COMPETENCY-BASED EXCELLENCE PERFORMANCE

TOWARDS ORGANIZATIONAL EFFECTIVENESS:

A CASE STUDY ON SELECTED PRODUCTS AND SERVICES COMPANY

NIRMALA A/P BALAKRISHNAN MC210413379

RASMAN BIN EDWIN MC210413476
VIGNESWARY A/P VISVANATHAN MC210413406
SHARMILA A/P RAGUAN MC210413300

MASTER OF BUSINESS ADMINISTRATION

UNITAR INTERNATIONAL UNIVERSITY

2022
 COMPETENCY-BASED EXCELLENCE PERFORMANCE

TOWARDS ORGANIZATIONAL EFFECTIVENESS:

A CASE STUDY ON SELECTED PRODUCTS AND SERVICES COMPANY

NIRMALA A/P BALAKRISHNAN MC210413379

RASMAN BIN EDWIN MC210413476
VIGNESWARY A/P VISVANATHAN MC210413406
SHARMILA A/P RAGUAN MC210413300

PROJECT REPORT SUBMITTED IN PARTIAL FULFILMENT OF THE

REQUIREMENT FOR THE DEGREE OF MASTER OF BUSINESS
ADMINISTRATION UNITAR INTERNATIONAL UNIVERSITY

DECEMBER 2022

ii
 APPROVAL PAGE

TITLE:
COMPETENCY-BASED EXCELLENCE PERFORMANCE
TOWARDS ORGANIZATIONAL EFFECTIVENESS:
A CASE STUDY ON SELECTED PRODUCTS AND SERVICES COMPANY

AUTHORS:
NIRMALA A/P BALAKRISHNAN MC210413379
RASMAN BIN EDWIN MC210413476
VIGNESWARY A/P VISVANATHAN MC210413406
SHARMILA A/P RAGUAN MC210413300

The undersigned certifies that the above candidates have fulfilled the condition of the
project paper in partial fulfillment for the degree of Master of Business Administration.

SUPERVISOR:

Signature: ……………………………….
Name: Dr. Sarina Mohamad Nor

Date:

ENDORSED BY:

Signature: ……………………………….
Name: Prof. Dr. Rozainun Abdul Aziz
Dean, UNITAR Graduate School
Date:

iii
 DECLARATION

We hereby declare that the work in this project is our own except for quotations and
citations which have been duly acknowledged.

DATE: 1 6 /12/2022

NIRMALA A/P BALAKRISHNAN

(MC210413379)

DATE: 16/12/2022

RASMAN BIN EDWIN

(MC210413476)

DATE: 16/12/2022

VIGNESWARY A/P VISVANATHAN

(MC210413406)

DATE: 16/12/2022

SHARMILA A/P RAGUAN

(MC210413300)

iv
 ABSTRACT

This study examined how improvements in human capital and individual competencies

impact the effectiveness of organizations. This study aims to establish connection

between organizational effectiveness and competency-based excellence performance.

Organizations should establish observable, quantifiable systems, and instruments for

evaluating and enhancing employee performance. To ensure organizational efficacy, it is

vital to recruit new employees based on or provide retraining or re-skilling on their

competencies. Thematic analysis was applied for this research when using this approach,

the researchers typically begin the research with the themes they have discovered after

reviewing the available literature. The main objective of analyzing the data is to entirely

absorb in the data and accumulate preliminary input of interest. The process starts by

conducting semi – structure interview to focus group and obtain the interview

transcription in full. The total of interview time is seven (7) hours with 109 questions used

for the interview. After familiarization, reading and identifying all the codes in stage one

(1), finding the pattern and association between the complete data set is the primary goal.

It is crucial to use codes as foundation and merge similar or different codes to create

potential themes. To cluster all the codes and to visualize the relationship, a Thematic

Map was constructed. Themes should be examined internal uniformity (cohesiveness and

consistency) and exterior discrepancy. During this stage all the code are further reduced

by merging to suitable themes. The total codes reduced from 612 to 142 codes, themes

reduced from 11 to 5 and introduced 23 sub-themes. In this stage of the analysis, themes

were defined, and sub-themes were refined to generate better relationship between codes.

The final Thematic Analysis Map, this is the qualitative finding of this research paper.

The data collection from the interview provides additional information which supports

the objective of the research, coding assist in identifying and to build a relationship. Codes

are further analyzed to create potential themes in relation to the research question. To

v
achieve the research objective, a viable plan is required to be executed. This research

could be used as a resource for addressing organizational effectiveness issues and

assisting organizations with decision-making, particularly for organizations attempting to

advance to the next level of organizational effectiveness. It focuses on the identified

organizational effectiveness and employee performance influencing factors.

