my humb%e gratitude to 5COURTYARD BY MARRIOTT, CHENNAI that
ga'e me a%% necessary detai%s and spent their 'a%uab%e time in comp%etion of this pro,ect.
6ina%%y& I e1press my deep gratefu%ness to the M&5. M'4.2. P&,8. 7 Assistant "uman
Resource Manager& Courtyard by Marriott for offering his utmost support for carrying
out my pro,ect.


8
INDEX
CHAPTER NO CHAPTER PAGE
NO
1 INTRODUCTION
1.1 Importance & significance
1.2 Rationale of the study
1.3 Objective of the study
1.4 hypothesis of study
1. scope of the study
1.! "imitation of study
4 PROFILE OF THE ORGANISATION
4.1 Overvie# of the organi$ation
4.2 Organi$ational flo# chart
4.3 %roducts offered by organi$ation
3 LITERATURE REVIEW
2 METHODOLOGY
2.1 R&'&(R)* +&'I,-
2.2 +(.( )O""&).IO- /&.*O+
ANALYSIS & INTERPRETATION OF INFORMATION /
DATA
.1 .opics under study0 +efinition1 -eed and 2tility
.2 +ata collection
.3 %resentation of data in table graph1 diagram3(nalysis
! FINDING / CONCLUSION
!.1 4indings
!.2 )onclusions
5 RECOMMENDATION AND SUGGESTIONS
5.1 'uggestions
5.2 Recommended directions for future Research
6 BIBLIOGRAPHY
7 APPENDICES
2.3 '(/%"I-,
9
CHAPTER -1
INTRODUCTION:
.oday organi$ations are all tal8ing in terms of competence. ,one are the
days #hen people used to tal8 in terms of s8ill sets1 #hich #ould ma8e their
organi$ations competitive. .here has been a shift in the focus of the
organi$ations. -o# they believe in e9celling and not competing. It is better to
build a core competency that #ill see them through crisis. (nd #hat other
#ay than to develop the people1 for human resource is the most valuable
resource any organi$ation has.
Organi$ations of the future #ill have to rely more on their competent
employees than any other resource. It is a major factor that determines the
success of an organi$ation. )ompetencies are the inner tools for motivating
employees1 directing systems and processes and guiding the business
to#ards common goals that allo# the organi$ations to increase its value.
)ompetencies provide a common language and method that can integrate all
the major *R functions and services li8e Recruitment1 .raining1 performance
management1 Remuneration1 %erformance appraisal1 )areer and succession
planning and integrated *uman resource management system.
Over the past 1: years1 human resource and organi$ational development
professionals have generated a lot of interest in the notion of competencies
as a 8ey element and measure of human performance. )ompetencies are
becoming a fre;uently0used and #ritten0about vehicle for organi$ational
applications such as<
= +efining the factors for success in jobs >i.e.1 #or8? and #or8 roles #ithin
the organi$ation
= (ssessing the current performance and future development needs of
persons holding jobs and roles
= /apping succession possibilities for employees #ithin the organi$ation
= (ssigning compensation grades and levels to particular jobs and roles
= 'electing applicants for open positions1 using competency0based
intervie#ing techni;ues
:
)ompetencies include the collection of success factors necessary for
achieving important results in a specific job or #or8 role in a particular
organi$ation. 'uccess factors are combinations of 8no#ledge1 s8ills1 and
attributes >more historically called @A'(BsC? that are described in terms of
specific behaviors1 and are demonstrated by superior performers in those
jobs or #or8 roles. (ttributes include< personal characteristics1 traits1
motives1 values or #ays of thin8ing that impact an individualBs behavior.
1.1 - IMPORTANCE & SIGNIFICANCE OF THE STUDY:
;
)reating competency based culture and systems in organi$ations are
the need of the hour. .his creates a demand for *R professionals to
have speciali$ed s8ills and have a continuous up0gradation of
8no#ledge.
)ompetency mapping can play a significant role in recruiting and
retaining people as it gives a more accurate analysis of the job
re;uirements1 the candidateBs capability1 of the difference bet#een the
t#o1 and the development and training needs to bridge the gaps.
BENEFITS OF USING COMPETENCY MAPPING
FOR THE COMPANY
Reinforce corporate strategy1 culture1 and vision.
&stablish e9pectations for performance e9cellence1 resulting
in a systematic approach to professional development1
improved job satisfaction1 and better employee retention.
Increase the effectiveness of training and professional
development programs by lin8ing them to the success criteria
>i.e.1 behavioral standards of e9cellence?.
%rovide a common frame#or8 and language for discussing
ho# to implement and communicate 8ey strategies.
%rovide a common understanding of the scope and
re;uirements of a specific role. .
<
FOR MANAGERS:
Identify performance criteria to improve the accuracy and
ease of the hiring and selection process.
%rovide more objective performance standards.
)larify standards of e9cellence for easier communication of
performance e9pectations to direct reports.
%rovide a clear foundation for dialogue to occur bet#een the
manager and employee about performance1 development1
and career0related issues.
FOR EMPLOYEES:
Identify the success criteria >i.e.1 behavioral standards of
performance e9cellence? re;uired to be successful in their
role.
'upport a more specific and objective assessment of their
strengths and specify targeted areas for professional
development.
%rovide development tools and methods for enhancing their
s8ills.
%rovide the basis for a more objective dialogue #ith their manager or
team about performance1 development1 and career related issues
1.2 -RATIONALE OF THE STUDY :
=
.he need of the hour as indicated by many organi$ations is to design
and implement lo# cost assessment and development centers
specially designed to meet the re;uirements of developing countries
li8e ours. )ompetency mapping process helps the organi$ation in
developing a clear strategy for developing competencies of their
#or8force. It supports successful performance of the employees
#ithin the organi$ation. )ompetency /apping at (mbassador '8y chef
is e9cellent opportunity to have an e9posure and develop my s8ills.
.he study of the project has helped me in gaining practical
8no#ledge and insight into one of the significant *uman
Resource concept called @)ompetencyC.
.he project #or8 #ill help me in my future job prospective1 as it
#ill guide me to develop a competency0mapping tool such as
;uestionnaire1 assessment center.
Dased on the competency mapping study #e can identify the gap
bet#een the objective3 goal and the actual performance
demonstrated by the employee1 the various causes of these
gaps and the suitable training re;uired to fill those gaps and
improve his competency.
.he recommendations and suggestions by this project #or8 #ill
guide to 8no# the various competency fields1 the criteria to
map them and the appraisal of the ran8ing to the respective
employee.
#>
.he project #or8 #ill help to improve efficiency and effectiveness
of an organi$ation and also #ill help to create itBs good#ill in the
mar8et.
It #ill help to minimi$e #astage and achievement in ;uality
objectives.
It #ill help to minimi$e %roduction cost.
1.3 - OBECTIVES OF THE STUDY:
10 .o understand the concept of competency mapping1 its utility and
scope.
20 .o list the competencies against individual roles and
responsibilities in )ourtyard by /arriott1 )hennai.
30 .o measure the 8no#ledge1 s8ill and attitude #ith the help of
ran8ing method.
40 .o identify the competence gap bet#een the re;uired performance
and actual performance.
1.! - HYPOTHESES OF THE PROECT:
*ypothesis simply means a mere assumption or some supposition to
be proved or disproved.
*ypothesis is a set of statements to be accepted and rejected at the
end of research on the basis of findings of the research
##
4ollo#ing hypothesis is considered for this project<0
1? )ompetency mapping process helps employees to clarify their role in
organi$ation and finding the gap bet#een currant & e9pected level of
competencies.
2? )ompetency mapping process at (mbassadors s8y chef E/umbai is more
participative1 effective & identifies training need for individual
development in an organi$ation. .
3? 3!: degree feedbac8 method used in competency mapping process at
C"#$%&'$( )& M'$$*"%%+ C,-..'* helps in creating & building healthy
organi$ational culture.
4? )ompetency /apping ensures optimum utili$ation of recourses.
1./ - SCOPE OF STUDY:
)ompetency /apping is the process of identifying 8ey competencies for
organi$ation and3or a job and incorporating those competencies
throughout the various process >that is job evaluation1 training1
recruitment? of organi$ation. It is the @traits1 abilities and behaviorC
demonstrated by the leader1 #hich are decisive for success in the
assignment.
.he scope includes<
1? .o understand the interrelated set of s8ills1 behavior1 attitude and
8no#ledge needed by an individual to be effective in most professional
and managerial position.
#.
2? .o understand the ability to assess o#n strengths and #ea8nessF set
and pursue professional and personal goalsF balance #or8 and
personal lifeF and engage a ne# learning0 including ne# or changed
s8ills1 behavior and attitude.
3? .o study the demonstration by the employee in the current job1 in
comparison #ith the standard re;uirements of the job3 responsibility
level.
4? .o understand various managerial competency fields in term of
&ntrepreneurial mindset1 "eadership )ompetence1 .echnical and
/ethodological )ompetence.
? .o study the potential evaluation i.e. assessment of employeeBs
capability to succeed in ne9t3 higher levels of responsibility #ithin a
time frame1 based on the performance rating.
EXPECTED CONTRIBUTION :
.his e9ercise #ill reflect current competency status & relation of
competency & strategic *R decisions.
)ompetency mapping process #ill help the organi$ation in developing
a clear strategy for developing competencies of their #or8force.
Overall it #ill support successful performance of the employees #ithin
the organi$ation. .his is a competency era. It is beyond doubt that it
is beneficial and cost effective1 to have competent people to occupy
higher0level positions. )ompetency refers to the intellectual1
managerial1 social and emotional competency. /any organi$ations in
India and abroad are channeling their efforts to mapping
#2
competencies and implementing assessment and development
centreBs.
.he need of the hour as indicated by many organi$ations is to design
and implement lo# cost assessment and development centers
specially designed to meet the re;uirements of developing countries
li8e ours
-ormally1 the purpose of analy$ing training needs is to uncover the
gap that e9ists bet#een the present competence of the enterprise and
the competency needed to reach the strategic goals in the future. (
determining factor for #hat problems may arise is the choice of level
of precision or ho# comple9 a concept of competency one uses.
1.0 - LIMITATION OF THE STUDY
1? "in8 #ith only one organi$ation.
2? 'ample si$e considered for this1 is limited.
3? Information and responses given by the respondents may be a
biased due to several reasons.
4? Research #as to be conducted maintaining the decorum of the
company.
? &mployees #ere busy in their #or8 and thus did not spare much
time to respond openly to the ;uestions as8ed.
!? "imited time span for carrying out study also restricted the
research #or8.
#8
CHAPTER - 2
METHODOLOGY:
Research methodology is a #ay to systematically solve research
problem. It may be understood as a science of studying ho# research
problem. .he study of research methodology gives us the necessary
training in gathering materials1 arranging them1 participating in field
#hen re;uired and training in techni;ue for the collection of data
appropriate for a particular problem. .he research methodology is the
most practical #ay of obtaining and analy$ing data and it plays an
important role in project #or8.
2.1 - RESEARCH DESIGN:
#9
( research design is a specification of methods and procedure for
ac;uiring the information. ( research design is a master plan or model
for the conduct of formal investigation. Research design is purely and
simply the frame #or8 or place for a study that guides data. It is a
blue print that is follo#ed in completing a study.
DESCRIPTIVE RESEARCH DESIGN:
.his project is based on a descriptive type of research1 #hich includes
structured intervie#s1 and fact finding in;uiries of different 8inds. .he
major purpose of descriptive research is description of the state of
affairs1 as it e9ists at present
PROBLEM STATEMENT<
.o determine the current competency level of the employees #ith
respect to their position and to 8no# the importance of various
competencies in performing their job.
2.2- DATA COLLECTIONS TECHNI1UES:
D'%' C"22-3%*".:
.he data and information is collected through follo#ing methods<
P$*4'$& D'%':
/ethods for collecting primary data<
GIntervie#
#:
GObservation
G'urvey
GIntervie#< It is a formal interaction and communication in order to
8no# about s8ills1 8no#ledge1 behaviors1 organi$ation culture1 and Hob
analysis
a. .elephone
b. %ersonal
G%ersonal intervie#< .he relevant details #ere collected through
personal discussion #ith the project guides1 *ead of the
+epartment and managerial staff members.
4or this project I have used the 5#-6%*"..'*$- and (*$-3%
*.%-$7*-8 method for my respondents. ( ;uestionnaire is a form
containing a set of ;uestions1 especially one addressed to a
statistically significance number of subjects as a #ay of gathering
information for a survey.
4or primary data sample 6*9- 8'6 3:.>primary data is collected
from same employees1 #hich are selected for competency
mapping.?
30: (-;$-- <--()'3= method is used is for competency mapping.
.he ;uestionnaires have been added in (%%&-+I)&'.
S-3".('$& ('%':
G&mployees records< .he primary details of the job description1
responsibilities and performance revie# details are collected
through files available in organi$ation.
#;
G%erformance and %otential Revie# form< .he performance
appraisal form available in the company.
GReference Doo8s< .he theoretical part of the project is ta8en #ith
the help of reference boo8s on organi$ational behavior1 *uman
Resource management.
GInternet< the advance details1 current trends are collected by
referring various #ebsites.
2.3 - SAMPLING:
'ampling refers to the selection of some parts of an aggregate or
totality on the basis of #hich a judgment or inference about aggregate
or totality is made. .here are different types of samples based on t#o
factors vi$F the representation basis and the element selection
techni;ue. On the basis of representation1 the samples are further
classified as probability and non0probability samples. %robability
sampling is also 8no#n as Random sampling. 2nder this sampling
#<
design every item of the population in totality has an e;ual chance of
inclusion in the sample.
SAMPLING
METHOD

