St.

Joseph’s Press, Tvpm

 DARPG

Department of Administrative Reforms and Public Grievances was formed in December 1985
under Ministry of Personnel, Public Grievances and Pensions. It functions as an internal consultant
to the Government in the context of reforms and provides a formal platform for exchanging
and disseminating reform related ideas and successful best practices. It is the Central Nodal
Department for implementation of e-Office Mission Mode Project, under the National
e-Governance Plan (NeGP).

Mission

To foster excellence in governance and pursuit of administrative reforms through:

• Improvements in government policies, structures an d process
• Promoting citizen-centric governance with emphasis on grievance redressal
• Innovations in e-Governance
• Documentation and dissemination of best practices

Vision

Excellence in governance for the benefit of all citizens

S. M. VIJAYANAND
Chief Secretary
 INSTITUTE OF MANAGEMENT IN GOVERNMENT
(An Autonomous Body Constituted by the Government of Kerala)

Satyajeet Rajan IAS

Director General
 ACKNOWLEDGEMENT
The project to develop Competency Frame Work for 20 categories at the cutting-edge
level in the Social Justice Department of Kerala was approved by the Department
of Administrative Reforms and Public Grievances (DARPG), Government of India,
in December 2014. This exercise was the first of its kind, for any category
of employee at the cutting-edge level in any state of India.
As a result, the project team had to do undertake an experimental, consultative and
Dr. R. Ram Mohan
research oriented approach involving the department, the employees belonging to
Professor &
various categories, stakeholders and other experts. I acknowledge with gratitude
Project Nodal Officer the help and support rendered by all the department, officials and public in this
process.
The project would not have been possible, but, for the patronage extended by
the officers from the DARPG. A special word of acknowledgement is due for
Smt. V Vidyavathi IAS, then Joint Secretary, Government of India, who audited
our presentations and along with the members of the core group ensured its
approval. I would like to thank Smt. Smitha Kumar IAS, presently Joint Secretary,
DARPG, for her support during the later phase of the project. I would like
to acknowledge Shri. V K Varma and Shri. A K Sarkar and Shri. Gaya Prasad
who handled the concerned seat at DARPG at various points in time.
I am thankful to the Heads of the Department for their sincere support, reciprocating our
needs by constituting departmental task forces for each category of employee for which
the frame works were developed. I may acknowledge the support and patronage
extended by Shri. V N Jithendran IAS, former Director and Shri. B S Thirumeni, the
present Director of the Social Justice Department.
I am deeply indebted to Shri. Jiji Thomson IAS, Chief Secretary and President of IMG
for his support during the launching phase of the project and Shri. S M Vijayanand IAS,
our present Chief Secretary and President of IMG, for his guidance, support and
patronage in validating and disseminating the findings. I place on record the
support extended by Smt. Nivedita P. Haran IAS, former Additional Chief Secretary
to the Government and then Director General, IMG for having forwarded our
proposal, Smt. Tinku Biswal IAS, then Director General of IMG for the guidance during
the preliminary phase of the project , Shri. P K Mohanty IAS, then Director General
for his support during the consultative phase of the project and Shri. Satyajeet
Rajan IAS, our present Director General for his guidance and encouragement.
I recall the academic support extended by Dr. R Jayasree, Professor, IMG during
the preliminary phase of the project.
I acknowledge the help rendered by Smt. Ushakumari D S, my CA and other faculty
members and staff of IMG.
Last but not the least, it gives me great pleasure to record my appreciation for the
professional work discharged by my team comprising of Shri. Manoj G. Kadakampally,
Project Manager and Shri. Visakh V R and Kum. Nilasha S, Research Assistants in
the successful execution of the project.

Dr. R Ram Mohan

Professor & Project Nodal Officer
01 - 18

19 - 30

31 - 112

113 - 137

139 - 144
 A
“If something is important enough, even if the odds are against you, you should still do it”.
Elon Musk

Introduction 01
Rationale for Introducing Competency
Management System 02
The case of Competency
Management in Select Countries 03
Core Values that support Good Governance 06
Competence, Competency, Competency
Models and Competency-based Systems 08
Applications of Competency Framework 09
Benefits of using Competency-based System 12
Moving from Output-oriented to
Outcome-oriented System 14
The Way Ahead 16
Thinking Beyond Implementation 18
Competency Framework for Social Justice Department

Introduction

The introduction of the concept of competency management in Indian Civil Services was
pioneered by Department of Personnel and Training (DoPT), Government of India under
a project partnered with UNDP. However, the introductory phase was limited at a policy
formulation level and not extended to personnel at cutting-edge level. In the initial phase,
competency management was introduced at Project Management Unit (PMU) within
the Prime Minister’s Office, certain sections of the Ministry of Corporate Affairs and the
Department of Personnel and Training.
The competency framework development project for civil servants operating at cutting-
edge level was taken up by IMG for three departments namely the Police, Social Justice
and Scheduled Tribes Development which arguably have a high rate of citizen interaction.
In early 2015, IMG initiated the project for the above three departments. With the involvement
of both internal and external stakeholders, task forces for selected cadres/categories were
constituted.
Through thematic working groups, the methodology for developing competency profile
and framework was developed. With a broader focus on citizen-centric governance,
competencies were selected from a dictionary consisting of 25 competencies developed
for the Indian Civil Services. The competency dictionary imbibes public service values
specific to Indian Civil Services, which are entrenched within the four pillars of Ethos, Ethics,
Equity and Efficiency.
Following research, discussions with senior officials, subject matter experts and extensive
consultations with a range of stakeholders, including among others, task force members,
potential users, carried out at through brainstorming sessions, competency profiles for each
cadre/category and competency framework for the three departments were developed.
A second wave of consultation (focus group discussions) with peers and immediate
supervisors led to the identification of effective and ineffective behaviours related to each
of the competencies identified. The new findings were subsequently presented before
senior officials and validated.
Competencies have a wide range of applications across human resource management
practices. Competencies can be applied and integrated into workforce planning, recruitment
and selection, performance management and appraisal, training and development, career
and succession planning and reward systems. Through the life cycle of an employee (inflow
– flow – outflow) a competency model serves as a roadmap for aligning HR strategy with
organisational imperatives.

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 Competency Framework for Social Justice Department

Rationale for Introducing Competency Management System

Like most movements, competency management has no single origin. Since the end of
1990’s, competency management has become an inevitable tool for driving professional
governances.
The focus on quality customer service, flatter organizational structures, cultural changes
among others have led to a greater emphasis on the need for competency management
in government. This requires employees to develop a wider range of skills making them
responsible for continual learning and self-development. Today, the performance of
individual employees is seen as a key factor in achieving organization’s objectives. Therefore,
a number of governments have introduced competency management as a strategic tool to
achieve more efficient performance and more responsive civil service.
In 1994, Lawler referred to four forces that lead to emergence of competency management:
change of the nature of work, globalisation, growing competition and flatter organisational
structures. Twenty-first century challenges include not just globalisation, but also entail
the demand for a diverse workforce, adequate financial resources, managing ageing work
force, rapid social, environment and cultural changes etc., impacting the society.
So there are both social and economic factors that demand the need to revise traditional
personnel management practices of the government and the need to evolve towards a
competency-based system.
In India, since independence, recruitment, selection and promotion of staff in Indian
Public/Civil Service has largely been based on academic/professional qualifications; a
system borrowed from the Colonial times. The Government departments/public service
organizations following this system focus largely on administrative tasks and enforcement
of rules and regulations, without giving much importance to human resource development
and management. This results in some staff rising to senior positions without adequate
competencies, necessary for effective job performance and productivity.
Another aspect is about the changing expectations and demands of citizens. Today citizens
are more aware of their rights and are more vocal in demanding those rights. Delivering
better and diverse services to more and more people, has become a key objective of
government’s reform process. No doubt, developing countries are attempting to improve
service delivery in a variety of contexts, but the crux of the matter is not about lack of
resources but with the efficiency, effectiveness and attitude of employees, more so with
those at the citizen interfaces.
Finally, with a young, tech-savvy population, distinctive demographic profile, a diaspora
exposed to governance systems in advanced countries, there is an emerging social
realisation for professional systems.
Therefore, it is an imperative call for our government and its departments to enhance the
efficiency and effectiveness of both, its employees and the services it offers. Introducing
competency management is one critical step in that direction.

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The case for Competency Management in Select Countries

Australia: In 2001 the Australian National Audit Office (ANAO) conducted a study on
how line managers plan for and manage their staff to help achieve agency and program
outcomes and how the HR function supports people management practices to achieve
agency outcomes. It recognized the importance of capability (competency) models to
provide a framework for identifying key workforce capability requirements.

Belgium: Competency Management in the Belgium federal government was introduced as

a crucial element of a broader reform project, the “Copernicus Plan”. Prior to the Introduction
of Competency Management, there were difficulties in recruitment, retention, personnel
planning and career advancement. Competency Management enabled not only broad
organizational change, but cultural change, as well. Furthermore, it created a common
language between the different organizations and covered the different HR processes.

Canada: Since the 1970s the government of Canada has used various leadership
competency profiles. In general, the development and modification of competency profiles
in the Public Service of Canada have been motivated by human resources needs as
well as the key initiatives and strategies of the Government. The profile of Public Service
Leadership Competencies was developed in 1998, in the context of Public Service renewal.
The profile was used in staffing and in learning & development for the Executive cadre. It
served its purpose very well, however, it was thought to contain too many competencies
that, in some cases, were too complex and abstract, and because it was developed in the
late 1990s, it did not reflect certain more recent key initiatives such as the Management
Accountability Framework (MAF) and the modernization of Human Resource Management.
The Key Leadership Competency profile, which is currently in use, establishes Values and
Ethics as the foundation of leadership and links directly to the Management Accountability
Framework - both priorities and key initiatives of the Government.

Korea: The traditional Korean Civil Service was incapable of success in a rapidly changing
environment. The Korean Civil Service had been earlier criticized for its lower levels of
competitiveness and productivity compared with the Korean private sector. The Competency
Management System in the national government was initiated as part of reform strategy and
includes the following:
l Changing to personnel management with a future-oriented perspective,
l Improving the competitiveness of the government as a whole by selecting highly
competent personnel regardless of seniority and backgrounds,
l Encouraging the civil servants concerns on competencies and voluntary efforts for
developing their competencies,

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 Competency Framework for Social Justice Department

l Measuring and predicting the competencies required in the future in a valid and
objective way, and
l Making competency development possible through active participation in training and
education

Netherlands: In the Dutch Central Government, implementing Competency Management

System offered the opportunity to further personnel development and help staff adapt to
the new challenges. It also aided in the achievement of the following:
l Increase the general employability and development of staff in changing organizations,
l Improve the quality of labour and enhance work satisfaction,
l Strengthen the bonds and commitment of staff members with the organizations and
make the organization more effective,
l Decrease the focus on function and task orientation and hence create a more flexible
attitude, and
l Promote a change in culture in the sense that civil servants are judged by the actual
results they accomplish

United Kingdom: The British Civil Service embarked upon a competency approach to
HRM during the early 1980s. It was one of the first civil services to do so. The election
of a Conservative Government in 1979, which was committed to radically reform the role
of the State and the Civil Service, was followed by major restructuring of government
departments. Using New Public Management (NPM) ideas, the government proceeded to
introduce performance management and measurement to achieve economy, efficiency,
and effectiveness.
Although there are problems with competency management, there is widespread support
for its many benefits. Research by the Chartered Institute of Personnel and Development
confirmed the earlier findings of research on the civil service, that competency management
and competency frameworks:
l Enable a common language and standard criteria to be applied across a range of HR
functions,
l Assists both managers and employees in identifying training and development needs,
l Enables the organization to promote its values, goals, and objectives,
l Assists in the management of change,
l Enables employees to know what is expected of them (transparency), and
l Is a corollary of performance management.

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It was also found that competency frameworks are of central importance in providing a
framework for the civil servant to take responsibility for their own learning. A recent report
for the European Academy of Business Strategy into Leadership Qualities and Management
competencies for Corporate Responsibility found that most world-class organizations use
competencies to define and drive high performance. That certainly is true in the UK where
competency frameworks are used within systems of performance management.

United States: In the US federal government, competency management was viewed as

a tool to provide a common language for addressing desired performance indicators at
various managerial levels. It also speaks of the need for strategic alignment between the
individual and the organization. Competency models have also been promoted as means
for aiding succession planning by helping to identify individual areas of strength and
areas for improvement, particularly with an advanced career plan in mind. The reliance
on competencies reflects a move away from rank-in-position approaches to hiring, which
focused on the technical knowledge necessary for performance on the job. Rank-in-person
approaches, including competency management, reflect rapidly changing environments that
require skills that extend beyond the boundaries of any one job and indicate an individual’s
ability to adapt and learn.

Brazil: The Brazilian Federal Administration has introduced Competency Management as

part of a strategy to strengthen the capacity of the public service; an important step to
improve the ability of the administration to deliver on government priorities in key areas
such as education, social policy and environmental protection. Competency management
is being approached as a way of reorienting and strengthening training and development to
upskill the public service and to instill a culture of ongoing development. The competency-
based approach is primarily used to modernize training and development and target it to
priorities identified by individual public sector organizations. Additionally it is expected to
help in areas such as recruitment and selection, strategic workforce planning, facilitate staff
mobility, performance management, inculcating common management skills and values
identified for Brazilian public service.

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 Competency Framework for Social Justice Department

Core Values that support Good Governance

Good governance is an indeterminate term used in the international development literature

to describe how public institutions conduct public affairs and manage public resources.
Good governance is necessary for ensuring success of development schemes, bringing
improvements in the quality of life of citizens, eradicating poverty and for realisation of the
goals of equity and equality enshrined in our constitution. This is required in view of the
rapid and fundamental changes taking place in the political, economic and technological
fields in our country. And we can achieve this only through a competent and well functioning
Civil Service. It is noted that the quality of governance is critically dependent on the quality
of public servants and a major determinant of the quality of civil servants is the rigour and
integrity of the recruitment process.
In India, civil service values have evolved over the years of tradition and are presently
codified in a set of conduct rules. Till about 2013, there was also no code of ethics prescribed
for civil servants. However, our leaders, having recognised the need for professionalising
public administration, engaged the Ministry of Personnel, Public Grievances and Pensions
and the UNDP to pilot a project in human resource management called the Pathways for an
inclusive Indian Administration’ or PIA. In 2014, the PIA project team released a compendium
to support the competency-based administrative reforms for Indian Civil Services. The
compendium primarily features a dictionary of competencies under four pillars capturing
the essence of public service values, while also imbibing the essence of good governance
and citizen-centric service delivery. It is expected that the four core values of Ethos, Ethics,
Equity and Efficiency guide every civil servant in the country. A graphical representation is
given below.

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Competence, Competency, Competency Models and

Competency-based Systems

The study of competencies began in the early ‘70s, where a large number of jobs from
different sectors and industries were taken up for identifying what essentially differentiated
superior performers from average performers. The studies were undertaken with the
objective of identifying the differentiators that would allow organisations to recruit good
candidates, evaluate and develop them, thereby making it beneficial for both organisation
and the employee. Few terms that are relevant in this context are:
Competence – relates to performance or outcomes: It is about mastery in relation to
specified goals or outcomes and it requires the ability to demonstrate mastery of specific
job-relevant knowledge and skills. The measurement of competence at work involves the
assessment of performance in the workplace against some pre-defined set of occupational
or work-related knowledge or skill standards. These standards define the performance
criteria associated with competence in the workplace.
Competencies – on the other hand, relate to the behaviours underpinning successful
performance; what people do in order to meet their objectives; how they go about achieving
the required outcomes; what enables their competent outcomes.
In public and private sector organisations, practitioners of HR and training use both
competence and competencies in different ways. The underlying notion is that a successful
employee will possess both behavioural attributes associated with superior performance as
well as the knowledge and skills required to perform the critical elements of the job.
Having specific technical knowledge, education and experience is important, but it is not
what distinguishes between average and superior performance. Similarly, having the right
academic training and technical skills are often the threshold requirements for a job, it
serves as only the minimum credentials to get the job.
A competency model is the organisation of identified competencies into a conceptual
framework that enables the people in an organisation to understand, talk about, and apply
the competencies. A model may be developed for an entire organisation or just for specific
business units, functions, work processes, or jobs within the organisation. The content of a
fully developed competency model includes categories or clusters of competencies; the
competencies that make up each cluster; a definition of each competency; and several
behavioural indicators of each competency.
A competency-based system is one which enables us to pinpoint the characteristics that
differentiate the average worker from the exemplary worker.

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Applications of Competency Framework

Workforce Planning
Workforce planning is a process to measure and compare ones current workforce availability
(supply) with future workforce requirement (demand) in the light of one’s departmental
strategy and business planning process.
The workforce of a department is in a constant flux due to flows in and out of employment.
In public service it is often seen that the outflow consequent to retirement, during certain
years happens in bulk, leaving little or no choice for the department to depute or promote
competent people to fill-up those positions. Additionally, with rapid pace of social and
technical evolution, the existing personnel are not sufficiently equipped to meet changing
needs of the citizen/customer. Hence management/human resource managers in
Government have to make a distinction between short term as well as long term personnel
requirements.
The current economic, financial and demographic context demands meticulous workforce
planning and strategic management of human resources. A competency based human
resource management helps identify the existing gaps that help determine workforce
requirements, to ensure that public service maintain the capacity for professional service
delivery.

Selection and Entry in Public Service

The emphasis in the recruitment process into the public service is loosely focused; be
it at entry level or for that matter even for specialist selection (technical posts, lateral
entry, consultant positions on contract for example). In the lateral case knowledge of the
individuals’ past performance has a relatively limited influence on the recruitment process.
In such situations a recruitment process which values competency and performance could
be used.
Competency based human recourse management system will minimize or avoid investment
in people who do not match expectations and reduces the possibility of hiring the wrong
person in any position. It provides a complete picture of what it takes to perform the work,
and provide job aspirants with a clear and realistic picture of what is expected of them. The
competency model increases the likelihood of hiring people who stands a great chance to
succeed.

Training and Development

The objective of all training activities is to develop specific competencies in order to bridge
performance problems. Training development plan for civil servants can be prepared after
assessing gaps between current and desired competency levels.