Keywords: Organizational effectiveness, human capital, thematic analysis, interview,

relationship, objectives.

vi
 ACKNOWLEDGEMENT

We thank our generous respondents who participated and proactively responded to our
interview session. We highly appreciate the valuable input from the interviewer and the
time spent during the interview session. The support and agility from the co-team
members, supervisors, and family members encouraged us to complete the research on
time as expected, with less hindrance, which we successfully went through. The
readiness, mindfulness, and openness of co-team members are amicable, which allows us
to complete the research with the guidance of existing case studies.

TABLE OF CONTENTS

vi
 APPROVAL PAGE ………………………………………………………………………….. iii
DECLARATION …………………………………………………………………………….. iv
ABSTRACT …………………………………………………………………………………... v
ACKNOWLEDGMENT …………………………………………………………………….. vi
LIST OF CONTENTS ……………………………………………………………........... vii - ix
LIST OF TABLES …………………………………………………………………………. vi
LIST OF FIGURES ………………………………………………………………..................vii
LIST OF ABBREVIATIONS ………………………………………………………………..viii
LIST OF APPENDICES …………………………………………………………................ ix

CHAPTER 1: --------------------------------------------------------------------------------------------- 10
INTRODUCTION --------------------------------------------------------------------------------------- 10
1.1 CHAPTER OVERVIEW ------------------------------------------------------------------------ 10
1.2 BACKGROUND OF STUDY -------------------------------------------------------------------- 10
1.3 PROBLEM STATEMENT ----------------------------------------------------------------------- 14
1.4 RESEARCH OBJECTIVES---------------------------------------------------------------------- 16
1.5 RESEARCH QUESTIONS ---------------------------------------------------------------------- 16
1.6 SIGNIFICANCE OF THE STUDY --------------------------------------------------------------- 16
1.7 DEFINITION OF IMPORTANT TERMS -------------------------------------------------------- 17
1.8 CHAPTER SUMMARY ------------------------------------------------------------------------- 18
CHAPTER 2: --------------------------------------------------------------------------------------------- 20
LITERATURE REVIEW ------------------------------------------------------------------------------- 20
2.1 CHAPTER OVERVIEW ------------------------------------------------------------------------ 20
2.2 DEPENDENT VARIABLE ---------------------------------------------------------------------- 20
2.2.1 Organizational Effectiveness - Leadership -------------------------------------- 20
2.2.2 Organizational Effectiveness - Communication -------------------------------- 23
2.2.3 Organizational Effectiveness - Accountability --------------------------------- 24
2.2.4 Organizational Effectiveness - Performance ------------------------------------ 27
2.3 INDEPENDENT VARIABLES ------------------------------------------------------------------ 29
2.3.1 Competency-Based Approach – Skills ------------------------------------------ 29
2.3.2 Competency-Based Approach - Behaviour ------------------------------------- 33
2.3.3 Competency-Based Approach - Attitude ---------------------------------------- 35
2.3.4 Competency-Based Approach - Knowledge ------------------------------------ 37
2.4 UNDERPINNING THEORY -------------------------------------------------------------------- 39
2.4.1 Theories ----------------------------------------------------------------------------- 40
2.4.2 Organizational Effectiveness Fundamentals ------------------------------------ 42
2.5 RESEARCH FRAMEWORK -------------------------------------------------------------------- 42
2.5.1 Relationship of Skills Towards Organizational Effectiveness ---------------- 42
2.5.2 Relationship of Behaviour Towards Organizational Effectiveness----------- 46
2.5.3 Relationship of Attitude towards Organizational Effectiveness -------------- 48
2.5.4 Relationship of Knowledge towards Organizational Effectiveness ---------- 49
2.6 CHAPTER SUMMARY ------------------------------------------------------------------------- 51
CHAPTER 3: --------------------------------------------------------------------------------------------- 52
RESEARCH METHODOLOGY ---------------------------------------------------------------------- 52
3.1 CHAPTER OVERVIEW ------------------------------------------------------------------------ 52
3.2 RESEARCH APPROACH – THEMATIC ANALYSIS------------------------------------------- 52