.he sampling method used #as
%robability 'ampling1 under S*4>2-
R'.("4 M-%,"( #as used.
SAMPLE SI?E 3:>1I of available population?
SAMPLE UNIT (mbassadorBs '8y )hef E/umbai
SAMPLE AREA (ll +epartments #here they #or8.
2.! - RESEARCH INSTRUMENT:
'econdary data #as collected to gain more 8no#ledge about the topic
under study. %rimary data #as collected #ith the help of Observations1
%ersonnel intervie# & 5#-6%*"..'*$-6 #hich #ere filled and ans#ered
by the employees #ho #ere selected randomly.3!: degree feedbac8
method is used for competency mapping. 4eedbac8 is collected from
follo#ing candidate1 his 3her superior1 his 3her subordinate1 & t#o
peers.
TOOLS USED FOR ANALYSIS:- S*4>2- >-$3-.%';- '.'2&6*6
#=
It is simple analysis tool. In this method1 based on the opinions of the
respondents1 percentage and bar chart is calculated for the respective
scales of each factor.
F"$4#2':
S*4>2- >-$3-.%';- @ N" "< R-6>".(-.%6 A<"$ >'$%*3#2'$ '.68-$B /
T"%'2 N" "< S'4>2- S*9-
3
LITURATURE REVIEW
.>
3 - LITRETURE REVIEW:
.#
+avid /c)lelland1 the famous *arvard %sychologist #as the pioneer in
the competency movement across the #orld. *is classic boo8s on
J.alent and 'ocietyJ1 J(chievement /otiveJ1 J.he (chieving 'ocietyJ1
J/otivating &conomic (chievementJ and J%o#er the Inner &9perienceJ
brought out several ne# dimensions of the competencies in man.
.hese competencies e9posed by /c)lelland dealt #ith the affective
domain in DloomKs terminology. .he turning point for competency
movement #as #hen the article titled @.esting for )ompetence rather
than intelligenceC #as published in (merican %sychologist in 1753 by
/c)lelland #herein he presented data that traditional achievement and
intelligence scores may not be able to predict job success and #hat is
re;uired is to profile the e9act competencies re;uired to perform a
given job effectively and measure them using a variety of tests.
/c)lelland argued that traditional intelligence tests1 as #ell as pro9ies
such as scholastic grades1 failed to predict job performance. Instead1
/c)lelland proposed testing for competency. .his article combined #ith
the #or8 done by +ouglas Dray and his associates at (.&. in the 2'
#here in they presented evidence that competencies can be accessed
through assessment centres an on the job success can be predicted to
some e9tent by the same has laid foundation for populari$ation of the
competency movement.
..
)ompetency0based approaches gained popularity and acceptance
#ithin the human resources community through the #or8 of /c)lelland
and his associates1 particularly Richard Doyat$is1 at /cDer and
)ompany >#hich is no# part of the *ay ,roup?. Doyat$is is credited
#ith populari$ing the term in his boo8 J.he )ompetent /anagerJ.
Doyat$is suggested that a competency #as a combination of a motive1
trait1 s8ill1 aspect of oneKs self0image or social role1 or a body of
relevant 8no#ledge. In other #ords1 a competency is any characteristic
of an individual that might be related to successful %erformance.
Doyat$isK definition of competency left much room for debate over its
application to performance.
(t /cDer #hich is a consulting firm founded by +avid /c)lelland and
his associate Derle#1 speciali$ed in mapping the competencies of
entrepreneurs and managers across the #orld. .hey even developed a
ne# and yet simple methodology called the Dehavior &vent
Intervie#ing >D&I? to map the competencies.
Alein offered one more definition #hich deviate the most from the
others by suggesting that competencies are a collection of observable
behaviors1 or Dehavioral indicators. .hese Dehavioral indicators are
grouped according to a central theme1 #hich then becomes the
competency. Alein suggests that the behaviors underlie the
competencyF this is contrary to other definitions #hich suggest that
competencies underlie behaviors
.2
Loodruff raised the issue of distinguishing bet#een competence and
competency and proposed that competence is a performance criterion
#hile competencies are the behaviors driving the competence.
/ore recently1 Ro#e raised the same issue and discusses competence
in terms of a s8ill and a standard of performance and defines
competency as the behavior needed to achieve competence. .his is
similar to AleinKs argument that competencies are not psychological
constructs but thematic groups of demonstrated observable behaviors
that discriminate bet#een superior and average performance. .hese
behaviors re;uire no inference1 assumptions1 or interpretation.
Mem8eKs comments at that time on the definition of competency
remain valid today< )ompetency1 competencies1 competency models1
and competency0based training are *umpty +umpty #ords meaning
only #hat the definer #ant them to mean. .he problem comes not
from malice1 stupidity or mar8eting avarice1 but instead from some
basic procedural and philosophical differences among those racing to
define and develop the concept and to set the model for the #ay the
rest of us #ill use competencies in our day0today efforts.J
Lith increased focus on the limitations in performance appraisal
systems in predicting future performance potential of employees1 the
assessment centers started to gain popularity. &ven as early as 1751
the setting up an (ssessment center #as in integral part of the *R+
plan for "&. as per the suggestion given by II/( professors. .hough1
.8
"&. did competency mapping1 they could not start assessment centers
until much later as it #as not perceived as a priority area.
(nd finally1 according to .homas ,ilbertBs definition of competence is
the state of being competent refers to having the ability to consistently
produce the results >the #orthy outcomes of behaviour? that are
re;uired for the most efficient and effective achievement of the larger
organi$ational goals.
W,'% *6 C"4>-%-.3&C
(ny underlying characteristic re;uired performing a given tas81
activity1 or role successfully can be considered as competency.
)ompetency may ta8e the follo#ing forms< Ano#ledge1 (ttitude1 '8ills1
and Other characteristics of an individual including< /otives1 Nalues1
'elf concept et
W,'% *6 3"4>-%-.3- '.( 3"4>-%-.3&C
.here is difference bet#een the #ords OcompetenceB and Ocompetency.B
O)ompetenceB means a s8ill and the standard of performance
reached #hile OcompetencyB refers to the behavior by #hich it is
achieved. In other #ords1 one describes #hat people can do #hile the
other focuses on ho# they do it. )ompetences refer to the range of
s8ills1 #hich are satisfactorily performed1 #hile competencies refer to
the behavior adopted in competent performance
.9
W," I(-.%*<*-6 3"4>-%-.3*-6C
)ompetencies can be identified by one of more of the follo#ing
category of people< &9perts1 *R 'pecialists1 Hob analysts1
%sychologists1 Industrial &ngineers etc. in consultation #ith< "ine
/anagers1 )urrent & %ast Role holders1 'upervising 'eniors1 Reporting
and Revie#ing Officers1 Internal )ustomers1 'ubordinates of the role
holders and Other role set members of the role >those #ho have
e9pectations from the role holder and #ho interact #ith him3her?.
)ompetencies in organi$ations tend to fall into t#o broad categories<
10 P-$6".'2 F#.3%*".*.; C"4>-%-.3*-6. .hese competencies
include broad success factors not tied to a specific #or8 function or
industry >often focusing on leadership or emotional intelligence
behaviors?.
20 F#.3%*".'2/T-3,.*3'2 C"4>-%-.3*-6. .hese competencies
include specific success factors #ithin a given #or8 function or
industry.
.hree other definitions are needed<
= C"4>-%-.3& M'>. ( competency map is a list of an individualBs
competencies that represent the factors most critical to success in
given jobs1 departments1 organi$ations1 or industries that are part of
the individualBs current career plan.
.:
= C"4>-%-.3& M'>>*.;. )ompetency mapping is a process an
individual uses to identify and describe competencies that are the most
critical to success in a #or8 situation or #or8 role.
= T"> C"4>-%-.3*-6. .op competencies are the vital fe#
competencies >four to seven1 on average? that are the most important
to an individual in their ongoing career management process.
@Importance to the individualC is an intuitive decision based on a
combination of three factors< past demonstrated e9cellence in using
the competency1 inner passion for using the competency1 and the
current or li8ely future demand for the competency in the individualBs
current position or targeted career field.
(lthough the definition above for @competency mappingC refers to
individual employees1 organi$ations also @mapC competencies1 but from
a different perspective. Organi$ations describe1 or map1 competencies
using one or more of the follo#ing four strategies<
1. Organi$ation0Lide >often called @core competenciesC or those
re;uired for organi$ation success?
2. Hob 4amily or Dusiness 2nit )ompetency 'ets
3 %osition0'pecific )ompetency 'ets
4. )ompetency 'ets +efined Relative to the "evel of &mployee
)ontribution >i.e. Individual )ontributor1 /anager1 etc.?
.;
F*7- %&>-6 "< 3"4>-%-.3& 3,'$'3%-$*6%*3
M"%*7-6- .he thing a person consistently thin8s about or #ants that
cause action. /otives @+erive and 'elect.C Dehavior to#ards certain
actions or goals and a#ay from others.
&g< (chievement0motivated people consistently set challenging goals
for themselves1 ta8e personal responsibility for accomplishing them
and use feedbac8 to do better.
T$'*%-%hysical character and consistent response to situation or
information.
&g< Reaction time and good eyesight and physical trait competencies of
combating pilots.
&motional self0control and initiative are more comple9. @)onsistent
responses to situations.C 'ome people donBt @blo# upC at other and do
act @above and beyond the call of dutyC to solve under stress. .hese
traits competencies are characteristics of successful manager.
.<
/otives and competencies are intrinsic operant or self0starting @master
traitsC that predicts #hat people #ill do on their jobs long term #ithout
close supervision.
S-2<-3".3->%- ( personBs attitude1 values or self image.
&.g< 'elf confidence >a personBs belief that he or she can be effective in
almost any situation?
%eopleBs values are respondent or reactive motives that predict #hat
he or she #ill do in the short term and in situation #here others are in
charge. 4or e.g. someone #ho values being a leader is more li8ely to
e9hibit leadership behavior if he or she is told a tas8 or job #ill be @a
test of leadership abilityC people #ho value being1 @in managementC
but do not intrinsically li8e or spontaneously thin8 about influencing
others at the motive level often attain management position but then
fail.
D."82-(;--Information a person has in specific content area.
&.g< ( surgeonBs 8no#ledge of nerves and muscles in the human body.
Ano#ledge is a comple9 competency. 'cores of 8no#ledge tests often
fail to predict #or8 performance because they fail to measure
8no#ledge and s8ills in the #ays they are actually used on the job.
4irst many 8no#ledge test measure rote memory. Lhen #hat is really
important is the ability to find the information. /emory of specific facts
is less important then 8no#ing #hich fact e9ists that are relevant to a
specific problem and #here to find them #hen needed. 'econd
.=
8no#ledge test are @respondent.C .hey measure test ta8ers ability to
choose #hich of the several option the right response is1 but not
#hether a person can act on the bases of 8no#ledge. 4or e.g.0 the
ability to choose #hich of the five item is an effective agreement is
very different from the ability to stand up in a conflict situation and
argue persuasively. 4inally 8no#ledge at best predicts #hat someone
can do1 not #hat he or she #ill do.
S=*22-.he ability to perform a certain physical or mental tas8.
&.g. ( dentistBs physical s8ill to fill a tooth #ithout damaging the
nerves1 a computer programmerBs ability to organi$e :::: lines of
code in logical se;uential order.
/ental or cognitive s8ill competencies include analytical thin8ing
>processing1 8no#ledge& data1 determining cause and effect1
organi$ing data and plans? and conceptual thin8ing >recogni$ing
pattern in comple9 data?
'urface 8no#ledge and s8ills competencies are relatively easy to
develop1 training is the cost effective #ay to secure the employee
abilities. )ore motive and trait competencies are most difficult to
assess and developF it is most cost effective to select these
characteristics.
2>
SCOPE OF COMPETENCY MAPPING:
") (-63$*>%*".6 are a basic tool in communicating to organi$ational
members the specific duties1 responsibilities1 and competencies that
are re;uired for successful performance on the job both at job0entry
and at full0performance level.
R-3$#*%4-.%
2sing competencies in recruitment can be as simple as including a list
and a brief description of the re;uired competencies in the job posting1
providing important information to the candidates both in terms of
#hat the organi$ation e9pects of its employees and for candidates to
self0select for jobs that match their set of competencies based on self0
assessment.
2#
S-2-3%*". &T-6%*.;
It is important to ensure that those selected for a job meet not just the
minimum technical re;uirements1 but also have the essential Jsoft
s8illsJ >e.g. relationship building1 team#or81 communication1 etc...?
that are vital to sustain successful performance on the job overtime.
)reating a competency0based intervie# ;uestion ban8 and developing
competency0based validated selection measures #ill enable an
organi$ation to better predict the success of job candidates on the job.
T$'*.*.; & D-7-2">4-.%
( conceptuali$ation of a competency is that it is observable1
measurable1 and can be learned to achieve desired performance levels.
*ence1 an assessment and evaluation of competency proficiency levels
either during a selection intervie# or as part of performance
management process can be used to identify appropriate
developmental training opportunities necessary to achieve desired
competency proficiency levels.
C'$--$ &W"$=<"$3- P2'..*.;
Hob )ompetency %rofiles are also critical in the #or8force planning
initiatives for those organi$ations that anticipate future vacancies and
can subse;uently strategically identify and train individuals that can
successfully fill the vacancies #ithout a noticeable disturbance in the
organi$ationKs functioning. (lso1 on the individual level1 such profiles
can be used to develop career paths by ma8ing 8no#n the competency
re;uirements and e9pectations for different positions in the
organi$ational hierarchy.
2.
!
PROFILE
OF
THE ORGANI?ATION
22
4.1-BACKGROUND AND HISTORY O! THE ORGANI9ATION/