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 Competency Framework for Social Justice Department

Using a competency model as the basis of a training and development system helps to avoid
a short-term perspective and ensures that the system focuses on the right things rather
than the latest things. It focuses on developing the talent that is currently unavailable in the
workforce to meet such needs. A well-structured competency model includes behaviors
with a strong correlation to effectiveness on the job and also those required for supporting
the Department’s strategic decisions. It plays an important role in keeping employee and
Department’s focused on the skills, knowledge and attitude that affect job performance.

Management of Staff Performance

A competency model can ensure agreement on performance criteria that focuses on what
needs to be accomplished. It also ensures opportunity to superior officers to observe behavior,
specificity and concreteness in analyzing performance deficiencies of their subordinates in
a structured manner. It provides a shared understanding rendering transparency on what
will be monitored and measured. Normally, performance appraisal focuses on the results.
But with competency model the concern is not only with results but with behaviour and
manner with which then results are attained by the personnel. It provides a shared picture
of what is considered relevant and important for effective performance. Competencies
clarify what is expected from employees. Employee performance is evaluated in terms of
competency requirements as well as objectives. The appraisal system focuses on specific
behaviour, offering a roadmap for recognition, reward, and performance review.
While performance in itself is not a new notion in public management, in many advanced
OECD member countries, its focus has shifted from the adherence to rules and processes
to rewarding achievements. The extent of this change is not an indication of whether
services are being rendered efficiently or whether institutional goals are achieved, but the
sign that rules, processes and practices are formally oriented towards professional delivery
of outputs and the achievement of outcomes.

Career Development
Functional promotions in the government are at present seniority based. However,
implementing a performance appraisal system aims at linking career progression to the
results of the performance appraisal. As management of competencies become more
mature, linking performance evaluation to careers should become easier with specific
measures aimed at developing individuals for future promotions. It outlines employee
development and promotional paths within the Department and also provides clear direction
for learning new job skills.
According to McLagan, the competency approach is an effective tool to be used as a criterion
for career development. Competency-based career planning systems link competencies
with the development activities, which help employees learn what they need for further
development. They can review the needed competencies of all the positions and through

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comparison with the competencies they possess, identify potential positions and develop
their career plans. This will serve the cause of employees who work professionally and also
motivate competent personnel to seek professions in Government. In time, the remuneration
packages of Government professionals are also bound to increase and compare favorably
with employees in private sector.

Succession Planning
The competency model adds value to succession planning system in such a way that the
Department is able to define the abilities that are necessary for any role and also those
behaviours that are strong predictors of success. A competency model along with the
360-degree feedback process serves to create an agreed-upon list of the criteria required
by the job and helps the Department to assess its bench strength. Individual and aggregate
assessment of competency levels and relevant behaviour can help identify the presence
and absence of key capabilities at the Departmental level.

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 Competency Framework for Social Justice Department

Benefits of using Competency-based System

Implementing a Competency Based Human Resource Management System in a Department

has many benefits. The benefits accruing to each stakeholder is given below:

Department:
Competency-based system
l Can link organizational and personal objectives and ensure that employees are clear
about how they are expected to perform in their jobs,
l Ensures that organization-funded training and professional development activities are
cost-effective, goal-oriented and productive,
l Reduces cost overruns caused by poor performance or miscommunication of job
expectations,
l Improves communication between employee and the Department,
l Establishes a framework for constructive feedback during performance appraisal,
l Outlines employee development and promotional paths within the organization,
l Sets clear performance expectations for employees, enabling them to make better
decisions and work more effectively,
l Provides common, department-wide standards, for career levels that enable employees
to move across department boundaries.

Superior officer:
Competency-based system
l Provides clear, fair and unbiased statements to use when discussing performance,
l Can structure employees’ development and training needs,
l Helps define career paths of sub-ordinates,
l Helps identify performance criteria to improve the accuracy and ease of hiring and
selection process,
l Helps develop objective performance standards,
l Provides a clear foundation for dialogue to occur between the officer and employee
about performance, development, and career-related issues.

Employees:
Competency-based system
l Gives insight into the overall strategy of the Department,

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l Enables learning of additional competencies that are valued by the Department,

l Provides clear direction for learning new job skills,
l Increases the potential for job satisfaction,
l Ensures that individual professional development and training milestones are recorded
and acknowledged.

Government:
Competency-based system
l Provides continuity in monitoring careers of public servants,
l Provides transparent and effective criteria to make performance evaluation,
l Effective and citizen-centric public service delivery,
l Improved image of governance.

Citizen:
Competency-based system
l Builds trust on the governance system,
l Provide quality services in a time bound manner,
l Paves path for encouraging inclusive and participatory approach in developmental
activities

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 Competency Framework for Social Justice Department

Moving from Output-oriented to Outcome-oriented System

A prime objective or the outcome that one would expect from a good performance-focused
HRM system is to have a suitably empowered and highly motivated public service that is
flexible, collaborative and one that is capable of providing services in a cost efficient as well
as in an output and outcome-focused manner.
The institutional arrangements that are generally considered critical to achieve these
outcomes include:
i. The integration of staff performance management into Department’s strategy:
Developing business goals and integrating various performance objectives and targets
into a hierarchy is generally referred to as a “Cascade” of objectives and targets. At
each level from Government, through departments, divisional/functional unit and finally
individual- to establish a good basis for evaluation of performance
ii. Vertical alignment of personnel policies and practices with the Department’s vision and
objectives: Vertical integration refers to the convergence of human competencies with
the mission, vision, and strategy of the Department. Individual competencies should
be chosen, organized, and developed so that they contribute to the realization of the
strategy of the Department.
iii. Aligning behaviour with Department’s values: A competency model can be an effective
way of communicating with the workforce on the values of the Government and or
Department and what employee should focus on, in their own behaviour.

S
Faster A
Service T
Citizen- I
Centric Transparency
S
F
Quality
Orientation
Effective I
utilization of
resources E
Outcome
Accountable
Outcome D
(Employee) (Department)
New
Products/ C
Services I
Right Man
for the T
Higher
Right Job
Automation
I
Productivity
Attract Z
and Retain E
talent
N

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At the individual level, the employee becomes accountable, quality oriented, productive
and citizen-centric. Since the organisation is a collection of individuals, their focussed
and collective efforts tend to contribute a larger benefit to the Department, which in turn
benefit the citizens at large. Some of the benefits include: faster and responsive service,
transparency, effective utilisation of resources, automation, attracting and retaining talent
and introducing new products and services.

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 Competency Framework for Social Justice Department

The Way Ahead

The application of an integrated competency-based model is important for good HRM

practice in public service. By promoting a consistent approach across all HRM activities,
the framework will help achieve government’s objectives. Practice and past experiences
shows that implementing competency management requires a three dimensional approach.
The alignment with the strategy and integration of the various HR systems are not the
only important aspects rather, competency management is primarily a question of putting
implementation into practice. There are certain pre-conditions which need to be taken
into account prior to introducing competency management in the respective departments.
Some of them are:
l The competency management approach needs to be a part of administrative reforms
strategy and complement human resource policies,
l The competency approach should be well understood and appreciated by the political
leadership and civil servants,
l A strong leadership and support by human resource managers in the respective
departments,
l Department identifies and prioritises areas in people management systems where
intervention can be piloted,
l Commitment and participation of stakeholders,
l Participation of trade unions in the process,
l Purposive communication strategy for institutionalising the framework,
l Decision about cadres or categories where competency based systems have to be
piloted and development of a communication strategy,
l Paying attention to the specificity of public service (Good governance & citizen-centric
service delivery),
l Mechanism to review and update competency framework.
The key institutional players which are critical for ensuring the success of the implementation
and institutionalising of competency-based system are the Government, the Department,
the Apex Training Institute and the Department of Administrative Reforms and Public
Grievances. The specific roles that each of these agencies should discharge are outlined
below.
Government
l Policy decision to implement the competency-based system for employees at cutting-
edge level in selected departments,
l Consider instituting the competency-based system in other Departments,

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l Ensure that the 1% Plan fund earmarked for training are deployed professionally,
based on a detailed roadmap, to be submitted by the Director General - IMG, in his
capacity as Ex-officio Secretary – Training, for the State,
l Prevail upon the Departments to evolve an action plan to institutionalise competency
framework in a time-bound manner with periodic reviews at the level of Chief Secretary/
Secretary to Government.
Department
l Disseminate job descriptions and competency profiles developed for cadres/
categories,
l Prioritise the area of people management system to be integrated into the competency-
based HR process,
l Include senior management cadres also into the ambit of competency-based system,
l Liaise with ATI and Departmental training institutions for strengthening the process of
capacity development,
l Introduce competencies at the stage of induction training,
l Provide training on new competencies to newly promoted personnel,
l Conduct contractual appointments using competency-based recruitment process,
l Prepare a comprehensive training strategy to support the implementation of
competency-based system.
Apex Training Institute (ATI)/Institute of Management in Government
l Support and handhold the Department(s) in implementing competency-based systems,
l Provide targeted and high quality training to priority groups of Department,
l Assist in the capacity development of Department personnel,
l Develop training modules on competencies identified for each Department through
Training Need Analysis (TNA).
Department of Administrative Reforms and Public Grievances (DARPG)
l Provide leadership and necessary assistance for the Department/ATI in implementing
the competency-based system,
l Leverage the learning’s from current projects and facilitate implementation across
other projects undertaken by Departments or States across the country,
l Utilise the resources of ATI for steering the development of similar projects in other
similar Departments in other States,
l Disseminate the processes, methods and learning’s from the project with all
stakeholders.

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 Competency Framework for Social Justice Department

Thinking Beyond Implementation

l Rationalise work assigned/performed by each cadre/category,

l Reengineer the organization structure by absorbing categories wherever required,
creating new professional cadres and creating new functional divisions/units, based
on work rationalization process,
l Revamp recruitment/selection procedures for regular, contract and re-employed
personnel in the respective categories/cadres and liaise with the Government to
ensure that the policy imperatives consequent to adoption of competency framework
are addressed,
l Make job descriptions/service delivery requirements available for the cadre/category
at the time of induction/promotion/transfer postings,
l Ensure that the job descriptions are dovetailed with the implementation aspects of
Right to Information and Right to Service Acts,
l Ensure that employees recruited, promoted or transferred to a new cadre/category
undergo training, to bridge the capacity/competency gaps,
l Leverage technology to enhance on-the-job training experience,
l Conduct performance reviews based on modified job descriptions, with a specific
window for self assessment of job proficiencies,
l Devise systems to link performance with incentives, promotions, re-employment, etc.,
l Implement Learning Management Systems at ATIs and Department training institutions
to organize timely, purposive and focused trainings,
l Ensure that the Director General - IMG, in his capacity as Ex-officio Secretary – Training,
for the State, ensure that appropriate training systems are developed to handle the
challenging task of capacity development.

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 B
“You don’t have to be a genius or a visionary or even a college graduate to be successful.
You just need a framework and a dream”.
Michael Dell

Overview 19
Methodology 20
Stakeholder Relationship 26
The Journey so far 28
Competency Framework for Social Justice Department

Overview

The model used for developing competency framework follows McClelland’s lead in
determining what leads to superior performance.
A Competency Dictionary comprising of 25 competencies categorised in four pillars of
Ethos, Ethics, Equity and Efficiency enshrining/imbibing the facets of Good Governance,
and developed by DoPT for Indian Civil Services, is used as reference.
Competency framework was developed for 20 categories of Social Justice Department
across 12 cadres. We had decided to develop the competency framework for certain
categories, as we felt the need for developing competencies of serving personnel though
such categories are likely to be absorbed, merged or abolished in future. This was
necessitated due to the fact that for certain categories, new recruitments are not taking
place. Some of the categories have been merged, some are retained, and others are likely
to disappear on superannuation of persons serving against the respective categories.
2 new competencies are additionally developed for the Department, and included in the
framework.
The process of developing a framework involved 4 stages viz., Identifying the Relevant
Competencies, Understanding Jobs and Roles, Assigning Competencies and Proficiency
Levels and Validating Competencies and Proficiency Levels and each is detailed below.

Model development context:

Development of competency framework for any category of employee anywhere is very
complex, as it involves identification of stated and unstated behaviours expected in the
discharge of their assigned duties. In our context, we did not have any model to emulate, as
the work undertaken was the first of its kind at the cutting-edge level, in the Indian context.
We have devised our own methodology based on secondary data, experiences from
research and works in similar and dissimilar environments and interactions with experts.
Hence we are of the opinion that the methodology contemplated is not probably the only
one, but surely, the most plausible one under the circumstances.

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 Competency Framework for Social Justice Department

Methodology

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Competency Framework for Social Justice Department

Stage 1 Identifying the Relevant Competencies

Step 1 To identify a broad set of competencies to suit the unique and
Purpose specific needs of the Department
Process Interviewing senior level officers to:
(i) Understand the Mission and Vision of the Department and
how Goals, Objectives and Measures are linked to unit(s) and
individuals,
(ii) Understand the different projects, programs, schemes and
activities, and where the Department have chosen to apply its
scarce resources,
(iii) Identify units/schemes/projects that have consistently recorded
good performance the specific behaviours top performers
have exhibited, while also identifying non-performers and
their ineffective job behaviours.
Tool Visionary interviews
Involvement Heads of Departments

Outcome Knowledge about:

(i) New initiatives underway,
(ii) Effective and ineffective behaviours,
(iii) Behaviours expected from employees by the leadership.
Output A broad set of behaviours expected from employees at the
operational level, by senior management
Step 2
Purpose To Constitute Task Forces
Process Task forces comprising between 5 and 8 members were formed,
for each cadre/category. The member representing the task force
must essentially be a top performer, be an officer representing
one of the regional offices/zones of the Department and have
served in the immediate lower cadre(s) in the past.
Tool Referral
Involvement Heads of Departments and other known sources within the
department
Output Task Forces formed for each cadre/category.

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 Competency Framework for Social Justice Department

Step 3
Purpose To identify:
(i) Current and future organisation requirements,
(ii) Challenges currently faced and those anticipated,
(iii) Behaviours required by employees to succeed as well
as fulfil organisations objectives.
To validate projects, goals, objectives and measures suggested
by the senior officials.
Process Discussions with individual Task Forces.
Involvement Task Force members
Tool Brainstorming and Focus Group discussions
Outcome Competencies and behaviours that are critical to fulfil organisations
objectives and strategy

Step 4
Purpose Familiarisation of Competency Dictionary among Task Force
members and to select 15 competencies that would help
employees serving in the respective cadre/category achieve
broad objectives of the department.
Process Awareness program to Task Force members for familiarising
competency models in general and competency framework
developed for Indian Civil Services. This model has been
developed on the core values of Ethos, Ethics, Equity and
Efficiency imbibing the essence of good governance and citizen-
centric service delivery.
Involvement Task Force members
Tool Brainstorming
Outcome A set of 15 competencies to achieve the broad objectives of the
Department.

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Competency Framework for Social Justice Department

Stage 2 Understanding Jobs and Roles

Purpose Job analysis
Process (i) Collecting Job description documents that clearly outline the work
to be done, given through induction manual, G.Os, circulars and
additional responsibilities entrusted through delegation of
authority. In such cases where such documents were not available,
jobs were understood through a process called Job analysis,
(ii) Classifying jobs under two duty clusters - core and functional,
(iii) Identifying key/principal accountabilities.
Involvement Task Force members
Tool Consultative meetings
Output Job purpose/Position summary;
Key/Principal accountabilities;
Reporting relationships

Stage 3 Assigning Competencies and Proficiency levels

Step 1
Purpose To understand the stated and unstated complexities the job-holder
handles in the process of achieving organisations objectives
Process (i) Analysing jobs and the mode of performance,
(ii) Identifying competencies that would support role holders
in successfully carrying out their duties, responsibilities and
accountabilities,
(iii) Short listing and ranking competencies from 1 to 10 in order
of their importance.
Involvement Task Force members
Tool Consultative meetings
Output A set of 10 competencies

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 Competency Framework for Social Justice Department

Step 2
Purpose To map proficiency to roles
Process Determine levels of proficiency required based on the nature of
role, level of responsibility and problem solving complexity
Involvement Task Force members
Tool Consultative meetings
Output A set of 10 competencies and the most appropriate behaviours

Stage 4 Validating Competencies and Proficiency levels

Purpose To validate mapped competencies
Process (i) Review by Subject Matter Experts,
(ii) Review by immediate superiors,
(iii) Validation by Department Heads and Senior officials involving
Task Force members.
Involvement Subject Matter Experts,
Supervising officers for selected cadres/categories, Heads of
Departments and Senior officials.
Tool Focus Group Discussions
Output 8 competencies and their proficiency levels for each cadre/
category
Outcome A Competency Profile for the selected cadres/categories of
personnel and a Competency Framework for the Department

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Competency Framework for Social Justice Department

Sample Competency Framework

Competency Framework

 Integrity
 People First
 Self Confidence
 Leading Others
 Attention to Detail
 Organizational Awareness
 Taking Accountability

Ethos Ethics
(Spirit of Community) (Rules of Conduct)

Core
Values
 Result Orientation
 Initiative and Drive

Equity Efficiency  Seeking Information

(Natural Justice) (Doing things Right)  Desire for Knowledge
 Planning and Coordination
 Problem Solving
 Consultation and Consensus Building
 Communication Skills
 Decision Making
 Self Awareness &
 Delegation Self Control
 Empathy  Developing Others
 Team Working

• Concern for Safety

• Political Awareness

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 Competency Framework for Social Justice Department

Stakeholder Relationship

DAR PG
Project Sponsor

Nodal Officer IMG Management

External Consultant Faculty Advisors

Project Implementer (UNDP) (IMG)

Project
Manager

Project Team

Beneficiary Departments
Social Justice Dept. ST Development Dept. Police Dept.
Nodal Officer Nodal Officer Nodal Officer

T/F1 … 20 T/F1 … 8 T/F1 … 7

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Competency Framework for Social Justice Department

No. of meetings held:

Cadre/Category No. of
meetings held

District Social Justice Officer (DSJO) 08

Accounts Officer/Section Officer 09
Probation Officer 08
Programme Officer 09
District Child Protection Officer (DCPO) 06
Child Development Project Officer (CDPO)/
Assistant Child Development Project Officer (ACDPO) 08
Women Protection Officer (WPO) 09
Welfare Institution Superintendent (WIS)/
Deputy Superintendent/
Deputy Superintendent HM & HM II 11
ICDS Supervisor 09
Matron 04
Care taker- male 09
Care Taker -female 09
Child Welfare Inspector 09
Regional Dowry Prohibition Officer/
USNP-Programme Officer 08