vii
 3.2.1 Step 1: Data Familiarization ------------------------------------------------------ 53
3.2.2 Step 2: Generation Initial Codes ------------------------------------------------- 53
3.2.3 Step 3: Generating Themes (relationship) --------------------------------------- 53
3.2.4 Step 4: Reviewing Themes-------------------------------------------------------- 54
3.2.5 Step 5: Defining and Naming Themes ------------------------------------------- 54
3.2.6 Step 6: Reporting – Summary ---------------------------------------------------- 54
3.3 RESEARCH METHODS ------------------------------------------------------------------------ 54
3.4 RESEARCH DESIGN --------------------------------------------------------------------------- 55
3.5 PILOT TEST ------------------------------------------------------------------------------------ 56
3.5.1 Test method------------------------------------------------------------------------- 57
3.6 DATA COLLECTION -------------------------------------------------------------------------- 61
3.7 SAMPLING ------------------------------------------------------------------------------------- 62
3.7.1 Sampling Frame -------------------------------------------------------------------- 62
3.7.2 Sampling Size ---------------------------------------------------------------------- 62
3.8 SAMPLING TECHNIQUE ---------------------------------------------------------------------- 63
3.9 TECHNIQUES OF DATA ANALYSIS ---------------------------------------------------------- 64
3.9.1 Data Logging ----------------------------------------------------------------------- 65
3.9.2 Data Coding ------------------------------------------------------------------------ 65
3.9.3 Qualitative Data Reliability & Validity ----------------------------------------- 66
3.10 DEMOGRAPHIC INFORMATION -------------------------------------------------------------- 67
3.11 CHAPTER SUMMARY ------------------------------------------------------------------------- 67
CHAPTER 4: --------------------------------------------------------------------------------------------- 68
RESULTS AND DISCUSSIONS ---------------------------------------------------------------------- 68
4.1 CHAPTER OVERVIEW ------------------------------------------------------------------------ 68
4.2 FOCUS GROUP CRITERIA -------------------------------------------------------------------- 68
4.3 THEMATIC ANALYSIS ------------------------------------------------------------------------ 69
4.3.1 Stage 1: Data Familiarization ----------------------------------------------------- 69
4.3.2 Stage 2: Generating Initial Codes ------------------------------------------------ 72
4.3.3 Stage 3: Generating Themes (relationship) ------------------------------------- 72
4.3.4 Stage 4: Reviewing Themes ------------------------------------------------------ 77
4.3.5 Stage 5: Defining and Naming Themes ----------------------------------------- 81
4.3.6 Stage 6: Reporting – Summary --------------------------------------------------- 82
4.4 RESEARCH FINDINGS------------------------------------------------------------------------- 82
4.5 DISCUSSION ----------------------------------------------------------------------------------- 85
4.6 CHAPTER SUMMARY ------------------------------------------------------------------------- 88
CHAPTER 5: --------------------------------------------------------------------------------------------- 88
CONCLUSION AND RECOMMENDATION ------------------------------------------------------ 89
5.1 CHAPTER OVERVIEW ------------------------------------------------------------------------ 89
5.2 IMPLICATION OF STUDY --------------------------------------------------------------------- 89
5.3 LIMITATION OF THE STUDY ----------------------------------------------------------------- 91
5.3.1 Number of respondents ------------------------------------------------------------ 91
5.3.2 Organization type ------------------------------------------------------------------ 91
5.3.3 Organization size and geographical location------------------------------------ 91
5.3.4 Organization terms----------------------------------------------------------------- 91
5.4 RECOMMENDATION FOR FURTHER STUDIES ---------------------------------------------- 92
5.4.1 Improved Yield of Result --------------------------------------------------------- 92
5.4.2 Generalization staple performance ----------------------------------------------- 92
5.4.3 Multiple Organization size and location in sampling -------------------------- 92
5.4.4 Exposure towards organization terms ------------------------------------------- 93
REFERENCE -------------------------------------------------------------------------------------------- 94
APPENDICES ------------------------------------------------------------------------------------------ 103

viii
 LIST OF TABLES

Table No. Description Page

1.1 Definition of important terms 18

3.1 Interview Question 57

3.2 Demographic Question 59

3.3 Interview answer outcome 60

3.4 Interview Answer Scheme 60

3.5 Selected organization with number of respondents 63

4.1 Focus Group 70

4.2 Research Question 71

4.3 Interview question 71

4.4 Unstructured Interview Question. 72

4.5 Interview details 73

4.6 Initial Coding Summary. 74

4.7 Themes summary 75

4.8 Reviewing Themes 79

4.9 Defining and naming themes 83

4.10 Research Findings 85

4.11 Thematic Analysis Findings 87

vi
 LIST OF FIGURES

Figure No. Description Page

Core Elements of Excellent performance and effect on
1.1 11
organization effectiveness.