C':;.28 P&'3,0)/

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28
-arangs International *otels %rivate "imited and its subsidiaries is a
family o#ned company having interests in hotels1 flight catering units1
fast food outlets and #indmill po#er generation.
.he shareholders of the company are family members1 namely1 /r.
Rama -arang1 along #ith his three sons /r. Ramesh -arang1 /r.
Rajesh >Dobby? -arang and /r. Ra8esh >Rico? -arang. /r. Ramesh
-arang is the single largest shareholder of the company1 #ho along
#ith his other t#o brothers1 /r. Rajesh -arang and /r. Ra8esh -arang
are the majority shareholders.
.he only +irectors of the company as appointed on 4th /ay1 1777 are
as follo#s<
1. /r. Rama -arang1 )hairman and /anaging +irector for life
2. /r. Ramesh -arang1 Hoint /anaging +irector for life
3. /r. Rajesh -arang1 Lhole .ime +irector for life.
(fter /r. Rama -arang1 /r. Ramesh -arang reverts bac8 to being the
)hairman and /anaging +irector of the company as #as the position
held by him prior to /ay 1777.
.he )ompany o#ns and operates hotels under the
OAmbassador brand #hich are centrally located in the city of
/umbai1 (urangabad and )hennai #ith sales offices in +elhi1
Dangalore1 /umbai1 (urangabad and )hennai.
29
T,- C"4>'.& *6 %,- >*".--$ *. %,- <*-2( "< *.-<2*;,%
3'%-$*.; 6*.3- 1E!2 '.( "8. '.( ">-$'%-6 %,- 2'$;-6%
3'%-$*.; #.*%6 '% M#4)'* '.( D-2,* #.(-$ %,- )$'.( .'4-
FTHE AMBASSADOR'S SKY CHEF. T,- A4)'66'("$G6 S=&
C,-< ,'6 8". .#4-$"#6 '8'$(6 / %$">,*-6 '.(
'>>$-3*'%*".6 <"$ %,-*$ *.."7'%*7- '.( 3'tering expertise
.he )ompany is also in the fast food retail business under the
brand name Croissants etc operating numerous outlets in and
around /umbai.
.he )ompany directly and indirectly employees over /:::
-4>2"&--6 in its various units across the country.
HACCP+ ISO '.( HALAL C-$%*<*-(
2nits in +elhi and /umbai are *())%1 I'O 7::102::6 certified1 as
#ell as *("(" certified.
P"8-$ S#>>2&
Doth units are #ith 1::I bac8up po#er supply in case of any
emergency.
EMERGENCY TEAM
.he 8ey operation3production staff is easily contactable so as to meet
#ith any emergencies and delays.
E1UIPMENT STORAGE
(ll airline e;uipment is stored in a centrally air0conditioned area #ith
individual specified area allocated to each airline.
EXCLUSIVE TEAM & PRESETTING AREA FOR FLIGHT CATERING
OPERATIONS
)ompany provide a separate team of personnel1 headed by a Aey
(ccounts /anager along #ith a coordinator1 supervisors1 attendants
etc.1 e9clusively trained for the galley of the respective airline and they
are responsible solely for that airline. Le also have an e9clusive and
separate area for presetting and e;uipment storage.
FRO?EN MEALS
2:
)ompany is providing Indian Negetarian and -on Negetarian fro$en
meals to various airlines for their International net#or8.
IN-HOUSE LAUNDRY
)ompany has a fully e;uipped1 computeri$ed laundry to handle all
airline laundry re;uirements.
MICRO LABORATORY
)ompany has a full fledged micro0laboratory in both our units1 +elhi
and /umbai1 headed by our /icrobiologist along #ith assistants
operating round the cloc81 to chec8 the pre0flight samples of food and
ra# materials at different stages of the production.
PEST CONTROL %est control system in place during 240hours.
MEDICAL FACILITIES In0house clinic headed by a doctor1 ma8ing
;uarterly1 half yearly and yearly medical chec8ups of all the food
handling staff. .hese includes blood tests1 stool tests1 chest 90rays and
salmonella tests.
TRAINING CENTRE )ompany has a training centre conducting
training programs along #ith lectures to all our employees.
ENERGY SAVING SYSTEMS
.o conserve &nergy )ompany is ma8ing use of systems and devices
such as s8ylights1 heat recovery systems from the () plants and #ith
the latest1 modern e;uipment using minimum energy #ith ma9imum
output and efficiency. )ompany also have 1::I standby po#er supply
#ith the use of a :: AN( generator and t#o 2: AN( generators 2:
AN( and using )-, for our three boilers as #ell as )4" to conserve
energy.
2;
AWARDS

Dritish (ir#ays for
'ervice e9cellance.
>177:?