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 Competency Framework for Social Justice Department

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Competency Framework for Social Justice Department

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 Competency Framework for Social Justice Department

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 C
“Be the Change that you want to see in the world”.
Mahatma Gandhi

Social Justice Department 31

Competency Framework 33
District Social Justice Officer 35
Accounts Officer/Section Officer 39
District Child Protection Officer 43
Probation Officer 47
Regional Dowry Prohibition Officer 53
Programme Officer 57
Child Development Project Officer 61
ICDS Supervisor 67
Welfare Institution Superintendent 71
Child Welfare Inspector 77
Care Taker (Male/Female) 81
Women Protection Officer 85
Deputy Superintendent (HM) 89
Deputy Superintendent (HM II) 93
Deputy Superintendent 97
USNP Project Officer 101
Assistant Child Development Project Officer 105
Matron 109
Essential Skills 112
Competency Framework for Social Justice Department

Social Justice Department Mission

To empower senior citizens, persons
with disabilities, victims of abuse and
The Department of Social Justice was set up for destitute through capacity building,
initiating and implementing social defense and economic and social development
and rehabilitation as appropriate; to
social welfare programmes and services for women empower women through policies and
in distress, differently abled, mentally challenged, programmes; to ensure development,
care and protection of children; and
women and children, destitute, orphans and to create an enabling environment for
neglected children. They provide security for the aged social justice.
and destitute through a network of organizations,
residential institutions and non-institutional schemes. Vision
The Department of Social Justice was originally
To move on to a caring and equitable
established on 9th September 1975, as Social society in which senior citizens, persons
Welfare Department and was renamed to Social with disabilities, and victims of abused
lead productive, safe and dignified lives;
Justice Department in the year 2012. women live with dignity contributing
as equal partners in development in
Department of Social Justice is the nodal department an environment free from violence
for implementing various schemes of Ministry of and discrimination; and children are
well nurtured with full opportunities
Women and Child Development, Ministry of Social for growth and development in a safe
Justice and Empowerment-Government of India. and protective environment.
Schemes run by NGO’s for welfare of disabled,
destitute, women and children are also administered Vital
by this Department. Statistics
Composition of Employees at the cutting-edge level
The thrust areas of the Department are: women and
child development, social justice and empowerment, Cadre/Category chosen

social defense and provide care and protection DSJO 14

Accounts Officer/Section Officer 43
through welfare institutions. Since its inception, the Probation Officer 17
Social Justice Department has attempted to fulfill Programme Officer 16
DCPO 14
its mandate by expanding its sphere of activities by CDPO 258
ACDPO 83
providing more facilities and welfare measures to WPO 14
the needy persons of the State. WIS 17
ICDS Supervisor 1082
Matron 27
Care Taker- Male 55
Care Taker -Female 33
Child Welfare Inspector 19
USNP Project Officers 3
Regional Dowry Prohibition Officer 3
Deputy Superintendent 3
Deputy Superintendent HM 2
Deputy Superintendent HM II 2
Source: Directorate of Social Justice TVPM, July 2016.

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 Competency Framework for Social Justice Department

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Competency Framework for Social Justice Department

Competency Framework

 Integrity
 People First
 Self Confidence
 Leading Others
 Attention to Detail
 Organizational Awareness
 Taking Accountability

Ethos Ethics
(Spirit of Community) (Rules of Conduct)

Core
Values
 Result Orientation
 Initiative and Drive

Equity Efficiency  Seeking Information

(Natural Justice) (Doing things Right)  Desire for Knowledge
 Planning and Coordination
 Problem Solving
 Consultation and Consensus Building
 Communication Skills
 Decision Making
 Self Awareness &
 Delegation Self Control
 Empathy  Developing Others
 Team Working

• Concern for Safety

• Political Awareness

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 Competency Framework for Social Justice Department

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Competency Framework for Social Justice Department

Position Title: District Social Justice Officer

I.Position
PositionTitle: District Social Justice Officer
Summary:
I. Position Summary:
District Social Justice Officer is one who creates awareness about various
Government schemes that focuses on mainstreaming the marginalized. S/he also
District Social Justice Officer is an officer who creates awareness about various
arranges to identify and disburse financial aid to target groups
Government schemes among public that focuses on mainstreaming the
marginalized. S/he also arranges to identify and disburse financial aid to target
groups

II. Reporting Relationship:

II. Reporting Relationship:

State Director
Social Justice Department

District
Social Justice Officer

WPO Program Probation

WIS
Officer Officer

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 Competency Framework for Social Justice Department

III. Duties & Responsibilities:

1. Disburse financial aid to eligible beneficiaries under various schemes,
2. Process allotment of funds (proceedings) for use by Sub Office/LSGD,
3. Coordinate with individuals/outside agencies to garner support (financial/material) for
organizing social responsibility activities,
4. a) Create awareness about various schemes,
b) Invite and process applications received,
5. a) Direct institution Superintendent/Sub Office heads about schemes and its
implementation,
b) Monitor schemes carried out at Institutions/Sub Offices and recommend corrective
action if needed,
6. a) Formulate project proposals classified under Social Security Sector of Peoples
Plan Program,
b) Consult LSGD for suitability of the above and obtain approval,
c) Administer the implementation of the above,
7. Convene periodic meetings at District level, based on GO’s received,
8. Represent Social Justice Department in meetings convened by District Collector
Perform duties of ex-officio secretary of the SJ Dept. at Dist. Panchayath,
9. Organize programs in connection with observance of days of National/International
importance (related to Social Justice),
10. a) Create awareness about achievement/recognition awards,
b) Invite, process and make specific recommendations to Head of Department (In the
absence of applicants in any category, necessary steps may be taken to identify
and applaud achievements reported),
11. Monitor operations of Welfare Institutions/Charitable Homes run by external agencies
and those of the Government,
12. Provide Grant-in-aid for institutions/homes run by external agencies,
13. Maintain working relationship with line Department and other Departments for
effectively carrying out the implementation of schemes and programs,
14. Administer the activities of Kerala State Anganawadi Workers and Helpers Welfare
Fund at District level,

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Competency Framework for Social Justice Department

15. Conduct training programs for sub-ordinates and personnel of other Department/
Agencies (as instructed by Director),
16. Perform selection of Counselors for schools and orphanages,
17. Endorse entries made in Management Information System (MIS) (fund management,
fund allotment, employee details),
18. Perform statutory duties given under various Social Legislations (Senior Citizen Act,
PWD Act, Orphanage Act etc.),
19. Collaborate with external agencies (NGO’s and other agencies) to fulfill Department’s
objectives,
20. Co-ordinate with the line Departments/NGO’s to manage crisis situation,
21. Administer office activities.

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 Competency Framework for Social Justice Department

IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

People First Responds Sensitively to

the Needs of the Citizens

Leading Others Assumes Leadership

Attention to Detail Monitors Own and

Other’s Work

Consultation & Helps to Align Diverse

Consensus Building Interests to a Common
Goal

Decision Making Follows Guidelines

Effectively

Result Orientation Focuses on doing what is

Expected

Seeking Information Investigates Situation

Communication Skill Listens Attentively and

Presents Information
Clearly

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Position Title:
Competency Accounts
Framework Officer
for Social Justice Department

I. Position Summary:
Position Title: Accounts
Accounts Officer/Section
Officer/Section Officer is oneOfficer
who supports HoDs (Finance officer -
Budget, Accounts & Auditing, Additional Director- Schemes, Administrative
I. Position Summary:
Officer - Establishment matters and Bill Section, Law Officer) in administrative
matters
Accounts Officer/Section Officer is an officer who supports Superior Officers
(Finance officer - Budget, Accounts & Auditing, Additional Director- Schemes,
Administrative Officer - Establishment matters and Bill Section, Law Officer) in
administrative matters

II. Reporting Relationship:

II. Reporting Relationship:

Additional Director
(Schemes)

HoD – Finance Administrative Officer

(Budget, Accounts & Auditing) (Establishment, Bill, Law)

Accounts Officer/
Section Officer

Senior Superintendent

Junior Superintendent

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 Competency Framework for Social Justice Department

III. Duties & Responsibilities:

A. Schemes
1. Prepare draft plan proposal for new schemes,
2. Compile inputs from other sections regarding enhancement/modification
of existing/ongoing schemes,
3. Arrange approval from NITI Aayog and obtain AS from Government,
4. Facilitate issue of orders/guidelines from HoD,
5. Initiate action for schemes implementation,
6. Monitor progress of scheme implementation,
7. Evaluate benefits received by beneficiary,
8. Compile SoE, UC document.

B. Establishment Matters
1. Supervise the maintenance of records/registers,
2. Recommend action for redressal of grievances of Department staff,
3. Process file from the stage of Tapal to disposal,
4. Process service matters of employees (posting through retirement).

C. Budget & Accounts

1. Compile and prepare budget for new financial year,
2. Scrutinize and issue funds,
3. Monitor expenditure,
4. Scrutinize SDG/additional authorization/re- appropriation of proposals
prepared by the section,
5. Scrutinize ‘surrender proposal’ forwarded by the section,
6. Furnish records for audit/inspection,
7. Verify expenditure statements,
8. Reconcile expense statements.

D. Bill Section
1. Verify establishment and contingent bills,
2. Verify all payments before disbursal,
3. Verify receipts received against bill settlement,
4. Verify maintenance of cash book.

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Competency Framework for Social Justice Department

E. Audit
1. Conduct internal audit,
2. Conduct enquiry and inspection of sections/units,
3. Co-ordinate audit (Finance/AG),
4. Compile audit/enquiry report for initiating corrective action,
5. Furnish report to AG/Finance department,
6. Perform the duties of Drawing & Disbursing Officer.

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 Competency Framework for Social Justice Department

IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

Organizational Understands different Per

Awareness spectives and Agendas

Integrity Is a Role Model

Attention to Detail Proactively Manages

Standards

Taking Accountability Delivers Results Even in

Unfavorable Conditions

Consultation & Consults Others and

Consensus Building Takes Multiple Actions to
Persuade Others

Result Orientation Creates Own Measures of

Better Results

Seeking Information Digs Deeper

Communication Skill Listens Attentively and

Presents Information
Clearly

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Competency Framework for Social Justice Department
Position Title: District Child Protection Officer
I. Position Summary:
Position Title: District Child Protection Officer

I.District
Position Summary:Officer (DCPO) is an oficer who co-ordinates, supervises, and
Child Protection
implements Integrated Child Protection Scheme. In this connection, s/he monitors and
Districtinstitutions
supervises Child Protection
in the Officer
business (DCPO) is an
of child oficer
care who co-ordinates,
& protection supervises,
and implements
andgovernment
various implementssponsored
Integratedschemes
Child Protection
at districtScheme.
level. S/heIn facilitates
this connection,
the s/he
monitors and
implementation supervises
of child institutions
protection, in the
child right business
Acts & such of child
laws care &
through protection
District Child
and implements various government sponsored schemes
Protection Units, NGOs, Child Line, partnership with civil society. at district level. S/he
facilitates the implementation of child protection, child right Acts & such laws
through District Child Protection Units, NGOs, Child Line, partnership with civil
society.

II. Reporting Relationship:

II. Reporting Relationship:

Chief Programme Manager of ICPS District Collector

District Child
Protection Officer

Protection Officer- Protection Officer- Legal cum

Institutional Care Non institutional care Probation officer

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 Competency Framework for Social Justice Department

III. Duties & Responsibilities:

1. Administer the office of the District Child Protection Unit,
2. Monitor all Institutions/Agencies/Projects/Programmes/NGOs involved in care and
protection of children,
3. Conduct research programmes,
4. Maintain and update database of children in the district,
5. Disseminate information available to the stakeholders,
6. Collaborate with stakeholders for development of an Annual District Child Protection
Plan,
7. Implement Annual District Child Protection Plan,
8. Conduct Periodic Resource mapping,
9. Maintain and update directory of child-related services in the district,
10. Assure proper maintenance of the Child Tracking System,
11. Co-ordinate initiatives to track the children who are reported missing,
12. Co-ordinate all functions related to Adoption, Foster care and Sponsorship,
13. Monitor functions of the agencies involved in Adoption, Foster care and
Sponsorship,
14. Supervise enquiry, prepare objective report about children in conflict with law or
those needing care & protection and submit to concerned authority (JJB/CWC/
District Collector etc.,),
15. Act as the Functional Head of the Home Management Committee of Child Care
Institutions in the District,
16. Conduct periodic review of the functioning of institutions involved in care and
protection of children,
17. Recommend mid-course corrections and identify suitable institutions for release of
grant from SCPS,
18. Conduct fortnightly review meetings of staff to plan and evaluate the work of DCPU,
19. Organize monthly stakeholder meetings in the district,
20. Function as the head of Foster care and Sponsorship Committee and District
Adoption Placement Committees,
21. Supervise and monitor the activities of the “Our Responsibility to Children” in the
District,
22. Organize District Child Protection Committee meetings,
23. Send periodical reports to higher authorities,
24. Repatriate and rehabilitate children in need of care and protection and children in
conflict with law,
25. Organize IEC activities in the district.

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Competency Framework for Social Justice Department

IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

Leading Others Promotes Team

Effectiveness

Attention to Detail Plans and Double Checks

Consultation and Promotes consensus

Consensus Building building and
Convergence

Decision Making Draws Conclusions from

Complex Information, in
the Short- to Medium-
term
Result Orientation Sets Challenging Goals
for the Organization and
works to meet them

Seeking Information Digs Deeper

Planning and Manages Competing

Coordination Priorities

Communication Skill Communicates Complex

Messages Clearly and
Credibly

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 Competency Framework for Social Justice Department

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 Competency Framework for Social Justice Department

Position Title:
Position Probation
Title: Officer
Probation Officer
I. Position
I. Summary:
Position Summary:

Probation Officer
Probation (District)
Officer is an
(District) officer,
is an who
officer, is in
who charge
is in chargeof of
thethe
work
work of of
probation
probation
in the whole district or in a part of a district, as designated from time to time. S/he
in the whole district or in a part of a district, as designated from time to time.
renders
S/he necessary
renders necessary assistance
assistanceto to
a probationer
a probationer (any offender
(any offenderin respect
in respect of whom
of
supervision is required or conjoint by a supervision order)
whom supervision is required or conjoint by a supervision order) to be to be reintegrated with
the society.
reintegrated with the society.

II. Reporting Relationship:

II. Reporting Relationship:

Chief Probation
Superintendent

Regional Probation Officer

District Collector/

Probation Officer (District) Judiciary/

Prison

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 Competency Framework for Social Justice Department

III. Duties & Responsibilities:

A. Probation of Offenders Act, 1958 & Kerala Probation of Offenders Rules, 1960

1. Conduct preliminary enquiry into the domestic surroundings, collect criminal

record and social history of the offender, when directed upon by a court of law,
2. Submit Preliminary Enquiry (PE) report to the court,
3. Assure/Ascertain that the probationer understands the conditions of the order
and shall endeavor to ensure its observance by him/her,
4. Conduct regular visits to the house/institution of the probationer under supervision
and make enquiry as to his/her behavior, mode of life and employment,
5. Recommend to the State Government, an institution or premise when the
probationer has no fixed abode or an abode suitable for due supervision or that
his surroundings are not suitable for achieving the objects of probation,
6. Recommend to Chief Probation Superintendent to avail permission to change the
place of residence of a probationer to an area under the jurisdiction of another
probation officer,
7. Communicate arrival of the probationer to the Regional Probation Officer when
transfer of probationers happens,
8. Prepare History-Sheet containing particulars of the offender placed under the
supervision of Probation Officer by a court,
9. Submit monthly report to the court, on the conduct and mode of life of the
probationer,
10. Submit report on the failure of observance of any conditions of the bond to the
concerned court.
11. Submit to Chief Probation Superintendent:
a) Half-yearly report on the conduct and progress of all probationers under his/
her jurisdiction,
b) A final report on the conduct and progress of each probationer on the
termination of the period ,
c) Such other reports as may be required from time to time prescribed by the
State Government.
12. Maintain
a) A diary showing his day-to-day work including preliminary inquiries,
attendance at courts, visits to probationers and contact made in the
advancement of probation work,

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b) A file containing copies of all reports submitted to the courts,

c) A history-sheet in the prescribed form for each probationer recording in all
important events during the period of his probation,
d) An index card and chronological register,
e) Such other records as may be directed by the Director of Social Justice
department from time to time.
13. Organize District level Advisory Committee meetings

B. Kerala Borstal School Act and Rules

1. Conduct enquiry in all cases referred by the Court of Kerala Borstal School Act,
1961,
2. Conduct pre-release and post-release enquiries,
3. Supervise activities of ex-residents from Borstal School,
4. Facilitate the rehabilitation of ex-residents by identifying suitable job placements,
5. Assist the ex-residents avail financial assistance for self employment.

C. Immoral Traffic Prevention Act and Rules

1. Conduct enquiries in all the cases referred by the court,
2. Conduct pre-release and post-release enquiries,
3. Facilitate the rehabilitation of individuals.

D. The Madras Prevention of Begging Act, 1945 and the Travancore Prevention of
Begging Act, 1945
1. Conduct all enquiries referred by the court.

E. CrPC
1. Conduct surety verification as per the directions of the court,
2. Conduct enquiry and report to the court information about persons convicted
under the Criminal Act and Rules when directed upon.

F. Under Kerala Prison Rules

1. Conduct ordinary leave/home leave/emergency leave enquiry of convicted
prisoners,
2. Conduct pre-mature release enquiry of life convicts after 8 years of conviction
and others after 2/3 period of sentence,

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 Competency Framework for Social Justice Department

3. Monitor activities of ex-convicts (life convicts) for 4 years,

4. Monitor unserved portion of sentence by other convicts,
5. Conduct enquiry relating to interstate transfer of prisoners,
6. Facilitate rehabilitation of ex-prisoners.

G. Jail Review Committee

1. Perform monthly visits to all jails in the district,
2. Participate in District level committee to review cases of under-trial prisoners
chaired by the District Judge,
3. Participate in Jail Advisory Board meetings convened by competent authority,
4. Summarize the reports of other District Probation Officers, prior to attending
such meetings,
5. Implement Grant-in-Aid scheme and assist in the rehabilitation of Probationers,
6. Participate in joint inspection of Welfare Institutions along with DSJO.