'audia (rabian (irlines ,old (#ard for
e9cellence >1774?

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

Hapan (irlines )ommandation for Ramp
Incident 4ree >1: years?

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

Hapan (irlines )ommandation for Ramp
Incident 4ree >2 years?

2<
!-2 ORGNA?ATION CHART
!.3 - PRODUCTS AND SERVICES:
2=
CROISSANTS /
PUFFS
AH: ;46.B
PASTRIES
A0: ;46.B
CROISSANTS /
PUFFS
AH: ;46.B
PASTRIES
A0: ;46.B
Neg Aolhapuri
)roissant
)hocolate .ruffle )hic8en KnK )heese
)roissant
)hocolate .ruffle
'picy Neg )roissant +utch .ruffle )hic8en .andoori
)roissant
+utch .ruffle
%aneer Dhurji
)roissant
Dlac8 4orest Darbe;ue )hic8en
)roissant
Dlac8 4orest
,arlic KnK )heese (nanas Aro8ant
)hic8en /anchurian
)roissant
(nanas Aro8ant
Neg %uff -ougat Nanilla )hic8en )afreal
)roissant
-ougat Nanilla
)heese KnK ,arlic %uff )hocolate 4la8e
Dhuna ,osht )roissant )hocolate 4la8e
/ushroom KnK Onion
%uff
Ariss Aross
.hai )hic8en )roissant Ariss Aross
'tra#berry )hic8en %uff 'tra#berry

/utton Aheema %uff

SANDWICHES
1/2 R"#.(
SAVOURY ITEMS
A/: ;46.B
SANDWICHES
1/2 R"#.(
SAVOURY ITEMS
A/: ;46.B
)hefKs 'pecial Lalnut /uffin )hic8en .i88a Lalnut /uffin
.omato KnK )heese ,inger KnK *oney
/uffin
)hic8en Hungli
,inger KnK *oney
/uffin
)orn KnK )heese Dran
Roll
)hoco KoK )hip
/uffin
.una Hungli
)hoco KoK )hip
/uffin

SERVICES:-
F2*-;,% 3'%-$*.; %" 7'$*"#6 D"4-6%*3 & I.%-$.'%*".'2 A*$2*.-6
!.! - INTERDEPARTMENTAL RELATIONSHIP
.here are many departments in (/D(''(+ORB' 'AQ )*&41 /2/D(I
and all these are departments #or8 in coordination #ith each other1
#or8ing together to achieve the end objective of the organi$ation.
8>
In (mbassadorBs '8y )hef.1 'upply chain departmentBs function is to
arrange the supply of materials by the organi$ation froe right source1
at right price1 in right ;uantity1 #ith desired ;uality and at right time.
.hen the purchased materials stored at store department in systematic
#ay using codification and classification techni;ues. .hen the materials
re;uisitions are arranged in store department #hich in turns send to
production department on regular basis.
.he Ruality control department measures and controls the ;uality of
the product. (ccount and costing department arranges for funds and
ma8e the payment to the suppliers of the materials1 #ages1 salaries
and other e9penses. .he costing department arrives at the unit cost of
the production and ta8es step in reducing the cost in all areas of the
production. *uman Resource department also plays an important role
in maintaining the good employee relation. .here are many sub0
department #hich plays important role in achieving organi$ationBs
objectives.
.he *R & (dmin +epartment has to play vital role in )oordination1
)oordinate #ith Internal & as #ell as &9ternal customers for smooth
functioning of organi$ation & maintaining discipline1 creating changes.
/ain departments are as follo#s
1? (dmin & *r 2? 4inance 3? Operation 4? 'upply )hain ? (udit !?
'ecurity 5? &ngineering & /aintenance 6? Ruality (ssurance 7? "inen
1: ?%roduction 11?'ales 12? 4ood & Deverages
/
ANALYSIS & INTEPRETATION
OF INFORMATION/ DATA
8#
/.1 TOPIC UNDER STUDY:
A6>-3%6 "< 3"4>-%-.3& 4'>>*.; :
8.


( study of #or8place gives the picture of level of performance and
tremendous opportunity for improvement. .he 8ey for competitive
advantage is better competence and competency management. In a
competence management #or8shops the participants offered the
follo#ing arguments in favor of effective competence management.
82
C':;)t)2*
8 M.;;,21
C':;)t)2*
8 M.;;,21
<4.t .33)*t5 *':;)t)2*8
M.;;,21=
Management )hi%osophy
Customer Requirement
Business needs
Business process
<48 *':;)t)2*8
M.;;,21=
Right si?ing
@ua%ity
manpo-er
"igher
performance
3rgani?ationa%
core
competence
<4.t .&) t4)
A;;0,*.t,'25 '3
*':;)t)2*8
:.;;,21=
Recruitment
)%acement
De'e%opment
)erformance
Management
Career
p%anning
Re-ard
Aob Redesign
<4.t .&) t4) t''05 '3 *':;)t)2*8 :.;;,21=
C':;)t)2*8
I-)2t,3,*.t,'2
By superior
By "R specia%ist
Aob e1pert
)sycho%ogist
Industria% Bngineers
@uestionnaire
Inter'ie-s
!as/ force
C':;)t)2*8 A55)55:)2t
Superior Assessment
)sychometric !ests
Inter'ie-s
Management Cames
Ro%e )%ay
Case Study
2:> degree feedbac/

S Only competent people can deliver
S %erformance improvement0individual and organi$ation
SObjective assessment of competence
S&ffective training and development of employees
S)an establish objective re#ard and recognition system
S+evelops ne#3 sharpens e9isting competence
S%revents job obsolescence in Info age
S)ompetence as competitive advantage
S)ompetence subject creation and recreation
.hese needs 8eep changing from organi$ation to organi$ation1 mar8et
and strategies. /ost of the concern is true for a vast majority of
organi$ations. .o perform and achieve acceptable results1
improvements and re;uired. *igh tas8 performers invent competencies
and reinvent them in no time >to suit the customerBs e9pectation? and
use it as #eapon.
.he scarce resource is time. .he compulsion is to reach the mar8et
#ith products and services #ith speed that e9ceeds the competition.
.he compulsion is to remain in a state of #a8ing consciousness and
stretch oneself. It is to stretch beyond the boundaries of structure and
our o#n styles. .here is no better tool than a #ell conceived and
effectively managed competence system.
+efinitions1 need1 and scope #e have already discussed in "iterature
Revie#
/.2 - DATA COLLECTION :
C"4>-%-.3& M'>>*.; '% A4)'66'("$I6 S=& C,-<-
M#4)'*
88
S%->6 "< ' 3"4>-%-.3& 4'>>*.; >$"3-66 :
1? &9amining the purpose and setting of )ompetency /apping
2? 'electing a position and a group of employees
3? +evelopment of )ompetency based Hob +escriptions
4? +evelopment of )ompetency 4rame#or8
? %reparation of )ompetency +irectory
!? (ssessment of Individual competencies
5? (ssessment of employeesB competencies using the 3!: +egrees
approach
6? %reparation of )ompetency /atri9
7? %reparation of )ompetency (ssessment )harts
1:? .raining -eed Identification for employees based on )/
. E!aminin" t#e $%r&ose and Settin" 'or Com&etenc( Ma&&in"
)CM*
.he primary re;uirement for implementing the process of )ompetency
/apping is to understand the business environment and the strategy of
the company.
(/D(''(+ORB 'AQ )*&4 being the leading player in the Industry its
current challenge emerges from aiming to become the number one
player. (fter 'even decades of operation and rapid gro#th1 (') #as
confronted #ith the need to consider available competencies in the
light of the ne# goal1 design a coherent strategy and align projects and
processes to this strategy.
89
One purpose of the study #as to provide an input on #hat 8ind of
8no#ledge and s8ills are available #ith the managers and project
leaders and identify #hat is additionally re;uired to be able to support
the strategy for the goal.
It aims to strengthen customer base by capturing ne# gro#th
'trategies and reduce manufacturing costs. .his re;uired that
competencies needed for the same be identified and developed much
in advance.
)/ can create a healthy organi$ation culture by indicating the #or8
related e9pectations of the organi$ation from its employees and
supporting them to gro# along #ith the organi$ation. It can provide
better transparency of the available e9pertise in the organi$ation to
reach the number one position in the Industry the organi$ation should
aim at having the best practices. )/ can provide the basis for
development of needed e9pertise by forming the bedroc8 of all *R
functions li8e recruitment1 performance management1 compensation
and benefits1 career planning1 training and development and
succession.
+. Se,ectin" a &osition and a "ro%& o' em&,o(ees
( small group of employees #ere selected initially so that if the results
#ere positive it could be replicated for the entire organi$ation.
.he )/ process #as carried out for the above mentioned positions from the
senior1 /iddle and Hunior /anagement cadres #hich included Narious
+epartments.
8:
D->'$%4-.%
P"6*%*".

H
R
FI
N
A
N
CE
OPER
ATIO
NS
E
N
G
I
N
E
E
R
I
N
G
S
U
P
P
L
Y
C
H
A
I
N
S
E
C
U
R
I
T
Y
P
R
O
D
U
C
T
I
O
N
F
&
B
LI
NE
N
AU
DI
T
1UAL
TY
ASSU
RANC
E
SA
LE
S TOTAL
,eneral /anager 1 1 1 1 !
'enior /anager 1 1 1 1 !
/anager 1 1 1 1 1 1 1 1 1 1 1:
+eputy /anager 1 1 1 1 1 /
senior e9ecutive 1 1 1 1 !
&9ecutive 1 1 1 3
TOTAL 0 0 0 2 2 1 1 1 1 2 1 1 3:/3:
.he range of e9perience #as from 2 years to 2! years and covered all
possible functional areas both technical and non0technical.
T"%'22& %,- 6'4>2- 3"7-$-( ')"#% 3: -4>2"&--6 *. %,-6- >"6*%*".6+
8,*3, *6 ')"#% 1/J "< %,- EK-3#%*7- 8"$=<"$3-.
-. De.e,o&ment o' Com&etenc( Based /ob Descri&tion
Hob description3 'pecification is a very important document for the entire
functioning of the *R system. It determines the purvie# and scope of a
particular job.
(s a first step L") '.'2&6*6 #as conducted using the ;uestionnaire method.
Information #as collected from the employees on various aspects of the job
in a ;uestionnaire called the %osition Information Ruestionnaire >%IR?.
Information on the individual jobs included< 0
1 %osition summary
2 Hob %urpose
3 Aey %erformance (reas
4 Ano#ledge s8ills and abilities re;uired >competencies?
%rinciple responsibilities
! (uthorities
5 Relations E internal1 e9ternal
6 Lor8ing environment
7 %referred ;ualification1 e9perience
Hob analysis & job description is finalised #ith the help of *O+ & *R0
'%&)I("I'. >,/0*R?.
0. De.e,o&ment o' Com&etenc( Frame1or2
Dased on the job description generated and secondary sources a list of
competencies #as developed. ( simple three level competency frame#or8
#as generated as given belo#<0
8;
.he .hree "evels )ompetency /odel of (/D(''(+ORB 'AQ )*&4
1. ,eneric3 /eta )ompetencies
2. 4unctional )ompetencies
3. .echnical )ompetenciesB
C"4>-%-.3& L-7-2 S#) 3'%-;"$*-6 "< C"4>-%-.3&
1. G-.-$*3/ M-%' C"4>-%-.3*-6
.he ,eneric or /eta competencies are those1 #hich are 3"44". %" '.&
*.(#6%$&+ <*$4 "$ L").
.hey are the most 7*%'2 3ompetencies re;uired by people to #or8 effectively
and efficiently for organi$ation.
.hey are basically conceptual and human relation s8ills to deal #ith people1
ideas and symbols and comple9 problems
1? '.R(.&,I) ORI&-.(.IO-
2? "&(+&R'*I%
3? .&(/ LORA
4? I-.&R%&R'O-(" +&)I'IO- /(AI-,
? )O//2-I)(.IO-
!? I-4OR/(.IO- /(-(,&/&-.
2. MANAGERIAL COMPETENCIES
/anagerial )ompetencies0 4unction0related >/ar8eting3*uman
Resources34inance3%roductions3 ;uality etc?
5? I-I.I(.IN&
6? D2'I-&'' (L(R&-&''
7? %"(--I-, & OR,(-IM(.IO-
1:? D2+H&. /(-(,&/&-.
11? )OORI+I-(.IO-
12? )O-.RO"I-,
3- TECHNICAL COMPENTENCIES AOB DNOWLEDGEB
13? HOD R&("(.&+ 'AI""'
3. $re&aration o' Com&etenc( Director(
8<
( )ompetency +irectory is an e9haustive list of competencies along
#ith the description of each competency. .he competencies vary in
degree #ith the level and cadre of employees.
COMPETENCY DICTIONARY
1 COMMUNICATION: AGENRAL-METAB
D-<*.*%*".: )learly conveying information and ideas through a variety
of media to individuals or groups in a manner that engages the
audience and helps them understand and retain the message.
LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
"istening and
Interpretation
1 establishing
rapport1
understanding
needs.
'pea8
confidently1
gives clear
direct and
specific
message.
Is able to
provide
information
in desired
manner. Is
able to
communicat
e ideas.
Is able to
read1
#rite1
spea8 and
follo#
instruction
s in order
to perform
his role.
2nderstands
the reasons
behind other
peopleBs
thoughts and
concerns.
2ses this
understandin
g to predict
and prepare
for othersK
reactions.
8=
2B COORDINATION:
D-<*.*%*".: .he process of facilitating the flo# of #or8 for a
purpose or procedure and the ability to monitor or regulate those
procedures and activities.
LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
Duilds
effectively
team #ithin
a function3
country.
&ncourages
and
supports
colleagues
to achieve
goals.
+evelops
information0
sharing
net#or8s
)reates
team
effectiveness
using people
s8ills.
(ble to
facilitate the
flo# of #or8
for a
process.
3B DECISION MADING AGENRAL-METAB
D-<*.*%*".: .he capacity to ma8e sound and practical decisions
#hich deal effectively #ith the issues and are based on thorough
analysis and diagnosis.
LEVELSD
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
Ano#ledge
of and
ability to
use
effective
approaches
for
choosing a
course of
action or
developing
appropriate
solutions.
Is capable of
understanding
of various
scenarios for
effective
decision
ma8ing.
.a8es
proactive
decisions
and
calculate
ris8
involved. Is
committed
to decisions.
Is able to
give
opinions
#hen
collective
decisions
are
re;uired.
.a8es
decisions
mutually
based on
the facts.
(ccepts
delegated
authority
and acts
#ith span of
control.
!B INITIATIVE AGENRAL-METAB

9>
D-<*.*%*".: .he capacity to ta8e action independently and to
assume responsibility for oneBs action.
LEVELS:
LEVELS 1 LEVELS 2 LEVEL 3 LEVEL ! LEVEL /
.a8es
initiative to
try out ne#
ideas at his
#or8 place
to improve
process.
)hallenges
the status
;uo and
suggest ne#
#ays to
improve the
current
system.
Noice ideas
on business
issues
#ithout
prompting1
adopts
changes in
#or8 place.
(ble to ta8e
prompt
action to
accomplish
objectives.
)ontinuously
suggests
innovative
changes and
can translate
the
innovative
ideas into
concrete
changes.
/B INTERPERSONAL SDILLS 4 AGENRAL- METAB
D-<*.*%*".: +evelop effective relationships #ith others.
LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
(bility to
develop and
maintain
effective
relationships
#ith others in
order to
encourage and
support
communication
and team#or8.
Open and
honest in his
communication.
)an
establish
a rapport
#ide
range
.)oaches
and
support
team.
'hares
e9pertise
in
achieving
team
goals. )an
bring
people in
achieving
team and
resolving
conflict
arising
#ithin.
)ooperates
#ith the
team1 get
along #ith
the people.
0B INFORMATION MANAGEMENT :AGENRAL-METAB

9#
D-<*.*%*".: It is the collection and management of information
from one or more sources and the distribution of that information to
one or more audiences.
LEVELSM
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
Ano#s #hat
information
is needed
and #hom
to approach.
2ses a #ide
variety of
net#or8s to
collect
information
on 8ey
issues.
2se e9isting
information
and
resources to
its
ma9imum
advantage.
+evelop
systems to
organi$e
and improve
the ;uality
of
information
and data
collection.
)ollect the
right
information
for the right
time.
HB LEADERSHIP: AGENRAL-METAB
D-<*.*%*".: "eadership is an interpersonal influence directed
to#ards the achievement of a goal or goals.
LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
Recogni$es
conflicts and
acts
accordingly.
'enses the
need to
assign
duties to
people and
delegating.
)lear about
#ho should
be given
#hich
tas8sT
)oaches
people
#hen
re;uired
and open to
give advice
#hen
as8ed.
(ssigns
responsibility
to different
people
according to
their
capability
and sets
deadlines for
the same.
.a8es
advantage of
most
opportunities1
could do
more to
leverage
them through
others.
4oresee the
conflicts and
tries to
minimi$e
the same
before it
arises1 thus
ta8es
necessary
steps.
NB STRATEGIC ORIENTATION : A GENRAL-METAB
9.
D-<*.*%*".: It is an inclination to formulate strategies #ith
long term objectives..
LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
.a8es a long
term and
visionary
vie# of the
direction to
be follo#ed
in the
future.
Identifies
gaps and
see8s to
overcome
them.
'ets targets1
monitors
efficiency
and
effectiveness.
+ecides on
optimum
#or8
approach.
.a8es on
challenging
but
achievable
goals.
E.B TEAM MANAGEMENT :AGENERAL-META B
D-<*.*%*".: (ctively participating as a member of a team to
move the team to#ard the completion of goals.
LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
%articipates
#illingly #ith
the team by
doing his3her
share of the
teamsK #or8.
Lor8s #ell
#ithin the
team
environment
to establish
constructive
ideas or
solutions that
meet
organi$ationa
l objective.
.a8es in
charge of
managing
the #hole
business
and
completin
g it at the
right time.
.a8es
action
outside
daily #or8
routine to
build
commitmen
t to the
team as a
focus.
/odels
team#or8
in o#n
behavior.
2ses
strategies to
promote
team
effectiveness
across the
business such
as providing
information
to other
areas of the
organi$ation
to help ma8e
decisions
collaborativel
y and sharing
resources to
solve mutual
problems.
)ommunicate
s information
about the
business to
management
and
employees.
(ctively
organi$es
activities
aimed at
building team
spirit
92
MANAGERIAL COMPETENCIES
1:.B BUSINESS AWARENESS: AFUNCTIONALB

D-<*.*%*".: 2nderstanding and utili$ing economic1 financial1 and
industry data to accurately diagnose business strengths and
#ea8nesses1 identifying 8ey issues1 and developing strategies and
plans.

LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL
!
LEVEL /
(ble to
continually
identify and
e9plore
business
opportunitie
s and needs.
4inancial
acumen.
>accurate
8no#ledge about
the financial
resources.?
Ano#ledg
e of
company
products.
Overvie
# of
business
.
2nderstandin
g the Industry
11B BUDGET MANAGEMENT: AFUNCTIONALB
D-<*.*%*".: 2nderstanding of the available resources and utili$ing
them in the best possible manner by remaining #ithin the amount
allotted to do a particular tas8.
LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
*as the basic
understanding
of
e9penditures
and revenues
of the
department.
(bility to
assess the
necessary
e9penditures.
)apable of
framing
budgets.
(bility to
utili$e the
amount
allotted to
the
department
as planned.
(bility of
utili$e the
limited
resources in
an optimum
manner.
98
12 B CHANGE ORIENTATION :AFUNCTIONALB
D-<*.*%*".: .he ability to manage and accept changes.

LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3

LEVEL ! LEVEL /
+emonstrates
capacity to
identify
changes.
Involves
employee in
initiating and
implementing
changes.
Reshapes
the team to
deal #ith
challenges
created by
changes.
,enerates
innovations
and creative
ideas #hich
assist in
progressing.
.he change
process.
(bility to
support
innovation
and
creativity by
encouraging
staff to
accept and
resolve
changes.
13B CONTROLLING AFUNCTIONALB
D-<*.*%*".: )ontrol is the process through #hich standards for
performance of people and processes are set and applied.
LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
(bility to
e9ercise
po#ers.
Aeep a
chec8 on the
#or8ing
system.
(bility to
allocate
decision
ma8ing
authority or
tas8
responsibility
to others
(bility to
e9ercise
control
#ithout
compelling
employees
thus
avoiding
employee
dissent.
(bility to
convince
others on a
particular
course of
action.

99
1!.B DEVELOPING OTHERS :AFUNCTIONALB
D-<*.*%*".: .o plan and support the development of others
through a competency based system.
LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
.he desire
and capacity
to foster and
development
of members
of his or her
team.
Is able to
ma8e an
objective
assessment
of
individualBs
performance
(ssess
employee
training
needs
against set
goals.
Implement
development
programs to
support
staffs in
achieving
performance
goals.
*as the
8no#ledge
of
development
procedures.
1/B MOTIVATION AFUNCTIONALB
D-<*.*%*".: /otivation is a desire to achieve a goal1 combined #ith
the energy to #or8 to#ards that goal.
LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
&ncourages
the
employees
#henever
re;uired.
)reates and
maintains a
positive
environment.
4inds out
#hat
motivates
employees
and tries to
provide it.
.o guide. Aeeps
employee
#ell
informed.
9:
10BPLANNING AND ORGANI?ING: AFUNCTIOALB
D-<*.*%*".: &stablishing courses of action for self and others to
ensure that #or8 is completed efficiently.
LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
+iaries
appointments
and 8eeps to
them on
time. )an
prioriti$e
tas8s and
recogni$e the
difference
bet#een
urgent and
important
tas8s.
/eets
deadlines1
delivers
#or8 on
time
#ithout
sacrificing
;uality.
Is a positive
influence on
the use of
time in0
group
meetings 0
helps
maintain
focus.
(ble to
assist other
team
members
#here
necessary to
formulate
objectives.
(ccountable
for
preparation
and delivery
of plans for
an activity
or project
underta8en
by a #or8
group or
team.
Is effective
in planning
the best
balance of
resources
including
human1
financial and
technological
to meet
goals.
(bility of
arrange and
assign #or8
to use
resources
efficiently.
9;
1HB PROBLEM SOLVING:A FUNCTIONALB
D-<*.*%*".: %rocesses problems into solutions and ne# opportunities.
LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
(bility to
identify
problems.
+etermine
possible
solutions.
Lor8
actively to
resolve the
issues.
(bility to
handle
outcomes
arising out
of the
solutions
suggested
and
implemented
Identifies
and
educates
others to
focus on
causes1 not
symptoms1
of problems
and #or8s
co
operatively
to see8
solutions.
1NB RETENTION: AFUNCTIONAL OHRB
D-<*.*%*".: &mployee retention is a process in #hich the
employees are encouraged to remain #ith the organi$ation for the
ma9imum period of time or until the completion of the project.
LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
*as a basic
understanding
of employee
turnover.
(ble to
understand
reasons for
employee
turnover.
(bility to
develop
plans to
reduce
attrition.
.a8es
actions and
implements
plans to
chec8
attritions
)reate a
feeling of
recognition
among the
employees.
9<
1EB RECORD DEEPING A FUNCTIONALB

D-<*.*%*".: (bility to handle documents
LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
*as a basic
understanding
of various
8inds of
records.
(bility to
ma8e
entries.
)an interact
#ith various
departments
and prepare
records
accordingly.
(bility to
interpret the
records and
ta8e
decisions
accordingly
)apable of
8eeping up
to date
records.
2:B TECHNICAL SDILLS: AOB DNOWLEDGEB
D-<*.*%*".: .hese are the s8ills that are action specific and re;uire
training.
LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
%erforming
office tas8.
Lor8ing
#ith and
data and
numbers.
#or8ing
#ith the
computer
+emonstrating
technical or
professional
e9pertise to at
as a
professional
and technical
resource to he
organi$ation.
Lor8ing #ith
/odern
technology1
to use
technology to
ensure a high
level of
efficiency in
accomplishing
#or8.
%ossession of
8no#ledge1
understanding
and e9pertise
to carry out
the #or8
effectively.
9=
21 B SELECTION: AFUNCTIONALB
D-<*.*%*".: selection is a process to choosing the best among
st available alternatives. It is finding right person for the right job.
LEVELS:
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL ! LEVEL /
*as a basic
8no#ledge
of selection
procedures
(bility to
recogni$e
s8ills and
talents
around.
(bility to
screen
candidates
and conduct
intervie#.
(bility to
select the
right
candidate
for the
organi$ation.
)an interact
#ith various
universities
and suggest
recruitment
trips.
NOTE- LEVEL1@EK-3#%*7- AB-;*..-$6B
LEVEL 2@S-.*"$ EK-3#%*7- A6-.*"$6B
LEVEL3@D->#%& M'.';-$ & M'.';-$ AEK>-$*-.3-(B
LEVEL !@S-.*"$ M'.';-$ AEK>-$%B
LEVEL /@ GENRAL M'.';-$ A-K3-22-.%?
5. Assessment o' 6ndi.id%a, Com&etencies.
.he )ompetency assessment ;uestionnaire consisted of the "i8ert 0
point scale and data #as obtained from the employees under t#o
series.
.he t#o series of data represented the level of )ompetency present
and the level of )ompetency re;uired for the job. &mployees #ere
as8ed to self assess their competencies and choose a level #hich
correctly represents their competency levels present and re;uired for
the job. .he first series of data can be used to assess the competency
present in the employees as per his self0assessment.
.he second series of data #ill help understand re;uirement of such
competency in the present job according the employee and the
difference #ill help analy$e the training need of the employees.
:>
7. Assessment o' Com&etencies %sin" -58 De"ree a&&roac#
(fter the employee has assessed himself the same ;uestionnaires #ere
sent to
*is 3 her boss1
%eers >t#o?
'ubordinate >One?
.hey gave the rating using the follo#ing Rating 'cale.
>Delo# avrage01F3 (varage02F 3 ,ood03F 3 Nery good4F 3 &9cellent 1?
U10DeginnersF 2U'eniorsF 3U&9periencedF 4U &9pertF U &9cellent
(n average of the scores of all the ratters #as ta8en to give a final
score on the employeeBs competency. .his constituted the complete
3!:0degree assessment of the competencies present in the employees.
9. $re&aration o' Com&etenc( Matri!
DATA ANALYSIS:
SCALE:.he scale is used for rating competencies.
.he scale used is 10 rating scale1 #here 1 is the lo#est and is the
highest score.
TOOLS USED FOR ANALYSIS:- S*4>2- >-$3-.%';- '.'2&6*6
It is simple analysis tool. In this method1 based on the opinions of the
respondents1 percentage and bar chart is calculated for the respective
scales of each factor.
F"$4#2':
S*4>2- >-$3-.%';- @ N" "< R-6>".(-.%6 A<"$ >'$%*3#2'$ '.68-$B /
T"%'2 N" "< S'4>2- S*9-
:#
)ompetency /atri9
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3 .L 3 3 :
4 I% 3 2 1
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! I/ 3 3 :
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11 )OR 4 4 :
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13 HR :
+/17

-(R&'* '*(*
*R
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1 R& 3 2 1
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/16

('*I'* '(RA(R
%RO
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+/2:

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N(I'*("I '(-&

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:
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:
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/.3 DATA PRESENTATION A DATA ANALYSIS &
INTERPRETATIONB:
>,/0,eneral /anager1 '/0senior /anager1 /0/anager1 '&0'enior
&9ecutive1 &V0 &9ecutive?
.his chart sho#s 6 employees do not match desired competency level
in result orientation that comes to 25 I> 633:?1 #hich includes
;>
,/ '/ / +/ '& &V
: 1 3 4 : :
----------------------------------------
.his chart sho#s that 14 employees does not meet desired level of
competency in "eadership that comes to 45 I>14 33:? #hich includes1
,/ '/ / +/ '& &V
2 4 2 4 2 :
.his chart sho#s that :5 employees do not meet desired level of
competency in .eam#or8 that comes to 23I >:533:? #hich includes1
,/ '/ / +/ '& &V
: : 2 4 1 :
----------------------------------------
;#

.his chart sho#s that 12 employees do not meet desired level of
competency in Interpersonal that comes to 4:I >1233:? #hich
includes
,/ '/ / +/ '& &V
2 : 4 1 :
.his chart sho#s that :6 employees does not meet desired level of
competency in )ommunication1 that comes to 25I >:633:? #hich
includes1
,/ '/ / +/ '& &V
: : 2 1 :
----------------------------------------

;.
.his chart sho#s that : employees does not meet desired level of
competency in Information /anagement1 that comes to 15I >:33:?
#hich includes1
,/ '/ / +/ '& &V
: : 2 3 : :

.his chart sho#s that 1: employees does not meet desired level of
competency in Imitativeness1 that comes to 33I >1:33:? #hich
includes1
,/ '/ / +/ '& &V
: 2 2 1 :
----------------------------------------