H. Duties entrusted as per G.O 7/81 LA/SWD Dated 9 -1-1981 and Circular no: 501/2014
Dated 8-8-2014
1. Conduct enquiry on the residents of Institutions under Social Justice Department,
2. Conduct enquiry entrusted by the Director/Regional Assistant Director of Social
Justice Department,
3. Facilitate the rehabilitation of residents by identifying suitable job placements.

I. Marriage Enquiry
1. Conduct pre-marriage enquiry of suitors in regard to all residents of Social Justice
Institutions and Sri Chithra Poor Home, Thiruvananthapuram.

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IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

Integrity Acts on Values even when

it is not easy to do so

Attention to Detail Proactively Manages

Standards

Taking Accountability Delivers Results Even

in Unfavorable Conditions

Consultation and Consults Others and Takes

Consensus Building Multiple Actions to
Persuade Others

Empathy Creates and Promotes

an Environment of Respect

Seeking Information Develops own Sources

of Direct Information

Problem Solving Identifies Basic

Relationship

Communication Skill Listens Attentively and

Presents Information
Clearly

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 Competency
Position Framework
Title: Regional for Social
Dowry Justice Department
Prohibition Officer

I. Position Summary:
Position Title: Regional Dowry Prohibition Officer
Regional Dowry
I. Position Prohibition Officer is an officer who creates awareness among
Summary:
the public regarding the Dowry Prohibition Act and on the necessity of
preventing/eradicating the dowryOfficer
Regional Dowry Prohibition systemis from society.
an officer who creates awareness among the
public regarding the Dowry Prohibition Act and on the necessity of preventing/
eradicating the dowry system from society.

II. Reporting Relationship:

II. Reporting Relationship:

Chief Dowry Prohibition Officer/

Director-Social Justice Dept

Regional Dowry Prohibition

Officer

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 Competency Framework for Social Justice Department

III. Duties & Responsibilities:

1. Create awareness among the public by organizing camps & publicity campaigns
through Information & Broadcasting Department, Panchayat Samiti and other media
and involve local people for prevention of dowry by:
a) Collaborating with Kerala Legal Service Authority (KLSA),
b) Identifying supporting programs/events,
c) Preparing project proposals for availing infrastructure and funds.
2. Receive complaints in regard to any offence under the Act from the party, parent or
other relative of such person aggrieved or from any recognized welfare institution/
organization [under Rule-2] in writing,
3. Maintain a register for the purpose of the Act to record all complaints, enquiries and
results thereof and other relevant information connected therewith in the prescribed
From No.1. S/he shall also maintain separate files with relevant records for each
individual case,
4. Scrutinize the complaint and if it is found that the nature and the contents of the
complaint is such, that it is apparently coming within the purview of Section 3 or 4 or
4A or 5 or 6 of the Act, conduct an enquiry to collect evidence from the parties on
the genuineness of the complaint,
5. Utilize the services of District Probation Officers or Additional District Probation
Officers or City Probation Officers of the area for collecting information or conduct of
enquiry or assist in any stage of enquiry or proceedings related to a complaint petition
or application under the Dowry Prohibition Act,
6. Provide assistance to the police in investigating the complaint filed under the Act in a
court of law during trial of the case,
7. Serve notices to the parties and witness on the date, time and place of hearing of the
complaints in Form No. III annexed to these rules,
8. Record findings (petition enquired into and heard) within a month from the date of its
receipt,
9. Dismiss the complaint or petition for default, or hear and come to a finding as to its
merit, if on the date fixed for hearing, the complainant or petitioner fails to appear,
10. Issue directions to person/party to transfer any dowry received, when a complaint in
respect of non-transfer is raised by a woman who is entitled to such dowry,
11. Submit report to the competent Magistrate for prosecuting the offenders. The report
shall include among others, a statement, connected documents of proceedings and a
brief of own findings about the case,

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12. Send quarterly reports to the Chief Dowry Prohibition Officer on the number of
complaints received under the Act and the action taken or the nature of settlement of
the issue in From No.II.
13. Send details/or reports, as may be required by Chief Dowry prohibition Officer or the
Government from time to time,
14. Conduct enquiry regarding non-compliance of the provision of the act in respect of
the marriages held or proposed to be held within his/her jurisdiction,
15. Perform such other duties as may be assigned in this regard by the State
Government.

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 Competency Framework for Social Justice Department

IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

Self Confidence Continues to act

Confidently Beyond
the Limits of Job Role

Consultation and Open to Consultation and

Consensus Building Presents Views in a
Concise manner with
the help of Data

Decision Making Follows Guidelines

Effectively

Empathy Expresses Concern

for Others

Result Orientation Focuses on doing what

is Expected

Seeking Information Conducts Research

Problem Solving Breaks Down Problems

Communication Skill Listens Attentively and

Presents Information
Clearly

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Position Title:
Position Programme
Title: Officer
Programme Officer
I. Position Summary:
I. Position Summary:
Programme Officer is the district level officer in charge of development and
Programme Officer is the district level officer in charge of development and
implementation of strategies Integrated Child Development Scheme.
implementation of strategies formulated for Integrated Child Development
Services (ICDS) scheme

II. Reporting Relationship:

II. Reporting Relationship:

District Magistrate/
Director Social Justice Dept.

District Programme Officer

Child Development Project

Officers (CDPO)

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III. Duties & Responsibilities:

A. Administrative

1. Notify department about position(s) of functionaries that are vacant at different ICDS
at the district level,
2. Review and report plan progress of self and of subordinates to the Director,
3. Review progress of local plan projects,
4. Prepare annual budget and APIP for submission to the Director,
5. Act as Public Information Officer.

B. Human Resource Development

1. Conduct periodic Training Need Analysis (TNA) of ICDS functionaries,
2. Design training modules based on TNA findings,
3. Prepare training plan for ICDS functionaries and stakeholders involved,
4. Train ICDS functionaries and stakeholders (CDPO, Supervisors, Anganawadi Workers,
School Counselors),
5. Conduct joint training with Health Department for ICDS functionaries,
6. Document training activities.

C. Consultation & Advocacy

1. Consult and co-ordinate with line Departments, NGOs and other agencies for
effective implementation of ICDS,
2. Collaborate with community and organizations to propagate ICDS objectives and
garner support and services for its progress and effective functioning,
3. Engage subject matter experts for technical support in carrying out ICDS activities,
4. Undertake IEC activities to create awareness among community,
5. Conduct periodic meetings with stakeholders and submit report to government to
facilitate policy formulation.

D. Supervisory
1. Conduct field visits to evaluate the functioning of Anganawadis, ICDS projects and
training centers,
2. Provide support/resources and or undertake corrective actions as needed.

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E. Audit and Finance

1. Perform Audit of scheme and related activities,
2. Facilitate social audit of schemes implemented and undertake corrective actions.

F. Monitoring and Evaluation

1. Conduct review meetings of ICDS functionaries,
2. Undertake research/studies to evaluate the impact of schemes implemented,
3. Design tools to monitor and evaluate performance of subordinates and other
functionaries,
4. Prepare database on infrastructure, functionaries, service coverage and findings of
research studies conducted and use them to identify gaps and formulate strategies
to fulfill them,
5. Compile Monthly Progress Report (MPR), Annual Program Implementation Plan
(APIP), Annual Status Report (ASR) to identify gaps and formulate strategies to fulfill
them,
6. Monitor all services under ICDS,
7. Monitor performance of training centers
8. Monitor other schemes run through ICDS platform
9. Monitor psycho-social services offered through schools
10. Document best practices or innovative practices institutionalized at Anganawadi/
sector/project and district level
11. Verify quality of food supplements (raw & cooked) supplied at Anganawadis
12. Perform inspection at FCI warehouses and THRS units

G. Additional duties
1. Perform duties of as ex-officio Secretary and implementing officer for Women and
Child Development projects undertaken by District Panchayath

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 Competency Framework for Social Justice Department

IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

Leading Others Promotes Team

Effectiveness

Attention to Detail Contributes to overall

Monitoring of Quality and
Standards

Consultation and Helps to Align Diverse

Consensus Building Interests to a Common
Goal

Result Orientation Sets Challenging Goals for

the Organization and
works to meet them

Initiative and Drive Anticipates and Acts for

the Medium- Term

Planning and Manages Competing

Coordination Priorities

Desire for Knowledge Seen as a Role Model

Problem Solving Develops Solutions to

Complex Solutions

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Position Title: Child Development Project Officer

Position Title: Child Development Project Officer

I. Position Summary:
I. Child
Position Summary:
Development Project Officer (CDPO) is an officer who provides leadership,
guidance, coordination, monitoring, and continuing education for the holistic
Child Development Project Officer (CDPO) is an officer who provides leadership,
development of children (within the age group 0 – 6 years) enrolled under ICDS
guidance, coordination, monitoring, and continuing education for the holistic
Services.
development of children (within the age group 0 – 6 years) enrolled under ICDS
Services.

II. Reporting Relationship:

II. Reporting Relationship:

District Programme Officer

Child Development Project Officer

ICDS Supervisors

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III. Duties & Responsibilities:

A. Administration of office and ICDS scheme services offered

1. Supervise and guide the work of entire project team,

2. Inspect registers and records maintained at THRS units, Training centers, AWCs,
Welfare Institutions periodically,
3. Perform the duties of Public Information Officer & Child Marriage Prohibition
Officer,
4. Perform the duty of Returning Officer,
5. Act as Drawing/Disbursing officer for the ICDS Scheme,
6. Take necessary measure for recruitment and training of AWWs and Helpers,
7. Act as a Convener or Secretary at Block Level Monitoring Committee (BLMC),
8. Act as an enquiry and reporting officer for cases related to violation of norms at
AWCs and that of subordinates,
9. Ensure that there is perfect clarity among the AWWs and supervisors regarding
the records to be maintained at their office and those to be submitted periodically
for review,
10. Submit records of accounts to audit as and when audit takes place,
11. Generate enquiry reports for Social Security schemes under SJ Department,
12. Prepare case studies on successful AWCs,
13. Finalize monthly and yearly budget for each AWCs,
14. Make necessary arrangements for transportation, storage, and distribution of
various supplies to AWCs,
15. Maintain functional liaison with Block Head Quarters, PHCs, PRIs, and voluntary
organizations,
16. Maintain functional relationship between PHC/Sub Center staff and Supervisors/
AWCs,
17. Incur contingency expenditure for articles required by AWWs,
18. Initiate and guide the AWWs for quick survey’s at project villages to identify
children, pregnant women and nursing mothers,
19. Utilize funds released by SJ Dept. for constructing AW building under ICDS
Scheme.

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B. Implementation of ICDS Scheme

I. Early Childhood Care, Education and Development (ECCED)
a) Provide training and TLM for activity based education for ICDS Supervisors &
AWWs,
b) Provide Early Screening charts to parents and direct AWWs for giving home
based guidance to parents having children between 0 - 3 years of age,
c) Monitor child development activities and records available at AWCs,
d) Evaluate ECCED activities on ECCE Day,
e) Provide tools for activity based learning process,
f) Monitor periodically the holistic development of children between the age
0-6 yrs,
g) Promote learning-by-doing activities at AWCs.

II. Care and Nutrition Counseling

a) Train AWW workers on providing care and counseling to AG/PW/LM/
0 - 6 yrs during various stages of growth and development,
b) Monitor growth and development of children by using WHO Growth Chart
and MCP card maintained at AWCs,
c) Provide information on various Schemes and Plans to ICDS Supervisors and
AWWs.
d) Monitor execution of plans and schemes,
e) Acquire knowledge about Nutritional feeding norms and National Food
Security Act, 2013,
f) Conduct field visits and verify records maintained at AWCs,
g) Ensure the availability of IEC Materials at AWCs,
h) Promote nutrition counseling among care givers of severely underweight
children through the process of learning-by-doing activities.

III. Health Services including referral services

a) Liaison with the Health Department to ensure that the messages on breast
feeding, complementary feeding and home based child care practices are
conveyed to the target group,
b) Correspond with Health Dept. about immunization and micronutrient
supplementation, neonatal and childhood illness and health,

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c) Collect report of Immunization status and health checkup status from AWCs,
d) Collect report from ICDS Supervisor about Village Health Nutrition Day
(VHND) program and include it in Monthly Progress Report (MPR),
e) Collect report on Referral Services made from AWCs and include it in Monthly
Progress Report (MPR),
f) Verify records maintained at AWCs in connection with health services.

IV. Community Mobilization, Awareness, Advocacy and IEC

a) Design programs to create awareness about ICDS Schemes,
b) Correspond with Gramasabha and other line Departments about nutrition
standards and ECCED,
c) Collaborate with Voluntary Action Groups to implement ICDS support
programs,
d) Initiate Village Contact Drives,
e) Collaborate with sponsors and professional agencies for conducting advocacy
programs.

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IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

Attention to Detail Proactively manages

Standards

Consultation and Proactively looks for

Consensus Building Opportunities to Promote
Convergence

Result Orientation Consistently Improves

Systems as well as
Performance

Planning and Manages Competing

Coordination Priorities

Desire for Knowledge Prepares for the Long Term

Developing Others Develops Future Leaders

Communication Skill Communicates Complex

Messages Clearly and
Credibly

Team Working Works to Build Team

Commitment

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Position Title: ICDS Supervisor
Competency Framework for Social Justice Department

I. Position Summary:

Position Title: ICDS Supervisor

The ICDS supervisor is an officer who guides an Anaganawadi worker in planning
and
I. organizing the delivery of Integrated Child Development Scheme’s (ICDS)
Position Summary:
Services at Anganawadi Centers.
The ICDS supervisor is an officer who guides an Anganawadi worker in planning
and organizing the delivery of Integrated Child Development Services (ICDS)
Schemes at Anaganawadi Centers.

II. Reporting
II. Reporting Relationship:
Relationship:

Child Development
Project Officers

ICDS Supervisor

Anganwadi Worker Anganwadi Helper

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III. Duties & Responsibilities:

A. Planning and Administration at AWCs
1. Direct the AWWs/helpers to carry out the activities at AWC as per the scheduled
plan,
2. Prepare the list of equipments & materials required at each AWC in consultation
with AWWs,
3. Provide food, medicine, Pre-School Education (PSE) materials & equipments to
AWC as required,
4. Collect and compile Monthly Progress Reports (MPR) from AWCs,
5. Verify accuracy of data from the records maintained at AWCs,
6. Organize Sectoral/Project level meeting,
7. Maintain attendance & leave records of AWWs/Helpers,
8. Prepare a list of AWWs/Helpers for training purpose,
9. Correspond with CDPO for making alternative arrangements, when the AWWs/
Helpers avail long leave,
10. Assist CDPO in distributing honoraria to AWWs/ Helpers,
11. Arrange storage facility for food materials & equipments at AWCs,
12. Identify the personal & functional problems faced by AWWs/Helpers,
13. Provide necessary help to illiterate AWWs in filling up registers & records.

B. Supervision of AWCs
1. Monitor the enrollment of beneficiaries at AWCs,
2. Identify severely malnourished children from the growth chart maintained by
AWCs,
3. Monitor the quantity & quality of food prepared, served, distributed and in stock.

C. Training and Continuing Education

1. Provide data on training need requirements to approved Agencies/Organizations,
2. Organize induction training for AWWs/Helpers,
3. Conduct periodic, need based training programmes for AWWs/Helpers,
4. Conduct awareness training programme for the Beneficiaries of ICDS,
5. Conduct periodic need base training for Sakhi & Saheli (AGs),
6. Supervise the peer training activities (Sakhi & Saheli),

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7. Supervise the training activities through Sakhi & Saheli,

8. Provide training to AWWs for organizing PSE activities and mothers meetings,
9. Provide assistance in the distribution of SNP.

D. Service Delivery
1. Monitor the growth of children by maintaining growth charts at AWCs,
2. Collaborate with Health Dept. officials to identify & treat illness, as well as early
detection of disabilities among children,
3. Recommend appropriate course of action,
4. Monitor the status receipt of IFA tablets in each AWCs.

E. Monitoring & Evaluation

1. Monitor the functioning of AWCs with respect to specified guidelines
2. Monitor the performance of AWWs with respect to the guidelines(Knowledge/
Skill/Work),
3. Monitor the activities of AWWs/Helpers with respect to Quarterly/Annual action
plan,
4. Compile reports and MPRs of AWCs,
5. Review reports and MPRs of AWCs,
6. Report to CDPO, findings regarding short fall in the functioning of AWs,
7. Recommend corrective action for the short falls noted,
8. Collaborate with various depts. (Family Welfare, Dept. of Education, Dept. of Field
Publication - Song & Drama division under the Directorate of Information &
Broadcasting) for creating awareness of programmes and for scheme
implementation.

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 Competency Framework for Social Justice Department

IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

Attention to Detail Monitors Own and Other’s

Work

Consultation and Open to Consultation and

Consensus Building Presents Views in a Concise
manner with the help
of Data
Empathy Understands Unspoken
Content

Result Orientation Creates Own Measures

of Better Results

Seeking Information Conducts Basic Search

Planning and Monitoring Own Progress

Coordination

Communication Skill Fosters Two-Way

Communication

Team Working Cooperates with Others

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 Position Title:
Competency Welfare
Framework Institution
for Social Superintendent
Justice Department

I. Position Summary:
Position Title: Welfare Institution Superintendent

I.Welfare
Position Summary:
Institution Superintendent (WIS) is the custodian of the welfare institution. S/he
ensures the welfare of people residing at the institution by providing food, shelter and
Welfare Institution Superintendent (WIS) is the custodian of the welfare institution.
other necessities, while also monitoring whether or not, the rights of the inmates are
S/he ensures the welfare of people residing at the institution by providing food,
violated.
shelter and other necessities, while also monitoring whether or not, the rights of
the inmates are violated.

II. Reporting Relationship:

II. Reporting Relationship:

District
Social Justice Officer

Welfare Institution
Superintendent

Matron Care CWI

Taker
Ayah Cook Attender

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III. Duties & Responsibilities:

1. Comply with provisions of the Juvenile Justice (Care and Protection of Children) Act,
2000 and the Rules and Orders made there under:
a) Acquire knowledge of Act/Rules/Constitution,
b) Initiate corrective actions when rights of inmates are violated,
c) Advice reconciliation measures/or issue warning to inmates when rules of
Institution is violated,
d) Comply with guidelines given under the Act/Rules,
e) Create awareness among staff, inmates and their near ones about provisions,
rules given under the Act,
f) Disseminate information regarding Act/Rules/Manual among management
committee members,
g) Correspond with LSGD and other Departments about services that have to be
mandatorily provided at institutions,
h) Correspond with Health Dept. about services that have to be mandatorily provided
to inmates,
i) Advise relatives on rehabilitation of person admitted to Institution.
2. Provide homely atmosphere based on love, affection, care development and welfare
for the child or juvenile,
3. Maintain minimum standards of care at the institution,
4. Maintenance of buildings and premises,
a. Conduct periodic review of building and infrastructure under custody and prepare
proposals for maintenance/modification/improvement as the case may be.
5. Administer the activities of common mess
a. Formulate menu for inmates with the help of external consultant (dietician, doctor
etc.,
b. Issue indents for purchase to Government approved agencies,
c. Inspect Stock and Stock Register,
d. Monitor quality and quantity of food provided to inmates,
e. Collect feedback from inmates, and undertake corrective actions,
f. Conduct daily inspection of food stocks and storage facility.
6. Supervise and monitor juvenile’s or children’s discipline and well being,

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7. Planning, implementation and co-ordination of all institutional activities, programmes

and operations, including training and treatment programmes or correctional activities:
a) Arrange health check up of persons admitted to the institution,
b) Supervise duties assigned to medical staff (Maintaining medical record files and
health record of inmates),
c) Conduct routine awareness programs on hygiene and personal health with the
help of Health Dept.,
d) Direct staff on maintenance of hygiene in the Institution,
e) Provide instruction to staff about medical treatments to be given to inmates,
f) Monitor special needs (Nutritional/Treatment) of bed-ridden and differently abled
inmates,
g) Monitor palliative care needs of inmates,
h) Quarantine a juvenile or child suffering from contagious or infectious diseases;
and facilitate routine medical check-up.

8. Initiate action to meet emergencies,

9. Ensure accident and fire preventive measures within the institution premises,
10. Provide stand-by arrangements for water storage, power plant, emergency lighting,
11. Ensure careful handling of machinery and equipments installed,
12. Ensure observance of daily routine,
13. File monthly report of juvenile or child in the case file,
14. Submit monthly reports in Form No. XLIV to the Director of Social Justice,
15. Organize local/national festivals and birthday celebrations of children in the institution,
16. Organize trips, excursions, picnics, balamela, children’s fest for juvenile children,
17. Prepare budget based on institutions requirements,
18. Assign duties to subordinates,
19. Administer office activities,
20. Maintain discipline at the institution,
21. Organize Management Committee meetings,
22. Maintain records and registers, as per requirements of rules/regulations/statutes

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23. Liaison, co-ordinate and co-operate with the District and State Child Protection Unit or
Government as and when required,
24. Co-ordinate with legal officer for availing free legal aid and other support services,
25. Arrange marriage of inmates at Women Welfare Institutions.

Note:

The Officer-in-charge or Superintendent shall have the primary responsibility of maintaining

the institution and shall stay within the institutional premises to be readily available as and
when required by the juveniles or children and the staff and in case where an accommodation
is not available within the institutional premises, the Officer-in-charge or Superintendent shall
stay at a place in close proximity to the institution till such time that such an accommodation
is made available within the institution.

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IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

Leading Others Promotes Team

Effectiveness

Self Confidence Takes on Challenges

Attention to Detail Monitors Own and

Other’s Work

Consultation and Helps to Align Diverse

Consensus Building Interests to a Common
Goal

Decision Making Follows Guidelines

Effectively

Empathy Act as a Role Model

Planning and Manages Competing

Coordination Priorities

Communication Skill Listens Attentively and

Presents Information
Clearly

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Position Title: Child Welfare Inspector
I. Competency Framework for Social Justice Department
Position Summary:

Child Welfare Inspector (CWI) is an officer, who provides facilities/materials for children
Position Title: Child Welfare Inspector
residing at welfare institutions. S/he formulates rehabilitation plans of children residing
atI.welfare institutions
Position Summary: and carries out follow up activities of rehabilitated children for a
fixed period of time.
Child Welfare Inspector (CWI) is an officer, who provides facilities/materials for
children residing at welfare institutions. S/he formulates rehabilitation plans of
children residing at welfare institutions and carries out follow up activities of
rehabilitated children for a fixed period of time.

II. Reporting Relationship

II. Reporting Relationship

Welfare Institution Superintendent

Deputy Superintendent

Child Welfare Inspector

Instructors/Teachers Care Taker

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III. Duties & Responsibilities:

1. Compile all the personal and other mandatory details about children admitted to the
institution,
2. Recommend necessary steps to re-instate children in their families/or rehabilitate
them (in their home state/district),
3. Arrange food items (nutrition/diet), clothing, bedding, toiletry and other materials for
use by children in the institution,
4. Collaborate with Superintendent to provide education/recreation facilities for children,
5. Attend Child Welfare Committee meetings as a representative of the institution,
6. Maintain Stock Register,
7. Supervise activities/duties of Care Taker,
8. Monitor recreational activities undertaken by the children,
9. Perform duties of a librarian in the institution.

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IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

People First Responds Sensitively to the

Needs of the Citizens

Self Confidence Acts Confidently within

Job Role

Taking Accountability Delivers Results

Consitently

Result Orientation Focuses on doing what is

Expected

Seeking Information Conducts Research

Communication Skill Listens Attentively and

presents information
clearly

Team Working Cooperates with Others

Concern for Safety Acts to Uphold Safety

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Position Title: Care Taker
I. Position Summary:
Position Title: Care Taker (Male/Female)

I. Position Summary:
Care Taker is one who caters to the developmental and participatory needs of the
children residing in welfare institutions.
Care Taker is one who caters to the developmental and participatory needs of
the children residing in welfare institutions.

II. Reporting Relationship:

II. Reporting Relationship:

Welfare Institution
Superintendent

Deputy
Superintendent

Care Taker

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III. Duties & Responsibilities:

1. Execute an Individual Care Plan for mainstreaming children, admitted to Children’s

Home
2. Provide care and protection for children admitted to children’s home,
3. Arrange & facilitate individual development of children,
4. Monitor children/facilities provided at children’s home,
5. Recommend educational facilities for children at children’s home,
6. Maintain discipline among children,
7. Supervise personal hygiene of children,
8. Act as a role model for children,
9. Monitor daily routine activities of children,
10. Direct children to conduct committees, Balasabha etc,
11. Monitor security measures at Institution, to prevent loss or drop out of children,
12. Inspect children before admitting them to Children’s Home,
13. Maintain registers/case files in the absence of a designated case worker,
14. Perform activities/duties assigned by Officer-in-Charge/Superintendent from time to
time.

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IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

Integrity Acts Ethically

Empathy Expresses concern

for others

Initiative & Drive Takes Actions on

Immediate priorities

Problem Solving Develops Solutions to

Complex Problems

Self Awareness & Responds calmly

Self Control

Communication Skill Listens Attentively and

presents information
clearly

Team Working Cooperates with Others

Concern for Safety Acts to Uphold Safety

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Position Title: Women Protection Officer

Position Title:Summary:
I. Position Women Protection Officer

I. Position Summary:
Women Protection Officer is the statutory authority appointed for protection of
Women from
women Protection Officer
domestic is theThe
violence. statutory authority
primary appointed
duty is to for protection
receive complaints of of
women from domestic violence. The primary duty is to receive complaints
domestic violence and facilitate the aggrieved person, access to support services of
domestic
and violence
provide and provide
protective measures theunder
aggrieved person,Act.
the PWDVA access to support services
and protective measures under the PWDVA Act.

II. Reporting Relationship:

II. Reporting Relationship:

Director -
Social Justice Department

District
Social Justice Officer

Women Protection Officer

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III. Duties & Responsibilities:

1. Submit Domestic Incident Report(DIR) and applications under PWDV Act before the
concerned JFMC’s on receipt of complaints of domestic violence from aggrieved
women,
2. Provide aggrieved person free legal aid, free medical facilities, safe shelter and other
supporting services required,
3. Serve notice of appearance issued by the Magistrate to the concerned persons and
report compliance to the court within prescribed time,
4. Maintain list of all service providers, shelter homes and medical facilities notified under
the PWDV Act and details of other supporting departments/agencies,
5. Assure that the orders of Magistrate(s) issued under various provisions of PWDV Act
are complied with and executed, in accordance with the prescribed procedures,
6. Prepare "Safety Plan" in Form V, in consultation with aggrieved person,
7. Coordinate with service providers, shelter homes, medical agencies, legal aid and the
services of other line departments, for effective implementation of PWDV Act,
8. Update list of counselors once every three years and forward the revised list to the
magistrate,
9. Provide services of a Welfare Expert as required by the magistrate,
10. Conduct field enquiries on the direction of the Courts and submit reports within
prescribed time,
11. Conduct enquiry on the wealth, assets, financial position, and income potential of the
respondent, and file report to the court,
12. Restore possession of personal effects like gifts, jewels, shared household etc. to the
aggrieved person,
13. Assist the aggrieved person to regain custody of children and secure visitation rights
as directed by the court,
14. Assist the court in enforcement of orders,
15. Report to Magistrate, breach of protection orders,
16. Conduct enquiry on applications received from NGOs aspiring to become Service
Providing Centre’s (SPC), and make rejection/recommendation report to the
Government,

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17. Convene District-level monitoring and evaluation committee constituted under PWDV
Act,
18. Coordinate and monitor functions of service providers,
19. Organize seminars, workshops, and awareness/sensitization programs on PWDV Act,
20. Coordinate such activities that relate to women protection services undertaken by
Social Justice Department at district-level,
21. Invite applications, vett, recommend/reject applications, disburse financial assistance,
and undertake follow-up activities of “Scheme for financial assistance to women who
are victims to violence including domestic violence.’’
22. Administer office activities,
23. Perform such other duties as may be assigned by the state government or the
magistrate.

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IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

People First Anticipates the needs

of the Citizens

Leading Others Shares Information /

Reasons to Motivate

Attention to Detail Monitors Own and

Other’s Work

Consultation and Proactively looks for

Consensus Building Opportunities to Promote
Convergence

Result Orientation Sets Challenging Goals

for the Organization and
works to meet them

Seeking Information Develops own Sources

of Direct Information

Planning and Long Term Planning

Coordination Focus

Communication Skill Adapts Communication

to Others

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Position Title: Deputy Superintendent (HM)

Position Title: Deputy Superintendent (HM)
I. Position Summary:
I. Position Summary:

Deputy
Deputy Superintendent
Superintendent (HM)(HM) is officer
is the an officer
whowho serves
serves as the
as the Chief
chief Administrator
administrator of the
of the Institution in developing and implementing various
institution in developing and implementing various academic and non academic academic and
non-academic
activities in a manneractivities in a manner
that promotes the that promotes
educational the educational
development development
of children at welfare
of children at welfare institutions.
institutions.

II. Reporting Relationship:

II. Reporting Relationship:

District
Social Justice Officer

Deputy
Superintendent (HM)

Care Taker CWI

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III. Duties & Responsibilities:

1. Prepare a time table for academic activities of children at Welfare Institution,

2. Organize sports activities, for the physical and personality development of children,
3. Consult academicians/professionals to prepare action plan to solve the problems of
learning, faced by the child/children,
4. Monitor the performance of teachers and provide guidance for improving performance,
5. Advice the Officer-in-Charge or superintendent of the Institution to update/modify
educational programs and trainings given to teachers,
6. Maintain records of performance of teachers employed at the Institution,
7. Direct the class teachers to maintain individual performance records of children,
8. Perform such other duties assigned by Superior Officer or Superintendent.

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IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

Leading Others Promotes Team

Effectiveness

Self Confidence Continues to act

Confidently Beyond
the Limits of Job Roles

Attention to Detail Monitors Own and

Other’s Work

Consultation and Proactively looks for

Consensus Building Opportunities to Promote
Convergence

Decision Making Follows Guidelines

Effectively

Empathy Act as a Role Model

Planning and Considers Interrelated

Coordination Activities

Communication Skill Listens Attentively and

Presents Information
Clearly

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Position Title: Deputy Superintendent (HM)

Position Title:Summary:
I. Position Deputy Superintendent (HM II)

I. Position Summary:
Deputy Superintendent (HM) is the officer who serves as the chief administrator of the
Deputy Superintendent (HM II) is an officer who assists the Chief Administrator/
institution in developing and implementing various academic and non academic
HM of the Institution in developing and implementing various academic and
activities in a manner
non-academic that promotes
activities the that
in a manner educational development
promotes of children
the educational at welfare
development
institutions.
of children at welfare institutions.

II. Reporting Relationship:

II. Reporting Relationship:

District
Social Justice Officer

Dept

Deputy
Superintendent
(HM/HM II)

Care Taker CWI

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III. Duties & Responsibilities:

1. Assist HM in developing a time table for academic activities, of children at Welfare

Institution,
2. Organize sports activities, for the physical and personality development of children,
3. Identify the slow learners and report to HM for initiating appropriate measures to
overcome them,
4. Monitor the performance of teachers and provide guidance for improving performance,
5. Assist Officer-in-Charge or Superintendent/HM of the institution to update/modify
educational programs and training given to teachers,
6. Assist HM in maintaining performance report in respect of teachers and advice the
class teachers to maintain such performance report in respect of children,
7. Perform such other duties assigned by Superior Officer/Superintendent/HM.

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IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

Leading Others Promotes Team

Effectiveness

Self Confidence Continues to act

Confidently Beyond
the Limits of Job Roles

Attention to Detail Monitors Own and

Other’s Work

Consultation and Proactively looks for

Consensus Building Opportunities to Promote
Convergence

Decision Making Follows Guidelines

Effectively

Empathy Act as a Role Model

Planning and Considers Interrelated

Coordination Activities

Communication Skill Listens Attentively and

Presents Information
Clearly

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Position Title: Deputy Superintendent

I. Position Title:
Position Deputy Superintendent
Summary:

Deputy Superintendent is an officer who provides assistance to Welfare Institution

I. Position Summary:
Superintendent (WIS) for ensuring the welfare of people residing at the institution.

Deputy Superintendent is an officer who provides assistance to Welfare Institution

II.Superintendent
Reporting Relationship:
(WIS) for ensuring the welfare of people residing at the institution.

II. Reporting Relationship:

District
Social Justice Officer

Welfare Institution
Superintendent (Grade I)

Deputy
Superintendent

Matron Care CWI

Taker
Ayah Cook Attender

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III. Duties & Responsibilities:

1. Act as custodian of Placement Order and copy of the Individual Care Plan,
2. Supervise food preparation, food distribution and maintain related records,
3. Conduct open house meetings with children and staff to encourage children participate
in various activities of the Institution,
4. Conduct interview with parents of children admitted to the Institution,
5. Maintain control over communication between children and outsiders,
6. Arrange facilities for children to participate in seminars, cultural programmes, meetings
7. Monitor the application of positive reinforcement/cognitive restructuring and prepare
a status report in consultation with the house parents or warden,
8. Monitor the eatables brought by parents,
9. Act as custodian of clothing and bedding supplied to children’s home,
10. Organize camps, picnics, cultural programmes, extracurricular activities like Scouts,
Res Cross work for children residing at the Institution,
11. Ensure that protective and developmental rights of children are met with,
12. Ensure that children’s need of food and clothing are met as per requirement and
standards set,
13. Ensure the cleanliness of premises and maintenance of physical infrastructure including
provision of water and electricity at the Institution,
14. Take measures at least six months in advance from the date of release to call for
the pre-release report regarding a juvenile or child from the probation officer having
jurisdiction through the Director of Social Justice Department.

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IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

Self Confidence Acts Confidently within

Job Role

Attention to Detail Plans and Double Checks

Consultation and Helps to Align Diverse

Consensus Building Interests to a Common
Goal

Decision Making Follows Guidelines

Effectively

Empathy Act as a Role Model

Planning and Manages Competing

Coordination Priorities

Communication Skill Listens Attentively and

Presents Information
Clearly

Team Working Works to Build Team

Commitment

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Position Title: USNP Project Officer

Competency Framework for Social Justice Department

I. Position Summary:

USNPPosition Title: USNP

Project Officer Project
is an officer whoOfficer
creates awareness among the public
regarding the Dowry Prohibition Act and on the necessity of preventing/eradicating
I.
the dowry Position
system Summary:
from society.

USNP Project Officer is an officer who creates awareness among the public
regarding the Dowry Prohibition Act and on the necessity of preventing/
eradicating the dowry system from society.

II. Reporting Relationship:

II. Reporting Relationship:

Chief Dowry Prohibition Officer/

Director-Social Justice Dept

USNP Project Officer

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III. Duties & Responsibilities:

1. Create awareness among the public by organizing camps & publicity campaigns
through Information & Broadcasting Department, Panchayat Samiti and other media
and involve local people for prevention of dowry by:
a) Collaborating with Kerala Legal Service Authority (KLSA),
b) Identifying supporting programs/events,
c) Preparing project proposals for availing infrastructure and funds.
2. Receive complaints in regard to any offence under the Act from the party, parent or
other relative of such person aggrieved or from any recognized welfare institution/
organization [under Rule-2] in writing,
3. Maintain a register for the purpose of the Act to record all complaints, enquiries and
results thereof and other relevant information connected therewith in the prescribed
From No.1. S/he shall also maintain separate files with relevant records for each
individual case,
4. Scrutinize the complaint and if it is found that the nature and the contents of the
complaint is such, that it is apparently coming within the purview of Section 3 or 4 or
4A or 5 or 6 of the Act, conduct an enquiry to collect evidence from the parties on
the genuineness of the complaint,
5. Utilize the services of District Probation Officers or Additional District Probation
Officers or City Probation Officers of the area for collecting information or conduct of
enquiry or assist in any stage of enquiry or proceedings related to a complaint petition
or application under the Dowry Prohibition Act,
6. Provide assistance to the police in investigating the complaint filed under the Act in a
court of law during trial of the case,
7. Serve notices to the parties and witness on the date, time and place of hearing of the
complaints in Form No. III annexed to these rules,
8. Record findings (petition enquired into and heard) within a month from the date of its
receipt,
9. Dismiss the complaint or petition for default, or hear and come to a finding as to its
merit, if on the date fixed for hearing, the complainant or petitioner fails to appear,
10. Issue directions to person/party to transfer any dowry received, when a complaint in
respect of non-transfer is raised by a woman who is entitled to such dowry,
11. Submit report to the competent Magistrate for prosecuting the offenders. The report
shall include among others, a statement, connected documents of proceedings and a
brief of own findings about the case,

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12. Send quarterly reports to the Chief Dowry Prohibition Officer on the number of
complaints received under the Act and the action taken or the nature of settlement of
the issue in From No.II.
13. Send details/or reports, as may be required by Chief Dowry prohibition Officer or the
Government from time to time,
14. Conduct enquiry regarding non-compliance of the provision of the act in respect of
the marriages held or proposed to be held within his/her jurisdiction,
15. Perform such other duties as may be assigned in this regard by the State
Government.