;2
.his chart sho#s that 12 employees does not meet desired level of
competency in Dusiness (#areness1 that comes to 4:I >1233:? #hich
includes1
,/ '/ / +/ '& &V
1 3 3 4 1 :
.his chart sho#s that :6 employees does not meet desired level of
competency in %lanning & Organi$ing1 that comes to 25I >:633:?
#hich includes1
,/ '/ / +/ '& &V
1 : 2 4 : 1
----------------------------------------

;8
.his chart sho#s that 12 employees does not meet desired level of
competency in Dudget /anagement comes to 4:I >1233:? #hich
includes1
,/0 '/ / +/ '& &V
: 2 3 3 3 1
.his chart sho#s that :5 employees does not meet desired level of
competency in )oordination1 that comes to 23I >:533:? #hich
includes1
,/ '/ / +/ '& &V
: : 2 3 : 2
----------------------------------------

;9
.his chart sho#s that :6 employees does not meet desired level of
competency in )ontrolling1 that comes to 25I >:633:? #hich includes1
,/ '/ / +/ '& &V
: 1 3 2 : 2
.his chart sho#s that 1: employees does not meet desired level of
competency in Hob Ano#ledge1 that comes to 33 I >1:33:? #hich
includes1
,/ '/ / +/ '& &V
: : 4 3 : 3
----------------------------------------

;:
.R(I-I-, -&&+ (''&''/&-.
'R.
-O
)ompetenc
y
&mployee needed to be trained
>employee code?
.ot
al
1 '.R(.&,I)
ORI&-.(.I
O-
'/5F/11F/14F/1F+/17F+/21F+/22F+/23 7
2 "&(+&R'*I
%
,/4F'/F'/!F'/5F'/6F'/1:F/15F+/17
F+/2:F+/21F+/22F'&2F'&2!
13
3 .&(/
LORA
/7F/1:F+/17F+/2:F+/21F+/22F'&2! 5
4 I-.&R%&R'
O-("
+&'IO-
/(AI-,
,/3F,/4F/12F/1!F/15F/16F+/17F+/2:F
+/21F+/22F+/23F'&2 12
)O//2-I)
(.IO-
/12F/13F/14F/1!F+/17F+/2:F'&2! 5
! I-4OR/(.I
O-
/(-(,&/&
-.
/7F/1!F+/2:F+/21F+/22
5
I-I.I(.IN&
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F+/23F'&2
1:
6 D2'I-&''
(L(R&-&'
'
,/1F'/F'/!F'/5F/11F/1F/15F+/17F+/
21F+/22F+/23F+/24
12
7 %"(--I-, ,/1F/13F/14F+/17F+/21F+/22F+/23F&V2 6
;;
&
OR,(-I'I-
,
7
1: D2+H&.
/(-(,&/&
-.
'/F'/5F/12F/1F/16F+/17F+/22F+/23F
'&24F'&2!F'&25F&V26
12
11 )OOR+I-(
.IO-
/11F/1!F+/17F+/21F+/23F&V26F&V27 5
12 )O-.RO"I-
,
'/6F/11F/13F/16F+/17F+/22F&V26F&V3: 6
13 HOD
A-OL"&+,
&
/7F/12F/1F/16F+/21F+/22F+/23F&V26F&
V27F&V3:
1:
,roup sho#ing age of respondents<0
(,& 2:0
2
2!0
3:
310
3
3!0
4:
410
4
4!0
:
10
6
-O.O4
&/%"OQ&&'
1 ! 4 5 4 3
I.<-$-.3-6: 4rom the above table and chart #e can say that most of
employees are age of 3: to 4 .
----------------------------------------
,raph sho#ing the years of e9perience of the respondents:
&V%&RI&-)& 103 401: 110
1
1!0
2:
210
2
2!0
3:
-O.O4
&/%"OQ&&'
2 5 7 5 4 1
;<
I.<-$-.3-6: 4rom the above table and chart #e can say that
Organi$ation has successfully retained e9perienced employees.
1UESTIONS
1. +o you feel you are doing the job according to your job profileT
(-'L&R Q&' -O )(-B. '(Q
-O O4
&/%"QO&&
25 :3 :
I.<-$-.3-6: 4rom the above table and chart #e can say that 7:I of
the respondents agree that1 they are doing the job according to their
job profile #hile the 1:I disagree.
----------------------------------------
2 +o you finish every #or8 assigned to you #ithin the time limitT
(-'L&R Q&' -O )(-B. '(Q
-O O4
&/%"QO&&
23 : :
;=

I.<-$-.3-6: 4rom the above table and chart #e can say that 5!I of
respondents al#ays finish every #or8 assigned to them #ithin the time
limit1 #hile 24I sometime complete their #or8 in time.
3. +o you re;uire the guidance from your superiorT
(-'L&R Q&' -O )(-B. '(Q
-O O4
&/%"QO&&
2 : :
I.<-$-.3-6: 4rom the above table and chart it is clear that 63I of
respondents sometimes need guidance from their superiors #hile 15I
never need any guidance from their superior.
----------------------------------------

4. +o you feel you need training to perform your #or8T
(-'L&R Q&' -O )(-B. '(Q
-O O4
&/%"QO&&
7 1! :
<>
I.<-$-.3-6: 4rom the above table and chart itBs clear that 3:I of
respondents feel they need training to perform their #or81 3I do not
need training to perform their #or81 #hile 13 I #ere
unable to say anything about this.
. +oes competency mapping helps you to do manpo#er planningT
(-'L&R Q&' -O )(-B. '(Q
-O O4
&/%"QO&&
26 2 :
I.<-$-.3-6: 4rom above #e can say that 73I of respondents admit
that competency mapping helps them to do manpo#er planning and
only 5I disagreed.
----------------------------------------
!. +oes an environment in organi$ation helps in competency mapping
& developmentT
(-'L&R Q&' -O )(-B. '(Q
-O O4
&/%"QO&&
2! 2 2
<#
I.<-$-.3-6: 4rom above #e can say that 6!I of respondents admit
that an environment in organi$ation helps in competency mapping &
development process and only 5I disagreed #hile 5I didnBt
ans#ered.
5. +oes competency mapping helps you in identifying gapsT
(-'L&R Q&' -O )(-B. '(Q
-O O4
&/%"QO&&
27 : 1
I.<-$-.3-6: 4rom above #e can say that 75I of respondents admit
that competency mapping helps them in identifying gaps and only 3I
didnBt ans#ered
----------------------------------------
6. +o you thin8 training programs suggested after competency
mapping process are relevant & useful to youT
(-'L&R Q&' -O )(-B. '(Q
-O O4
&/%"QO&&
25 : 3
<.
I.<-$-.3-6: 4rom above #e can say that 7:I of respondents admit
that training programs suggested after competency mapping are
relevant & useful and only 1: I didnBt ans#ered
7. +oes competency mapping helpful in individualBs career
development & company gro#thT
(-'L&R Q&' -O )(-B. '(Q
-O O4
&/%"QO&&
25 3
I.<-$-.3-6: 4rom above #e can say that 7:I of respondents admit
that competency mapping helps in career development & company
gro#th and only 1: I didnBt ans#ered
----------------------------------------
1:. +o you perform competency mapping regularly in your companyT
(-'L&R Q&' -O )(-B. '(Q
-O O4
&/%"QO&&
4 1! 1:
<2
I.<-$-.3-6: 4rom above #e can say that only 13I of respondents
admit that competency mapping is done regularly #here as 3 I
disagreed and 34I didnBt ans#ered.
11. +oes 3!: degree feedbac8 method used in competency mapping
process motivate you to identify self gaps & overcome themT
(-'L&R Q&' -O )(-B. '(Q
-O O4
&/%"QO&&
3: : :
I.<-$-.3-6: 4rom above #e can say that1:: I of respondents admit
that 3!: degree feedbac8 method motivate them to identify self gaps
& overcome them.
----------------------------------------
12. +oes feedbac80 form provided to you competency mapping help
you to understand competency level T
(-'L&R Q&' -O )(-B. '(Q
-O O4
&/%"QO&&
26 1 1
<8
I.<-$-.3-6: 4rom above #e can say that 74 I of respondents admit
that feedbac8 form provided to them is understandable &self0
e9planatory1 #hile 3I disagreed & 3I didnBt ans#ered
13. (re you 'atisfied and (gree #ith received feedbac8 from3!:
degree feedbac8T
(-'L&R Q&' -O )(-B. '(Q
-O O4
&/%"QO&&
27 1 :
I.<-$-.3-6: 4rom above #e can say that 75 I of respondents admit
that feedbac8 received from 3!: degree feedbac8 process is fair &
acceptable to them. Only 3 I disagreed.
----------------------------------------

14 (re you no# >after competency mapping? a#are of #hat is
e9pected from youT
(-'L&R Q&' -O )(-B. '(Q
-O O4
&/%"QO&&
2! 1 3
<9
I.<-$-.3-6: 4rom above #e can say that 65 I of respondents admit
that competency mapping process helps them in role clarification1
#hile 3 I disagreed & 1: I didnBt ans#ered.
0
FINDING &CONCLUSION
&
<:
0.1 RESEARCH FINDINGS :
1? 5: I employees are competent #hile 3: I are not enough
competent & re;uired to be trained.
2? 3!: degree feedbac8 method is self0motivating & highly
acceptable in organi$ation.
3? &mployee in (/D(''(+ORB'AQ )*&4 believes that )ompetency
mapping process help them in role clarification & they are doing
the job according to their job profile.
4? .hey finish every #or8 assigned to them #ithin the time limit1
#hich sho#s that they are competent1 though many of them
need guidance from their superiors sometimes1 also fe# believe
that they need training to perform their job .
<;
? (lmost all employees believe that competency mapping is
helpful in individualBs career development as #ell as company
gro#th.
!? /any believe that though environment in organi$ation is good
for competency mapping & development competency mapping is
not carried out regularly.
5? .he important findings of this study are
a? Identification of competency levels of employees.
b? +iscovery of competency gaps.
c? Identification of training needs.
0.2 CONCLUSION:
*ence1 #ith the given research study conducted in this
organi$ation1 it can be concluded that the concept of competency
mapping is in bet#een the introduction and gro#th stage that is
it is ahead of introduction stage and has not reached yet to
gro#th stage .
4rom the above study it can be concluded that )ompetency
/apping is useful in economical use of the most important
resource1 *uman )apital by ensuring the best suitable job to the
person. It also ensures Individuals gro#th and development.
In a nutshell it can be concluded that )ompetency mapping
process helps organi$ations not only in identify gaps but also
bridge the gap.
<<
3!: degree method is most appropriate & accepted method .It
helps in creating healthy organi$ation culture.
It has been also concluded that there is certainly a ;uest for
)ompetency mapping in the employees and combining this factor
#ith highly established *R +epartment and Information
.echnology in the organi$ation1 competency mapping is need to
be regularly carried out here.