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IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

Self Confidence Continues to act

Confidently Beyond the
Limits of Job Role
Consultation and Open to Consultation and
Consensus Building Presents Views in a
Concise manner with the
help of Data

Decision Making Follows Guidelines

Effectively

Empathy Expresses Concern

for Others

Result Orientation Focuses on doing what is

Expected

Seeking Information Conducts Research

Problem Solving Breaks Down Problems

Communication Skill Listens Attentively and

Presents Information
Clearly

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Position Title: Child Development Project Officer

Position Title: Assistant Child Development Project Officer
I.I. Position Summary:
Position Summary:
Assistant Child Development Project Officer (ACDPO) is an officer who supports
Assistant
CDPO Child Development
in providing Project Officer
leadership, guidance, (ACDPO)
coordination, is an officer
monitoring, andwho supports
continuing
CDPO in providing leadership, guidance, coordination, monitoring, and continuing
education for the holistic development of children (within the age group 0 – 6 years)
education for the holistic development of children (within the age group 0 – 6
enrolled
years)under ICDS
enrolled Services.
under ICDS Scheme.

II.
II. Reporting Relationship:
Reporting Relationship:

District Programme Officer

Child Development Project Officer

Assistant Child Development

Project Officer

ICDS Supervisors

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III. Duties & Responsibilities:

A. Administration of office and ICDS scheme offered
1. Coordinate the activities of the project,
2. Inspect registers and records maintained at THRS units, Training centers, AWCs,
Welfare institutions periodically,
3. Assist CDPO in performing the duties of Public Information Officer & Child
Marriage Prohibition Officer,
4. Assist CDPO in recruitment and training of AWWs and Helpers,
5. Coordinate Block Level Monitoring Committee (BLMC),
6. Ensure that there is perfect clarity among the AWWs and supervisors regarding
the records to be maintained at their office and those to be submitted periodically
for review,
7. Assist CDPO in preparing case studies on successful AWCs,
8. Assist CDPO in making necessary arrangements for transportation, storage, and
distribution of various supplies to AWCs,
9. Assist CDPO in guiding the AWWs for quick survey’s at project villages to identify
children, pregnant women and nursing mothers,

B. Implementation of ICDS Scheme

I. Early Childhood Care, Education and Development (ECCED)
a) Assist CDPO in providing training and TLM for activity based education for ICDS
Supervisors & AWWs,
b) Assist CDPO in providing Early Screening charts to parents and direct AWWs for giving
home based guidance to parents having children between 0-3 years of age
c) Assist CDPO in monitoring child development activities and records available at
AWCs,
d) Assist CDPO in evaluating ECCED activities on ECCE Day,
e) Assist CDPO in providing tools for activity based learning process,
f) Assist CDPO in monitoring periodically the holistic development of children
between age 0-6 yrs,
g) Assist CDPO in promoting learning-by-doing activities at AWCs.

II. Care and Nutrition Counseling

a) Assist CDPO in training AWW workers on providing care and counseling to AG/
PW/LM/0 - 6 yrs during various stages of growth and development,

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b) Assist CDPO in monitoring growth and development of children by using WHO

Growth Chart and MCP card maintained at AWCs,
c) Assist CDPO in providing information on various Schemes and Plans to ICDS
Supervisors and AWWs.
d) Assist CDPO in monitoring execution of plans and schemes,
e) Acquire knowledge about Nutritional feeding norms and National Food Security
Act, 2013,
f) Assist CDPO in conducting field visits and verify records maintained at AWCs,
g) Ensure the availability of IEC Materials at AWCs,
h) Promote nutrition counseling among care givers of severely underweight children
through the process of learning by doing activities.

III. Health Services including referral services

a) Liaison with the Health Dept. to ensure that the messages on breast feeding,
complementary feeding and home based child care practices are conveyed to
the target group,
b) Correspond with Health Dept. about Immunization and micronutrient
supplementation, neonatal and childhood illness and health,
c) Collect report of Immunization status and health checkup status from AWCs,
d) Collect report from ICDS Supervisor about Village Health Nutrition Day (VHND)
program and include it in Monthly Progress Report (MPR),
e) Collect report on Referral Services made from AWCs and include it in Monthly
Progress Report (MPR),
f) Assist CDPO in verifying records maintained at AWCs in connection with health
services.

IV. Community Mobilization, Awareness, Advocacy and IEC

a) Assist CDPO in designing programs to create awareness about ICDS Services,
b) Correspond with Gramasabha and other line Departments about nutrition standards
and ECCED,
c) Collaborate with Voluntary Action Groups to implement ICDS support programs,
d) Assist CDPO in initiating Village Contact Drives
e) Collaborate with sponsors and professional agencies for conducting advocacy
programs.

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IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

Attention to Detail Plans and Double Checks

Consultation and Proactively looks for

Consensus Building Opportunities to
Promote Convergence

Result Orientation Focuses on doing what is

Expected

Planning and Considers Interrelated

Coordination Activities

Desire for Knowledge Prepares for the Long

Term

Developing Others Provides Guidance and

Detailed Instructions

Communication Skill Communicates Complex

Messages Clearly and
Credibly

Team Working Encourages Others

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Position Title: Matron

Position Title: Matron

I. Position Summary:
I. Position Summary:
Matron is one who supports Institution Superintendent in the maintenance and
upkeep of Welfare Institution. She ensures the welfare of people residing at the
Matron is one who supports Institution Superintendent in maintaining welfare
institution by providing food, shelter and other necessities while also acting as
institution. She ensures the welfare of people residing at the institution by providing
Officer-in-Charge in the absence of Institution Superintendent
food, shelter and other necessities.

II. Reporting Relationship:

II. Reporting Relationship:

District
Social Justice Officer

Welfare Institution
Superintendent

Matron

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III. Duties & Responsibilities:

1. Monitor daily routine activities of the residents.

2. Monitor quality and quantity of food materials provided to the residents,
3. Maintain stock of medicines and food materials arriving at the Institutions,
4. Arrange medical facilities to residents (including timely availability of medicines).
5. Maintain institution premises neat and clean,
6. Supervise the academic progress of students,
7. Supervise the vocational training activities of students,
8. Provide assistance to the superintendent in ensuring people participation in institution,
9. Participate in various meetings conducted within the institution,
10. Perform various duties in the absence of Superintendent,
11. Ensure the safe custody of material/resources/infrastructure in the institution and
maintain inventory list,
12. Supervise the activities of subordinates,
13. Organize activities that enhance psychological development of the inmates,
14. Provide assistance to superintendent,
15. Perform all other duties entrusted by institution superintendent.

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IV. Competencies Identified for the Position:

The eight critical competencies and their proficiency levels identified for successfully
carrying out the duties and responsibilities are as given below:

Proficiency Levels
Competency Proficiency
1 2 3 4 5

People First Responds Sensitively

to the Needs of the
Citizens

Self Confidence States Confidence in

Own Ability

Attention to Detail Plans and Double Checks

Result Orientation Continuously Improves

Systems as well as
Performance

Planning and Organizes and Schedules

Coordination Own Work

Desire for Knowledge Maintains up-to-date

Knowledge

Communication Skill Listens Attentively and

Presents Information
Clearly

Team Working Appreciates Positive

Attitudes and Expresses
Positive Expectations of
Team

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 Essential Skills
Essential Skills

112
Essential Skills

DSJO
Accounts Officer
DCPO
Probation Officer
RDPO
WPO
Programme Officer
CDPO
ACDPO
ICDS Supervisor
WIS
Matron
CWI
Care Taker - Male
Care Taker - Female
Deputy
Superintendent
Deputy
Superintendent HM
Deputy
Superintendent HM II
USNP Program
Officer
Section Officer

Basics of Computers and

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Peripherals
Knowledge in MS Office
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Suite
Accounting and Auditing  

Data Entry Malayalam 

Counseling          

Case Work 

Time Management  

Stress Management 

Data Analysis Techniques  

Socially Useful Productive

Work - Art and Craft
Management of Elderly,
differently abled, cured
mental patients, children
       
in need of care and
protection, women in
distress
First Aid and Safety
       
Measures

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Competency Framework for Social Justice Department
 D
“If I have the belief that I can do it, I shall surely acquire the capacity to do it
even if I may not have it at the beginning”.
Mahatma Gandhi

Competencies, Proficiency Levels

and Behavioral Indicators 113-138
Competency Framework for Social Justice Department

Features of the Competency Framework

1 2 3 4
Ethos Ethics Equity Efficiency
1.1 People First 2.1 Integrity 3.1 Consultation and 4.1 Result Orientation
1.2 Strategic Thinking 2.2 Self Confidence Consensus Building 4.2 Conceptual
1.3 Organisational 2.3 Attention to Detail 3.2 Decision Making Thinking
Awareness 2.4 Taking 3.3 Empathy 4.3 Initiative and Drive
1.4 Commitment to the Accountability 3.4 Delegation 4.4 Seeking Information
Organization 4.5 Planning and
1.5 Leading Others Coordination
4.6 Desire for
Knowledge
4.7 Innovative Thinking
4.8 Problem Solving
4.9 Developing Others
4.10 Self- Awareness
and Self-Control
4.11 Communication
Skills
4.12 Team-Working

New Competencies
Concern for Safety
Political Awareness

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1. Competency Definitions:
1. Ethos
Competency Definition
1.1) People First Passion for serving people with special care for the marginalised and
disadvantaged. Being approachable, welcoming, caring and rising above
bias while interacting with people. Understands the needs of the people and
constantly strives to improve the services.
1.2) Strategic Thinking Ability to understand dynamic internal and external environment and its
impact. Responds to the opportunities and challenges for the betterment of
society.
1.3) Organisational Understanding of the organisation’s mandate, structure, policies,
Awareness processes, norms and its interface with other organisations. It also includes an
understanding of the organisation’s informal structures, power dynamics and
constraints.
1.4) Commitment to Aligns behaviours and interest with the needs and goals of the
the organisation organizations.
1.5) Leading Others Ability to engage, energise, and enable the team to excel.

2. Ethics
Competency Definition
2.1) Integrity Consistently behaves in an open, fair and transparent manner, honors one’s
commitments and works to uphold the Public service values.
2.2) Self–Confidence Belief in own capability to accomplish a task and being able to express
confidence in dealing with challenging circumstances without being arrogant
or boastful.
2.3) Attention to Detail Having an underlying drive to being thorough and meticulous and to comply
with procedures, rules, guidelines, and standards. Digs deeper and strives to
reduce uncertainties and errors.
2.4) Takes Takes ownership for outcomes (successes or failures) while
Accountability addressing performance issues fairly and promptly.

3. Equity
Competency Definition
3.1) Consultation and Ability to identify the stakeholders and influencers, seek their views
Consensus Building and concerns through formal and informal channels. Build consensus through
dialogue, persuasion, reconciliation of diverse views/interest and trusting
relationships.
3.2) Decision Making Makes timely decisions that takes into account relevant facts, tasks, goals,
constraints, risk and conflicting points of view.
3.3) Empathy Empathy is about being able to accurately hear out and understand the
thoughts, feelings and concerns of others, even when these are not made
explicit.
3.4) Delegation Delegates responsibility with the appropriate level of autonomy so that
others are free to innovate and take the lead.

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4. Efficiency
Competency Definition
4.1) Result Orientation High drive for achieving targets and competing against a standard of
excellence.
4.2) Conceptual Understanding a situation or environment by putting the pieces
Thinking together and identifying patterns that may not be obviously related.
Connecting the dots while resisting stereotyping.
4.3) Initiative and Drive Contributing more than what is expected in the job. Refusing to give up
when faced with challenges and finding or creating new opportunities.
4.4) Seeking An underlying curiosity to know more about things, people, or issue.
Information This includes “digging” for exact information and keeping up-to-date with
relevant knowledge.

4.5) Planning and Ability to plan, organise and monitor work with effective utilisation
Coordination of resources such as time, money, and people.
4.6) Desire for Keeps up-to-date with relevant knowledge and technology, share
Knowledge latest developments with others, and advocates the application of acquired
knowledge.
4.7) Innovative Thinking Open to change, approaches issues differently, offers alternate /
Competency Framework for the Civil Services out of box solutions and
strives for efficiency by working smartly.

4.8) Problem Solving Understanding a situation by breaking it into small parts, organising
information systematically and setting priorities.
4.9) Developing Others Genuinely believes in others’ capabilities to develop and take personal
responsibility for their development. Creates a positive environment for
learning and provides developmental opportunities for individual and team.
4.10) Self-Awareness Identifies one’s own emotional triggers and controls one’s emotional
and Self-Control responses. Maintains sense of professionalism and emotional restraint when
provoked, faced with hostility or working under increased stress. It includes
resilience and stamina despite prolonged adversities.
4.11) Communication Articulates information to others in language that is clear, concise, and
Skills easy to understand. It also includes the ability to listen and understand
unspoken feelings and concerns of others.
4.12) Team-Working Working together as a unit for common goal, Building teams through mutual
trust, respect and cooperation.

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1. Ethos 1.1 People First

Passion for serving people with special care for the marginalised and disadvantaged.
Being approachable, welcoming, caring and rising above all bias while interacting with
people. Understands the needs of the people and constantly strives to improve the
services.
Level 1:  Understands the needs of the marginalised and disadvantaged, along with the needs of
Responds the wider public
Sensitively to  Strives to respond quickly to meet their needs in a respectful, helpful and responsive man-
the Needs of ner
the Citizens  Reports issues that affect service delivery, where necessary
 Addresses all the issues of the citizens in an unbiased manner
 Ensures that levels of service are maintained – highlights risks or concerns in order to
meet community requirements
 Understanding the value of an affirmative action towards the marginalised and
disadvantaged
Level 2:  Actively seeks information from all sections of community to understand their needs
Anticipates the and expectations
Needs of the  Is accessible to all citizens and seeks their feedback to develop a clear understanding
Citizens of their needs and outcomes
 Establishes mechanisms to address feedback from the community about the service
provided
 Involves a diverse range of staff members, stakeholders, and delivery partners while
developing implementation approaches in order to provide clarity on the benefits to
the disadvantaged and to improve the quality of service provided to the citizens
 Understands issues from others’ perspective, particularly the disadvantaged
 Keeps others up-to-date with information and decisions that might affect their area of
work
Level 3:  Is a role model of positive community service behaviours
Promote the  Promotes a culture focused on serving and meeting the needs of the citizens
Service to the  Thoroughly explores all the sections of the community, including the marginalised
Citizens and the disadvantaged; and identifies methods to meet their needs - including using
new technology where relevant
 Tracks trends that will affect their own Department’s ability to meet current and future
community needs and continuously strives to provide effective services to the public
 Focuses their decision making around the most excluded sections of the society; and
designs and monitors the execution of these initiatives
Level 4:  Uses multiple mechanisms to obtain insights from the community, in order to drive
Actively proposals, outcomes and quality in the area
Improves the  Constantly improves service by managing risks and ensuring service delivery within
Service to defined outcomes
the Citizens  Works collaboratively with staff, stakeholders, community, and service delivery part-
ners to deliver against service level agreements
Level 5:  Creates an in-depth understanding of the broad range of community requirements in
Drives a Culture the Department
of Serving  Leads community service outcomes at a strategic level
the Citizens  Works across the Government to deliver best quality service, with a strong focus on
the marginalised and disadvantaged
 Creates a culture of working with and through delivery partners to establish service
levels and outcomes
 Incorporates elements of affirmative action into planning and strategy formulation

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1.3 Organisational Awareness

Understanding of the organisation’s mandate, structure, policies, processes, norms

and its interface with other organisations. It also includes an understanding of the
organisation’s informal structures, power dynamics, and constraints.

Level 1:  Understands the formal structures within the legal and political environment and knows
Understands who the key decision makers are
Formal
 Understands chain of command, positional power, rules and regulations, policies and
Structure
procedures, standard operating procedures, etc.

Level 2:  Effectively uses both formal and informal networks within Civil Services for acquiring infor-
Understands mation, assistance, and accomplishing work goals
Informal
 Recognises customs, norms, specific language of the organisation
Structure
 Recognises key players, decision-influencers, organisational constraints
 Applies this knowledge when formal structure does not work as desired

Level 3:  Able to visualise others’ perspectives

Understands  Able to articulate the agenda and concerns of stakeholders
Different
 Able to interpret the dynamics of various stakeholders
Perspectives
and Agendas  Keeps oneself abreast of internal dynamics and external environment

Level 4:  Able to identify different coalitions which are either hidden or less obvious
Recognises  Understands the objectives of the different coalitions and their impact on the
Coalitions and
organisation
Implications of
their  Understands the implication of the broad social and economic context for the Civil
Agendas Services
 Able to form unconventional partnerships to drive Organisational Agenda

Level 5:  Demonstrates an in-depth understanding of the socio-political and economic context and
Predicts the its implications
Building of
 Anticipates trends in the political environment and their impact on the organisation
Coalitions or
Unstated  Able to anticipate the creation of coalitions and agendas of different factions, and the
Agendas, and its multiple implications of these on the organisation
Wider  Operates successfully in a variety of social, political, and cultural environments
Implications

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1.5 Leading Others

Ability to engage, energise and enable the team to excel.

Level 1:  Openly and proactively shares information

Shares  Explains the reasons for a decision taken
Information/
 Makes sure the team has all the necessary information
Reasons to
Motivate  Regularly updates team regarding changes and decisions made on related work

Level 2:  Creates conditions that enable the team to perform at its best (for example, setting clear
Promotes Team direction, providing appropriate structures, and attracting the right people, etc)
Effectiveness  Uses a structured approach to promote team morale and productivity, such as team
assignments, cross-training, etc.
 Gets member’s input in order to promote effectiveness of the team or process
 Formulates clear objectives for team members to perform
 Welcomes and takes into account positive as well as negative feedback

Level 3:  Defends the team and its reputation in public and stands by it
Backs the  Secures the required level of support and development for both members and the
Team
leadership within the team
 Encourages and promotes a culture of open feedback and takes corrective action
wherever required
 Resolves conflict, if any, within the team in an effective manner

Level 4:  Protects the team and its reputation vis-à-vis the larger organisation or the community
Assumes  Establishes norms for team behaviour (“rules of engagement”) and imposes sanctions on
Leadership
its violation
 Spots and Grooms Talent
 Sets a good example by personally modelling desired behaviour
 Motivates the members to buy into the team/organization’s policy and mission
 Empowers, inspires, and energises the team to understand and thrive in the changing
environment

Level 5:  Communicates and creates buy-in for a compelling vision, that inspires confidence and
Communicates generates enthusiasm and passion
a Compelling
 Inspires people in rising to the challenge of meeting the goals of Civil Services
Vision
 Is charismatic and is recognised as an outstanding team builder across departments

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2. Ethics
2.1 Integrity

Consistently behaves in an open, fair, and transparent manner; honours one’s

commitments; and works to uphold the Public Service Values.

Level 1:  Is open and honest in one’s dealings with others

Acts Ethically  Honours commitments made to others
 Acts in ways to avoid conflict of interest - perceived or real – for example -by disclosing
potential issues on time
 Honest and open in all communications
 Gives frank and honest opinion when sought
 Follows the rules and regulations and is guided by Public Service values
 Does not share information loosely with others

Level 2:  Is guided by Public Interest in conflicting situations

Models the  Encourages others to consistently follow Public Service values
Values of the  Is trustworthy in all circumstances
Civil Services  Treats people impartially, regardless of political, social, demographic, geographic,
circumstances or bias

Level 3:  Enforces law, public service values and rules of conduct even in difficult situations
Acts on  Has the courage and conviction to make and stand by the right decisions, even at
Values even
significant personal cost
when it
is not easy  Provides honest and frank advice to uphold public interest
to do so

Level 4:  Ensures full disclosure, by sharing the political implications of the decisions being made
Is Seen  Challenges powerful and influential people, and holds them accountable to make the right
Unflinching on decisions
Public
Service Values  Stands firm when dealing with unreasonable requests and demands

Level 5:  Leads by example by maintaining high standards of professionalism and impartiality

Is a Role Model  Takes accountability for own actions and creates a culture for others also to take
accountability for their own actions
 Creates a culture that encourages open, honest, and ethical behaviour
 Holds people accountable to their actions and rewards those who demonstrate integrity
 Acts as a role model for courageous leadership by adopting a principled stance on critical
issues

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2.2 Self-Confidence

Belief in own capability to accomplish a task and being able to express confidence in
dealing with challenging circumstances, without being arrogant or boastful.

Level 1:  Confidently performs the tasks within the job role

Acts Confidently  Presents oneself well
within Job
 Executes activities with minimal supervision
Role
 Displays the willingness to take up additional responsibilities

Level 2:  Makes job-related decisions on his or her own, keeping in mind civil services’ values
Continues to act  Able to say ‘No’ to all backed by a strong reason
Confidently  Acts confidently when the outcome benefits the public good, even when peers or
Beyond the partners disagree
Limits of Job  Presents own point of view clearly and confidently in front of others
Role

Level 3:  Exhibits expertise and believes in own ability to get the work done
States  Explicitly demonstrates confidence in own judgment
Confidence  Accepts responsibility for the consequences
in Own
Ability  Able to articulate own point of view confidently and clearly even when in disagreement
with others

Level 4:  Gets excited by challenging assignments

Takes on  Expresses own point of view clearly, confidently and politely when in disagreement with
Challenges senior officers, stakeholders, or others in power
 Acts in the favour of larger public good without being afraid of consequences

Level 5:  Willingly takes on extremely challenging (that is, personally risky) tasks
Is Confident  Challenges the status quo and is not afraid to take action, as long as the outcome is for
Under
the betterment of the community
Extremely
Challenging  Remains positive even under stressful conditions
Situations  Explores multiple ways to overcome the challenge at hand

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2.3 Attention to Detail

Having an underlying drive to being thorough and meticulous and to comply with
procedures, rules, guidelines, and standards. Digs deeper and strives to reduce
uncertainties and errors.

Level 1:  Pays attention to detail to obtain comprehensive information

Pays Attention to  Is knowledgeable of the policies and standards of his/her own department and adheres
Detail
to them while working
 Willingness to consult superiors and peers in order to validate or reconfirm the details
 Respects confidential information

Level 2:  Holds self accountable for delivery of high standard outcomes

Plans and  Double checks own work to ensure standards and guidelines are adhered to and re-work
Double Checks is avoided /minimised
 Devotes sufficient time to complete tasks, review documents, and prepare for meetings
 Plans own work thoroughly and meticulously by using planning tools such as work plans,
checklists, etc and supports the introduction of better ways of working

Level 3:  Holds self and others accountable for delivery of high standard outcomes and adherence
Monitors Own to policies and procedures
and Other’s
 Monitors quality of others’ work and provides them support /guidance to perform better
Work
by paying more attention to detail
 Keeps detailed records of discussions and agreed actions to ensure that information is
accurate and prompt follow-up occurs where applicable
 Digs deeper by asking questions, examining literature or consulting the experts when not
satisfied with the level of detail

Level 4:  Monitors compliance to procedures and regulatory requirements and takes action in case
Proactively of any deviation
Manages
 Ensures that breaches of regulatory requirements are treated with appropriate
Standards
procedures
 Builds systemic checks and balances and is proactive and quick in resolving grievances
and issues
 Conducts overall reviews and spot checks to ensure that procedures and standards are
being maintained

Level 5:  Resolves broader issues about risk and compliance, and about quality of work and
Contributes to service delivery
Overall
 Identifies loopholes and takes corrective measures to ensure unnecessary risks are
Monitoring of
Quality and avoided
Standards

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2.4 Taking Accountability

Takes ownership for outcomes (successes or failures) while addressing performance

issues fairly and promptly.

Level 1:  Demonstrates sincerity and commitment to the job/duty

Delivers Results  Does not make excuses, demonstrates a ‘can do’ attitude and delivers consistently
Consistently
 Takes personal ownership for the quality of own work and keeps stakeholder informed
about the progress
 Remains focused on delivery within specified timeframe

Level 2:  Remains positive and focused on achieving outcomes despite setbacks

Delivers Results  Sets and achieves challenging goals and monitors quality regularly
Even in  Regularly reviews performance priorities and fine tunes to achieve results
Unfavorable  Takes ownership of any shortfall and draws lessons to improve performance
Conditions

Level 3:  Clarifies priorities, roles, and responsibilities; ensures role and talent fit and secures
Manages individual and team ownership of objective
Performance
 Communicates expectation and standard clearly
 Promotes a culture of accountability for service delivery to citizens
 Provides feedback to support performance improvement
 Maintains effective performance in difficult and challenging circumstances, and
encourages others to do the same
 Reviews, challenges, and adjusts performance levels to ensure quality outcomes are
delivered on time
 Takes accountability for team performance especially in case of failure

Level 4:  Energises and drives others for achieving set objectives

Takes Owner-  Holds others accountable for delivering high standards and effective performance, and
ship of Others’
assists them continuously to improve performance while serving the citizens
Performance
 Maintains a strong focus on priorities and swiftly responds to changing requirements
 Incentivises desired behaviours and rewards successful performance

Level 5:  Takes accountability for achieving the Department’s strategic priorities

Drives  Drives a performance culture across the Department to achieve results through others
Performance
 Resolutely holds others accountable for outcomes to the citizens
Culture
 Drives long-term objective of the organisation even in the face of short-term difficulties

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3. Equity
3.1 Consultation and Consensus Building

Ability to identify the stakeholders and influencers, seek their views and concerns
through formal and informal channels. Build consensus through dialogue, persuasion,
reconciliation of diverse views/ interests and trusting relationships.

Level 1:  Confidently presents views in a clear, concise and constructive manner

Open to  Demonstrates openness to consult others, with the aim of delivering value and benefit to
Consultation and the public
Presents Views in
 Reaches out inside and outside the Department, with those who can provide
a Concise
work-related information
Manner with the
help of Data  Invites others’ views and opinions
 Communicates the pros and cons of an initiative, as well as its benefits for the public in
order to get buy-in

Level 2:  Develops links with the experts and relevant information sources, proposes good
Consults solutions to benefit the public
Others and  Develops and nurtures key contacts as a source of information, keeping in mind the end
Takes goal of providing better services to the public
Multiple  Contacts colleagues to identify synergies and convergence
Actions to  Understands the target groups’ views and customises the communication to convince
Persuade them
Others

Level 3:  Continuously looks for opportunities to partner and transfer knowledge

Proactively looks  Takes initiative to engage with stakeholders to create new ideas and solutions
for
 Proactively shares knowledge and information to build capacity and convergence
Opportunities to
Promote  Keeps stakeholders informed about various initiatives and engages with them regarding
Convergence new initiatives
 Makes an effort to understand the motives of others and uses this insight to customise the
communication
 Prepares for others’ reactions in advance by visualising the implications of the proposal on
the wider public including the marginalised and disadvantaged

Level 4:  Explores innovative ways to converge different opinions, keeping in mind the end goal
Helps to Align  Creatively uses the knowledge of the experts in order to address diverse interests of the
Diverse stakeholders
Interests to a
Common Goal  Communicates with conviction and clarity in face of tough negotiations

Level 5:  Creates forums where people can interact with each other on the larger goal and move
Promotes away from a ‘silo’ mindset
consensus
 Identifies opportunities to build relationships with external partner and larger communities
building and
Convergence with the purpose of serving the wider public
 Demonstrates willingness to trade-off immediate gain with long-term benefit
 Takes a long-term view of Public Good
 Inspires others to consult, keeping the greater good in mind, before arriving at any critical
decisions

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3.2 Decision Making

Makes timely decisions that take into account relevant facts, tasks, goals, constraints, risks
and conflicting points of view.

Level 1:  Makes timely decisions, based on applicable rules or guidelines

Follows  Clearly explains (verbally and in writing) the rationale behind each decision
Guidelines  Maintains clear communication and transparency on the reasons for the decision taken
Effectively

Level 2:  Identifies relevant and credible information sources and collects new data, when
Gathers necessary, from internal and external sources
Information for  Recognises scope of own authority for decision making and escalates to the appropriate
Decision level if necessary
Making  Empowers team members to make decisions
 Demonstrates accountability and rises above bias when making decisions

Level 3:  Consults experts to get additional information to make decision

Draws  Develops feasible solutions even when dealing with uncertainty and limited
Conclusions
information
from Complex
Information,  Demonstrates decisiveness when under pressure or faced with complex or sensitive
in the situation aligning with policy trend in that field
Short to  Analyses the impact of past decisions made and incorporates lessons learnt in future
Medium term decision making process

Level 4:  Foresees impact of decisions on the society by conducting social cost-benefit analysis
Makes  Weighs up competing views to generate ways forward which will meet organisational
Decisions in
goals
Complex
Situations  Ensures involvement and consultation of the subject experts where necessary
 Confidently takes decisions and clearly communicates at a strategic level to move things
forward

Level 5:  Swiftly analyses complex and ambiguous data to provide clarity of thinking and direction
Makes to the Department
Long-term
Strategic  Foresees the unintended impact(s) of decisions and takes actions to overcome them
Decisions  Interprets political and national pressures to develop strategies that positively impact the
public good, especially for the benefit of the marginalised and disadvantaged
 Develops Department-wide strategies to manage and mitigate risks
 Gives unbiased advice to Ministers based on the basis of robust analysis, and not on the
basis of what will be welcomed
 Makes decisions for the good of the society (even if it leads to loss of personal popularity)
and defends them at the highest level when required

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3.3 Empathy

Empathy is about being able to accurately hear out and understand the thoughts, feelings
and concerns of others, even when these are not made explicit.

Level 1:  Demonstrates active listening skills (such as asking probing questions, not interrupting)
Understands  Recognises body language, facial expression, and/or tone of voice to understand the
Unspoken unspoken message
Content
 Recognises unexpressed or poorly expressed thoughts, concerns, and feelings
 Picks up signals when others are not feeling comfortable and displays consideration

Level 2:  Open to diversity of opinion

Has Concern for  Understands both what is being said by a person and underlying reasons for the
Others emotional state of the person
 Understands and appreciates other’s concerns and feelings
 Probes to understand people’s issues, unspoken thoughts, and feelings
 Displays openness to diversity of opinion and adapts behaviour to be helpful and
considerate

Level 3:  Makes inferences that go beyond the explicitly expressed content and emotion
Expresses  Identifies a unique characteristic or the strengths of the other person
Concern for
 Is sensitive to underlying problems, and why people act or behave the way they do
Others
 Demonstrates empathy by correctly understanding reactions or emotions of others
 Builds trust by demonstrating respect for other’s point of view

Level 4:  Displays an in-depth understanding of the ongoing reasons for a person’s behaviour and
Acts as a response
Role Model
 Understands the longer-term reasons for behaviour
 Makes a balanced assessment of a person’s strengths and weaknesses based on a deep-
er understanding of the individual
 Demonstrates an astute understanding of others’ views by asking the right questions at
the right time

Level 5:  Creates a culture of mutual trust and respect

Creates and  Encourages others to read deeper into others’ emotions by providing practical tips
Promotes an
 Creates the systems promoting empathy
Environment of
Respect

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3.4 Delegation

Delegates responsibility with the appropriate level of autonomy so that others are free to
innovate and take the lead.

Level 1:  Finalizes work plan in a participatory manner

Provides  Makes resources available as per work plan
Personal  Expresses confidence in the ability of the team members to get the work done
Guidance
 Keeps track of assigned tasks by monitoring milestones as per work plan
and Direction

Level 2:  Assigns stretched targets while designing work plan

Expresses Trust  Ensures the employee or team has the clarity of the task assigned and understands its
and Stays importance
Focused  Provides timely feedback and encourages the employee to undertake the task
 Provides them the specific direction and hands-on support needed to undertake the task
 Does not indulge in fault finding in the event of failure
 Recognises success and gives credit for the same

Level 3:  Provides forums to elicit diverse perspectives across teams to enable robust decisions
Sets the  Provides direction and process expectations for delivery against a standard of
Criteria for
performance
Success
 Communicate the criteria of success and does not get into monitoring the details of the
plan

Level 4:  Sets policy direction as well as targets on key indicators to monitor the policy
Sets and implementation
Monitors  Ensures adequate level of authority, required to deliver a specified outcome or series of
Key Policy
Objectives outcomes
 Provides others the autonomy to operate within Departmental policies

Level 5:  Has faith in the technical know-how, decision- making, and managerial ability of others
Pushes the  Delegates full authority and responsibility to team members to provide solutions for the
Limits of
Government and community on agreed policies
Autonomy
within norms of  Creates a culture of trust and empowerment amongst team members
Governance

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4. Efficiency
4.1 Result Orientation

High Drive for achieving targets and competing against a standard of excellence.

Level 1:  Tries to do the job well and as expected

Focuses on  Works towards meeting timelines and expresses a desire to do better
doing what is  Is mindful of waste, inefficiency and red-tapism while discharging duties
Expected

Level 2:  Keeps track of and measures outcomes against a higher standard of performance
Creates Own  Consistently ensures on-time delivery of quality work
Measures of  Exhibits creative ways to meet Departmental Goals and Priorities
Better Results  Makes suggestions on how work processes can be improved

Level 3:  Regularly makes specific changes in the system or in own work methods to improve
Consistently performance
Improves
 Takes the initiative to ensure that key objectives are consistently achieved
Systems as well
as Performance  Monitors efficiency of work practices and modifies them to provide better service
 Works to achieve tasks better, faster, and more efficiently; and looks to improve quality,
community satisfaction, and morale, without setting any specific goal

Level 4:  Helps set stretched but achievable goals by the team

Sets  Benchmarks against standards of excellence and continually strives for superior
Challenging
performance
Goals for
the  Motivates, encourages others to set higher benchmarks and strive for superior
Organisation performance
and works  Continually looks to adapt leading practices from other Departments/organisations to im-
to meet them prove performance

Level 5:  Uses a variety of methods to help team members to attain higher levels of performance
Creates a  Recognises and rewards innovation, setting higher benchmarks to create a culture of high
Culture of
achievement
Achieving
Challenging  Encourages and rewards continuous review and improvement of work processes
Goals  Inspires individuals to consistently exceed performance targets

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4.3 Initiative and Drive

Contributing more than what is expected in the job, refusing to give up when faced with
challenges, and finding or creating new opportunities.

Level 1:  Addresses present issues immediately without waiting to be told to act on them
Takes Actions on  Is action-orientated and self-motivated towards his/her work
Immediate  Makes more than one attempt to resolve issues
Priorities

Level 2:  Spots opportunities and is quick to respond to them

Identifies  Overcomes obstacles to ensure completion of work
Opportunities  Tries to predict clients’ needs (internal and external) before they are voiced and addresses
and Responds them
Adequately  Uses own judgement to escalate issues

Level 3:  Proactively engages in new initiatives and partnerships with the objective of creating a
Creates future opportunity or bringing about an improvement
Opportunities  Introduces process changes that alleviates pressure during busy periods
for
the Short-Term  Anticipates potential problems and keeps superiors informed about developments
 Acts quickly to seize an opportunity or address a crisis by drawing on required resources
and similar experiences

Level 4:  Takes initiative in creating solutions that would support organisation in future
Anticipates and  Acts proactively by planning ahead, and pursues specific opportunities
Acts for the  Anticipates situations up to a year in advance, in order to plan action and build in contin-
Medium-Term
gencies
 Encourages others to take initiative

Level 5:  Plans for long term to anticipate and take action on possible opportunities or crises
Nurtures  Creates an environment where individuals are willing and able to take initiative without
Environment
fearing consequences of failure
that
is Conducive  Persists at the problem to overcome obstacles
to Taking  Creates and supports environment that allows team members to make mistakes and learn
Initiative from them
 Nurtures an environment of accepting mistakes and learn from them

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4.4 Seeking Information

An underlying curiosity to know more about things, people, or issues. This includes
“digging” for exact information and keeping up-to-date with relevant knowledge.