H
RECOMMENDATION AND SUGGESTIONS
<=

H.1 RECOMMENDATION AND SUGGESTIONS :
=>
1. In this organi$ation regular training programs should be
conducted on various competency clusters in order to meet ne#
standards & update 8no#ledge.
2. In this organi$ation competency mapping must be done
regularly.
3. Narious monetary and non monetary benefits should be given by
the management in order to motivate them.
4. &mployees those found at e9pert & e9cellent level can be
developed as .rainer & used as in house .rainer. .his #ould cut
the trainer cost of company.
. In order to chec8 the competency level of the employees a
person can be develop his competency only after understanding
his o#n perception about his abilities1 8no#ledge level and his
goals in life.
H.2 R-3"44-.(-( D*$-3%*". F"$ F#%#$-
R-6-'$3, I. C"4>-%-.3& M'>>*.;:
It #ould be useful to direct future research on the follo#ing lines<
1? Objectively assigning priorities >or #eights? to various impacting
behaviors of a competency based organi$ation finger 0print.
2? (ttempt to create more comprehensive1 futuristic & cost0effective
competency model
=#
3? (ttempt to overcome the limitations based on a Hob0Organi$ation0
&nvironment.
a. .o ta8e a comprehensive vie# the role of job
characteristics1 organi$ational finger prints and impact of
environment on the organi$ation.
b. )onsider elements of future roles of the organi$ation.
N
BIBLIOGRAPHY
=.
BIBLIOGRAPH Y:
=2
BOOKS
)ompetency /apping &ducation Ait module 3 and 40. N Rao
*andboo8 of )ompetency /apping 0 'eema 'angi
)ompetency management practitioner guide E . %alan %h.+.
.he po#er of 3!: +egree 4eedbac8 0Rao
W-)6*%-6
###.citehr.com
###.hrvillage.com
hrmba.blogspot.com
www. ambassador india.com
E
APPENDICES:
=8
=9
(/D(''(+ORB' 'AQ )*&4
HOD (-("Q'I' & HOD +&')RI%.IO-
HOD .I."&
+&%(R./&-.
R&%OR.I-, .O
'2%%OR.&+ DQ
HOD %2R%O'&
>L*Q HOD
&VI'.'?
A&Q
%&R4OR/(-)&
(R&(
A&Q
)O/%&.&-)I&'
R&R2IR&+
(2.*ORI.Q
R&"(.IO-' I-.&R-("
&V.&R-("
LORA
)O-+I.IO-
%R&4&R&+
R2("I4I)(.IO-
&V%&RI&-)&
(/D(''(+OR' 'AQ)*&41 /2/D(I
COMPETENCY FEEDBACD FORM
=:
-ame of %erson <
(ge < +ate of Hoining<0
+esignation <
+epartment <
+ate <
4eedbac8 ,iven DQ >Respondent?<0
R(.I-,<
1UD&"OL (N&R(,&1 2U (NR(,&1 3U,OO+1 4UN&RQ ,OO+1 U &V)&""&-.
D-& S=*22
1
#
-
6%
*"
.
<--()'3= 5#-6%*". R'
%*.
;
1
S%$'%-;*3
O$*-.%'%*"
.
AR-6#2%
"$*-.%-(B
1 .a8es a long term and visionary vie# of the direction to be
follo#ed in the future
2 Identifies gaps and see8s to overcome them
3 'ets targets1 monitors efficiency and effectiveness.
4 +ecides on optimum #or8 approach.
.a8es on challenging but achievable goals
2
L-'(-$6,*
>
! Recogni$es conflicts and acts accordingly. 'enses the need
to assign duties to people and delegating.
5 )oaches people #hen re;uired and open to give advice #hen
as8ed
6 (ssigns responsibility to different people according to their
capability and sets deadlines for the same.
7 .a8es advantage of most opportunities1 could do more to
leverage them through others.
1
:
4oresee the conflicts and tries to minimi$e the same before
it arises1 thus ta8es necessary steps.
3
T-'4
8"$=
1
1
%articipates #illingly #ith the team by doing his3her share of
the teamsK #or8.
1
2
.a8es in charge of managing the #hole business and
completing it at the right time.
1
3
.a8es action outside daily #or8 routine to build commitment
to the team as a focus. /odels team#or8 in o#n behavior.
1
4
2ses strategies to promote team effectiveness across the
business such as providing information to other areas of the
organi$ation
1
)ommunicates information about the business to
management and employees. (ctively organi$es activities
aimed at building team spirit
4
I.%-$>-$6
".'2
D-3*6*".
M'=*.;
1
!
*as ability to develop and maintain effective relationships
#ith others in order to encourage and support
communication and team#or8
1
5
Open and honest in his communication
=;
1
6
)an establish a rapport #ide range .
1
7
'hares e9pertise in achieving team goals. )an bring people
in achieving team and resolving conflict arising #ithin.
2
:
)ooperates #ith the team1 get along #ith the people.

C"44#.*3
'%*".
2
1
"istening and Interpretation1 establishing rapport1
understanding needs.
2
2
'pea8 confidently1 gives clear direct and specific message.
2
3
Is able to provide information in desired manner. Is able to
communicate ideas.
2
4
Is able to read1 #rite1 spea8 and follo# instructions in order
to perform his role.
2

2nderstands the reasons behind other peopleBs thoughts and

concerns. 2ses this understanding to predict and prepare
for othersK reactions.
!
I.<"$4'%*
".
M'.';-4
-.%
2
!
Ano#s #hat information is needed and #hom to approach.
2
5
2ses a #ide variety of net#or8s to collect information on 8ey
issues.
2
6
2se e9isting information and resources to its ma9imum
advantage
2
7
+evelop systems to organi$e and improve the ;uality of
information and data collection
3
:
)ollect the right information for the right time
5
I.*%*'%*7-
3
1
.a8es initiative to try out ne# ideas at his #or8 place to
improve process.
3
2
)hallenges the status ;uo and suggest ne# #ays to improve
the current system
3
3
Noice ideas on business issues #ithout prompting1 adopts
changes in #or8 place
3
4
(ble to ta8e prompt action to accomplish objectives.
3

)ontinuously suggests innovative changes and can translate

the innovative ideas into concrete changes.
6
B#6*.-66
A8'$-.-6
6
3
!
(ble to continually identify and e9plore business
opportunities and needs.
3
5
4inancial acumen.>accurate 8no#ledge about the financial
resources.?
3
6
2nderstands the companyKs 8ey strategies1
mar8ets1 customers1 and products
3
7
Overvie# of business.
4
:
*as a clear vie# of the economic
environment of this industry
7
P2'..*.;
&
O$;'.*9*.
;
4
1
Recogni$e the difference bet#een urgent and important
tas8s.
4
2
/eets deadlines1 delivers #or8 on time #ithout sacrificing
;uality.
4 (ble to assist other team members #here necessary to
=<
3 formulate objectives.
4
4
Is effective in planning the best balance of resources
including human1 financial and technological to meet goals.
4

(bility of arrange and assign #or8 to use resources

efficiently.
1
:
B#(;-%
M'.';-4
-.%
4
!
*as the basic understanding of e9penditures and revenues
of the department
4
5
(bility to assess the necessary e9penditures
4
6
)apable of framing budgets.
4
7
(bility to utili$e the amount allotted to the department as
planned.

:
(bility of utili$e the limited resources in an optimum manner.
1
1
C""$(*.'%*
".

1
Duilds effectively team #ithin a function3 country

2
&ncourages and supports colleagues to achieve goals.

3
+evelops information0sharing net#or8s

4
)reates team effectiveness using people s8ills.

(ble to facilitate the flo# of #or8 for a process.

1
2
C".%$"22*.
;

!
(bility to e9ercise po#ers.

5
Aeep a chec8 on the #or8ing system

6
(bility to allocate decision ma8ing authority or tas8
responsibility to others

7
(bility to e9ercise control #ithout compelling employees thus
avoiding employee dissent.
!
:
(bility to convince others on a particular course of action.
1
3
AW"$=
R-2'%-(
S=*226B
!
1
Regularly update 8no#ledge 1learns ne# s8ills1 techni;ue
!
2
"istens to customersK problems and strives
to meet the level of ;uality they need
!
3
/aintains accurate documentation
'chedules projects realistically
!
4
'trives to ma9imi$e value0added processes
and minimi$e non value0added processes
!

'ets goals and monitors productivity

O>%*".'2 6-3%*".: '((*%*".'2 <--()'3= O >2-'6- )- 3".6%$#3%*7-
>UESIONNAIRE ON PROCESS O! COMPETENCY MAPPING
AT AMBASSADOR?S SKY CHE!-MUMBAI
==
%&R'O-(" I-4OR/(.IO-
+epartment
+esignation
(ge
&9perience
%lease tic8 right ans#er
SR 1UESTIONS YES NO CANITSAY
1 +o you feel you are doing the job
according to your job profileT
2 +o you finish every #or8 assigned to you
#ithin the time limitT
3 +o you re;uire the guidance from your
superiorT
! +o you feel you need training to perform
your #or8
/ +oes competency mapping help you to do
manpo#er planningT
0 +oes an environment in organi$ation
helps in competency mapping &
developmentT
H +oes competency mapping helps you in
identifying gapsT
N +o you thin8 training programs suggested
after competency mapping process are
relevant & useful to youT
E +oes competency mapping helpful in
individualBs career development &
company gro#thT
1: +o you perform competency mapping
regularly in your companyT
11 +oes 3!: degree feedbac8 method used
in competency mapping process motivate
you to identify self gaps & overcome
themT
#>>
12 +oes feedbac80 form provided to you
competency mapping help you to
understand competency level T
13 (re you 'atisfied and (gree #ith received
feedbac8 from3!: degree feedbac8T
1! (re you no# >after competency mapping?
a#are of #hat is e9pected from youT
T#an2s 'or (o%r .a,%ab,e in&%ts.
#>#