Level 1:  Uses available information in the organisation

Conducts Basic  Asks direct questions from those who are directly involved in the situation
Search  Conducts basic search to obtain more information in books, journals and internet

Level 2:  Investigates each situation beyond routine questioning

Investigates  Checks assumptions against facts by asking questions
Situation  Identifies people who are related and investigates the situation further
 Connects all the information available and conducts field visits, if needed, to gain a
comprehensive understanding of the situation

Level 3:  Asks a series of probing questions to get at the root of a situation or a potential
Digs Deeper opportunity
 Consults with experts and practitioners to get their independent perspective, background
information, experience, etc.
 Seeks to develop deeper understanding and get an in-depth perspective of the subject

Level 4:  Makes a systematic effort within limited time to obtain needed data or feedback
Conducts  Conducts in-depth investigation from different and a wide range of sources
Research  Studies best practices of other states, sectors, regions organisations etc
 Tries to obtain new insight or meaning by conducting or commissioning a formal
research if required

Level 5:  Conducts field visits (if needed) to gain a comprehensive understanding of situation
Develops Own  Identifies individuals or develops trusted sources to conduct regular information
Sources of
gathering
Direct
Information  Validates the veracity of informal information through other means and resources

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4.5 Planning and Coordination

Ability to plan, organise and monitor work with effective utilisation of resources such as
time, money, and people.

Level 1:  Demonstrates good time management skills to meet short and medium-term objectives
Organises and  Plans own work schedule and monitors progress against it optimally
Schedules  Uses available resources optimally to meet work objective
Own Work
 Identifies and tries to solve bottlenecks in own area of work

Level 2:  Monitors progress periodically and revises work plans as required

Monitoring Own  Keeps oneself up-to-date and makes necessary adjustments to timelines, work plan, and
Progress resource allocation as necessary
 Identifies risks and early warning signals and modifies work plan accordingly

Level 3:  Produces an integrated plan taking into account inter-related activities to achieve the
Considers overall objectives
Interrelated  Clearly prioritises multiple, interrelated tasks when working with others
Activities
 Considers a range of factors in the planning process (for example, costs, timing, public
needs, resources available, etc.)
 Anticipates risks and incorporates mitigation plan into overall work plan

Level 4:  Steers planning and coordination of Department activities to achieve sustainable enabling
Manages environment in respective fields
Competing  Manages resources to meet competing objectives
Priorities
 Establishes alternative courses of action, organises people, and prioritises activities to
achieve results more effectively
 Sets, communicates, and regularly assesses priorities
 Balances the priorities of different interest groups keeping in mind the bigger picture

Level 5:  Creates a stable and predictable environment to enable organisation in reaching its full
Long-Term potential
Planning Focus
 Incentivises to create a level playing field for citizens to be able to harness their
capabilities

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4.6 Desire for Knowledge

Keeps up-to-date with relevant knowledge and technology, shares latest developments
with others, and advocates the application of acquired knowledge.

Level 1:  Maintains up-to-date knowledge about practices and policies that assist in performing
Maintains day-to-day work
up-to-date  Keeps own policy and procedure binders (circulars, memorandums, OMs), working
Knowledge
papers, and ensures that files are up-to-date

Level 2:  Seeks to understand policies and procedures in the related work area,
Proactively  Proactively reads relevant literature to enhance knowledge of relevant practices
Keeps Abreast  Keeps abreast of changes in internal and external environment that impacts work area
of Change in  Identifies and utilises learning opportunities to improve knowledge (for example, courses,
Environment observation of others, assignments, etc.)

Level 3:  Draws opportunities for learning from day-to-day experience

Develops  Seeks to enhance knowledge through interaction with experts and by reading articles and
Broader journals
Conceptual
Knowledge  Consults closely with other Departments and relevant stake holders to develop broader
conceptual understanding
 Pursues challenging assignments to develop expertise

Level 4:  Develops an external orientation, by keeping up-to-date with professional bodies, trends,
Prepares for the and new legislation
Long Term
 Reads widely, such as policy documents, external reports, or professional and
Government journals
 Explores best practices and identifies opportunities for implementation in the existing
environment
 Encourages knowledge and experience sharing
 Looks beyond the short term and makes changes in systems and processes which fo-
cuses on long term knowledge enhancement (capacity development, planning, research
etc)

Level 5:  Is identified as a thought leader in own professional or technical field

Seen as a Role  Encourages and facilitates the acquisition of knowledge in others
Model
 Suggests strategies to develop Departments’/Civil Services’ overall knowledge base
 Creates an environment for development of knowledge of self and others

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4.8 Problem Solving

Understanding a situation by breaking it into smaller parts, organising information

systematically, and setting priorities.

Level 1:  Breaks down complex issues into smaller parts for easier analysis
Breaks Down  Collects and analyses related information from a variety of sources
Problems  Is able to effectively sift through information
 Identifies the links between situations and given information

Level 2:  Identifies the cause-and-effect relationship between two aspects of a situation

Identifies Basic  Develops an action plan based on causal relations and pros and cons
Relationships  Weighs pros and cons of different options

Level 3:  Able to diagnose multiple cause and effect relationships in a problem (ability to see
Identifies several potential causes of an event or several events)
Multiple
 Develops potential solutions and identifies risks involved
Relationships

Level 4:  Ability to see the holistic picture

Develops  Identifies interdependencies between various components
Solutions to  Communicates complex problems in a simple manner
Complex
Problems  Develops a solution that attempts to address the complexities at different levels
 Generates options to address the problem in its entirety
 Creates solutions that address not only immediate issues (quick fixes) but also takes steps
for medium to long-term impact of the solutions

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4.9 Developing Others

Genuinely believes in others capabilities to develop and takes personal responsibil-

ity for their development. Creates a positive environment for learning and provides
developmental opportunities for individuals and teams.

Level 1:  Makes positive comments regarding others’ future development, particularly those who
Expresses may be perceived as not having high potential
Positive  Believes that others want to and can learn to improve their performance
Expectations of
others

Level 2:  Explains how to do a task, with detailed instructions and demonstration

Provides  Provides practical support with the aim of developing others depending on their needs
Guidance and  Expresses positive expectations for the development of others
Detailed
Instructions

Level 3:  Reviews work delivery and provides timely, constructive, and specific feedback in key
Ensures strengths and areas for improvement
Learning and
 Encourages team members to develop learning and career plans and follows up to guide
Development
and Provides their development and measure progress
Specific  Values different personal needs of the team members and uses this understanding to
Feedback promote inclusiveness
 Ensures diversified exposure for team members, for example, opportunities to work on
stretched projects

Level 4:  Takes risks on others to enable them to grow, by delegating responsibility and
Empowers for decision-making
Long-Term
 Allows others to learn from mistakes in non-critical settings
Development
 Provides mentoring support and direction to attain the team members’ learning needs for
the long-term development
 Creates an inclusive environment, from which all staff, including under-represented
groups, can develop

Level 5:  Continuously assesses the talent requirements and proactively manages talent pipeline to
Develops ensure operational excellence
Future Leaders  Institutionalises mechanisms that support continuous learning and improvement
 Manages and develops teams with an acute awareness of inclusiveness, equality, and
diversity
 Builds capacity-development strategies to support career development for all employees

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4.10 Self Awareness and Self Control

Identifies one’s own emotional triggers and controls one’s emotional responses.
Maintains a sense of professionalism and emotional restraint when provoked, faced with
hostility or working under increased stress. It includes resilience and stamina despite
prolonged adversities.

Level 1:  Aware of own feelings, strengths and weaknesses

Is Aware of  Aware of the connection between own feelings and their impact on own actions and per-
Self and formance
Restrains
 Reads situations rationally
Emotional
 Resists the temptation to act impulsively
Impulses
 Remains calm in stressful situations and listens to others’ point of view

Level 2:  Aware of how one’s emotions and actions impact others

Responds  Conducts rationally even under strong internal emotions
Calmly  Knows what emotional ‘hot buttons’ he/she has and avoids situations that will cause emo-
tional responses
 Acts calmly and respectfully towards others despite difficult situations
 Has an honest understanding of own weaknesses and strengths

Level 3:  Actively manages self-effectiveness in different situations by thoroughly understanding of

Manages Stress one’s own responses
Effectively
 Uses stress management techniques to deal with stress and control responses
 Responds constructively and professionally to extreme challenges, provocation and/or
professional disappointments
 Continues providing effective leadership in situations of stress or adversity

Level 4:  Calms others during stressful situations (by remaining calm, listening attentively)
Managing Self  Diffuses stressful situation and lightens the environment for example by humour,
and Others presenting analogies etc
Under High
Stress or  Coaches and mentors others on ways to manage stress
Adversity  Accepts negative feedback in a mature manner

Level 5:  Able to maintain focus and stamina for self and others in prolonged adversity
Nurtures a  Nurtures a culture to identify and dissolve stressors by better planning and analyzing the
Culture of
past instances
Rationality and
Calm  Creates and promotes culture of calm behavior in a large group or organization
Behaviour  Improvises and innovates to out-manoeuvre stressful situations to attain expected results

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4.11 Communication Skills

Articulates information to others in language that is clear, concise, and easy to
understand. It also includes the ability to listen and understand unspoken feelings and
concerns of others.

Level 1:  Listens actively and objectively without interrupting

Listens  Checks own understanding of others’ communication (e.g., repeats or paraphrases, asks
Attentively and additional questions)
Presents
 Is able to ask questions clearly to gather basic understanding of issues at hand
Information
 Presents basic facts in a clear and concise manner, both orally and in writing
Clearly
 Keeps superiors and other relevant stakeholders informed

Level 2:  Conveys information, opinions and arguments fluently and confidently in a manner that
Fosters clearly explains the benefits of one’s proposition on different people in the society
Two-Way  Elicits feedback on what has been said
Communication  Is able to ask leading and open-ended questions to allow for deeper thoughts to surface
during communication
 Understands complex non-verbal cues and incorporates the understanding to achieve
better two-way communication of ideas
 Maintains an open communication channel with others
 Communicate information likely to be perceived negatively with sensitivity and tact
 Supports messages with relevant data and examples to create better impact and to
enhance understanding
 Is able to write complex ideas in an easy to read, coherent, accurate manner devoid of
jargon

Level 3:  Adapts communication style to suit the situation

Adapts  Takes others’ perspectives into account during communication
Communication
 Times communication effectively keeping in mind the overall context and public
to
Others opinion
 Anticipates the response to messages and adapts communications accordingly
 Is able to understand the non-verbal cues of the speaker

Level 4:  Does not bluff, acknowledges lack of information, acts tactfully and follows up response in
Communicates agreed time
Complex  Communicates complex issues clearly and credibly, to widely varied audiences
Messages
Clearly and  Shares the idea with opinion makers, before “voicing” it
Credibly  Uses varied communication methodologies to promote dialogue and shared
understanding through interesting examples (stories, myths, cases, best practices etc)

Level 5:  Uses different forums, media vehicles, tailors messages accordingly to achieve optimum
Communicates results
Strategically

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4.12 Team-Working
Working together as a unit for the common goal. Building teams through mutual trust,
respect and cooperation.

Level 1:  Willingly complies with the team decisions, is a good team player, does his or her share of
Cooperates with the work
Others  Willingly gives support to co-workers and works collaboratively rather than
competitively
 Shares all relevant information with the team members, provides ideas, inputs and
suggestions
 Deals honestly and fairly with others, showing consideration and respect

Level 2:  Has a positive attitude towards team members

Appreciates  Communicates their expectations towards others positively, in terms of their abilities, ex-
Positive pected contributions, etc.
Attitudes and  Acknowledges the work of others
Expresses  Speaks positively about the team members, when either communicating with them
Positive directly or to a third party
Expectations of  Shares experiences, knowledge, and best practices with team members
Team  Assumes responsibility for own work activities and coordinating efforts

Level 3:  Solicits ideas and opinions to help form specific decisions or plans
Solicits Inputs  Displays willingness to learn from others, including subordinates and peers
 Genuinely values others’ expertise
 Incorporates others’ suggestions into planning and decision making

Level 4:  Publicly and formally credits others who have performed well
Encourages  Encourages and empowers others, making them feel strong and important
Others
 Builds relationships with team members and with other inter-/intra-Department work units
 Encourages others to share experience, knowledge and best practices with the team

Level 5:  Promotes good working relationships rising above the bias

Works to Build  Collaborates with other Departments to work towards a larger goal
Team
 Capitalises on opportunities and efficiently utilises diverse talents of the team members
Commitment
 Works towards building positive team environment and addresses descriptive behavior
such as threats, insults, stereotyping or exaggerations

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Concern for Safety

Being aware of conditions and circumstances and circumstance that affect ones’ own
safety or the safety of others

Level 1:  Detect hazardous circumstances

Identify Safety  Check equipments and work areas
Issues and  Regularly check equipments, work area for potential hazards
Problems
 Responds promptly to safety concerns raised by employees/citizen

Level 2:  Follow safety procedures in handling hazardous situation

Responds  Be alert to possible unsafe situation
Promptly to
Safety Concerns

Political Awareness
Understands and utilizes the dynamics of power, organization, and decision making to
achieve objectives

Establishes  Leverages political support and goodwill of community and religious leaders for
alliance to professional implementation of developmental activities
Influence  Demonstrate the ability to harness knowledge, skills, experiences and competencies
Outcome
of political executives
 Undertake activities that are within the Department stated rules and procedures
without succumbing to political pressure

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 E
“Quality is never an accident; it is always the result of high intention, sincere effort, intelligent
direction and skillful execution; it represents the wise choice of many alternatives”.
Willa A Foster

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Acronyms 141
Bibliography 143
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Task Force Members

Note: The designations indicated are as per the order issued at the time of constituting Task Forces

Nodal Officer: Mr. R Rajagopalan Nair, Accounts Officer

1. Mr. Mohammad P K Child Welfare Inspector, KKD

2. Mr. Georgekutty J D Child Welfare Inspector,
Govt. Observation Home, Pathanamthitta
3. Mr. Sreekumar K Superintendent, Care Home, Pulayanarkotta
4. Ms. Suma Devi V Superintendent, HPH for Women, Poojappura
5. Ms. Beena George Superintendent, VTC Tvpm
6. Ms. Aswathi V Superintendent, Care Home, Pulayanarkotta
7. Mr. Siddeeque P Care Taker, Govt. Childrens Home, KKD
8. Mr. Unnimammu P Care Taker, Govt. Observation Home, PLKD
9. Mr. Mohammad Asharaf O K Care Taker, Govt. Observation Home,
Thavanoor
10. Ms. Suja G Care Taker, Govt. Childrens Home, Girls KKD
11. Ms. Indulekha B S ICDS Supervisor
12. Ms. Rema Devi CDPO, ICDS Athiyanoor Addl., Tvpm
13. Ms. Sheela Kumari CDPO, Konni Addl. , Kollam
14. Ms. Offirthankam C M CDPO, Urban II ICDS, TVPM
15. Mr. Binoy V J DCPO, Kottayam
16. Mr. Sameer M DCPO, Malappuram
17. Mr. Shamnad V A DCPO, Idukki
18. Mr. Abeen A O DCPO, Pathanamthitta
19. Mr. Subair K K DCPO, Kollam
20. Mr. Shanmukhadas N DPO, Kollam
21. Mr. K T Ashraf DCPO, Kozhikode
22. Ms. Jalaja S Dist. Social Justice Officer, Pathanamthitta
23. Mr. H S Babu Dist. Social Justice Officer, Tvpm
24. Mr. Abbas M Programme Officer, Pathanamthitta

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25. Ms. Sunitha M V Women Protection Officer, Tvpm

26. Ms. Tessy Abraham Women Protection Officer, Idukki
27. Ms. Thahira Beevi H Women Protection Officer, Kollam
28. Ms. Anitta S Lin Women Protection Officer , Trissur
29. Ms. Sulaja P Women Protection Officer, Kasaragod
30. Ms. Jeeja S Women Protection Officer, Allapuzha
31. Ms. Kavitha Rani Renjith CDPO, ICDS Nemom, Tvpm
32. Ms. Sreekala CDPO, ICDS Idukki
33. Ms. K H Lejina CDPO, Urban II, Kollam
34. Ms. Devi N CDPO, Kasaragod
35. Ms. Bindu Gopinath Programme Officer, Tvpm
36. Ms. Sheeba L Programme Officer, Ernakulam
37. Ms. Sophy Jacob Programme Officer, Idukki
38. Ms. Meera Programme Officer, Trissur
39. Ms. Maya Lakshmi J Programme Officer, Kollam
40. Ms. Thasneem P S Programme Officer, Nirbhaya
41. Mr. N Radhakrishnan Senior Superintendent,
Directorate of Social Justice, Tvpm
42. Mr. M Madhusoderan Senior Superintendent,
Directorate of Social Justice, Tvpm
43. Mr. M Mohamed Nazar Senior Superintendent, Programme Office, Tvpm
44. Mr. S Rajeev Kumar Senior Superintendent,
Directorate of Social Justice, Tvpm
45. Mr. L Rajan Regional Dowry Prohibition Officer, Tvpm
46. Mr. Sabu B Senior Superintendent, Kozhikode
47. Mr. John Joshi Regional Dowry Prohibition Officer

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Acronyms

HoD : Head of the Department

SoE : Statement of Expenditure
UC : Utilization Certificate
AG : Accountant General
DSJO : District Social Justice Officer
GO : Government Order
PWD : Person with Disability
NGO : Non Governmental Organization
DCPO : District Child Protection Officer
DCPU : District Child Protection Unit
IEC : Information Education & Communication
SCPS : State Child Protection Scheme
PE : Preliminary Enquiry
RDPO : Regional Dowry Prohibition Officer
KLSA : Kerala State Legal Service Authority
ICDS : Integrated Child Development Services
APIP : Annual Programme Implementation Plan
TNA : Training Need Analysis
CDPO : Child Development Project Officer
AWC : Aganwadi Centre
AWW : Anganwadi Worker
ASR : Annual Status Report
ECCED : Early Childhood Care and Education
MPR : Monthly Progress Report
PSE : Pre-School Education
AG : Adolescent Girl
LSGD : Local Self Government Department
WIS : Welfare Institution Superintendent
IFA : Iron Folic Acid
MIS : Management Information System
AS : Administrative Sanction

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JJB : Juvenile Justice Board

CWC : Child Welfare Committee
CrPC : Code of Criminal Procedure
FCI : Food Corporation of India
THRS : Take Home Ration Strategy
PRI : Panchayati Raj Institution
PHC : Primary Health Centre
WHO : World Health Organization
MCP : Mother & Child Protection
WPO : Women Protection Officer
PWDVA : Protection of Women from Domestic Violence

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