2.1 Dynamic Capabilities 21

2.2 Performance management tools 28

2.3 Required vital disciplines 31

2.4 Skill necessary by discipline 31

2.5 Theoretical Model factor effecting graduate employability 46

3.1 Pilot Test Steps 58

3.2 Data Analysis Process 66

3.3 Interview transcription coding (sample) 75

4.1 Interview Transcription and Coding 73

4.2 Initial Thematic Analysis Map. 78

4.3 Revised Thematic Analysis Map 82

4.4 Final Thematic Analysis Map 84

4.5 Action List 86

LIST OF ABBREVIATIONS

vii
AP Academic Performance
CGPA Cumulative Grade Point Average
CS Communication Skills
ECA Extra-Curricular Activities
FFT Four Factor Leadership Theory
GPA Grade Points Average
HPHRP High-performance HR practices
LMS Leadership and Motivational Skill
OE Organization Effective
PE Personality
PIT Participants Interest Theory
RBT Resource-based theory
RQ1 Research Question 1
RQ2 Research Question 2
TF Theory of the Firm
TPSS Teamwork and Problem-Solving Skills
TS Technical Skill

LIST OF APPENDICES

viii
Appendix Description Page
I Pilot Test Interview Question 106
II Pilot Test – Respondent’s Feedback for Question one (1) 107
III Pilot Test – Respondent’s Feedback for Question two (2) 108
IV Pilot Test – Respondent’s Feedback for Question three (3) 109
V Pilot Test – Respondent’s Feedback for Question four (4) 110
VI Pilot Test – Respondent’s Feedback for Question five (5) 111
VII Pilot Test – Respondent’s Feedback for Question six (6) 112
VIII Pilot Test – Respondent’s Feedback for Question seven (7) 113
IX Pilot Test – Respondent’s Feedback for Question eight (8) 114

ix
 CHAPTER 1:

INTRODUCTION

1.1 Chapter Overview

This chapter offers an overview of qualitative research on employee competency-based

performance and organizational effectiveness outcomes, mainly from products and

services companies. Performance competencies are the value of an employee, and the

company has selected employees as the essential skills or characteristics an employee

must acquire to do their daily job effectively. Employees are the moving force for an

organization's effectiveness, and high importance shall be given to the performance of the

employees. Organizational effectiveness is determined by the extent to which the

organization achieves its goals. The sub-topic discusses the background knowledge of the

research, problem statement, research objective, research question, the significance of the

study, the definition of essential terms, and chapter summary.

1.2 Background of Study

Competence is the sequence of observable attributes and skills that enable and improve

the efficiency or effectiveness of a job. The expression "competence" first emerged in an

article as a fundamental idea for performance motivation authored by (White, 1959).

Competence is an individual's identity to demonstrate the strength and how effectively

the individual made themselves into a perfect status with good numbers of extraordinary

talents and quality. The employee is an asset to a company where an organization's future

is guaranteed with competent employees. The employee is truly the backbone of the

organization's growth and achievement. The competency-based approach influences

organizational effectiveness through excellent performance by the employee (Jardioui,

Garengo, & El Alami, 2020). Several known factors influence the effectiveness of

10
an organization, including:

1. Leadership,

2. Communication,

3. Accountability, and

4. Performance.

To achieve superior organizational effectiveness, the driving core elements which

stimulate the above four (4) factors are personnel traits, a combination of to develop into

an excellent, competent performer, as shown in Figure 1.1 below.

1. Skill

2. Behavior

3. Attitude, and

4. Knowledge

Figure 1.1 – Core Elements of Excellent performance and effect on organization

effectiveness (Jardioui Garengo, & El Alami, 2020; Az Zahra Tania Arifani1, 2020)

Employee performance refers to competency planning aimed at enhancing individuals'

efficiency and meeting an organization's requirements. Any employee's specific

development assignments and educational activities are designed to maximize potential

11
in the shortest time. Employee development entails enhancing their conduct and

performance. Development increases the performance of employees in their current

positions and prepares for future positions with greater responsibility. It is a systematic

learning process through which an employee can enhance the ability to execute work

more effectively. This study will investigate how advancements in human capital and

individual competencies influence the effectiveness of organizations. This research

intends to test the correctness and practicability of the given theory, models, and

framework. It will also provide a practical application for addressing organizational

effectiveness issues (Ratnawati et al., 2020).

In a knowledge-based economy, a company's human capital consists of competent

employees. Human capital is now the primary source of organizational value, surpassing

tangible assets and capital. The conventional assessment of an organization's

effectiveness based on the value of its tangible assets appears inadequate in the current

knowledge-based economic era that human capital encompasses all the employees' and

managers' knowledge, experience, skill, and technology (Pavlov, A. et al., 2017). Human

capital is the collection of organizational employees' knowledge, skills, and abilities

(Sridharan & Joshi, 2018). Human capital was defined as general and special human

resources (Sridharan & Joshi, 2018). The former referred to general workers and the latter

to the professional workforce with specialized industrial understanding and industrious

human capital with prior entrepreneurship experience (Deswanto & Siregar, 2018). The

term "human capital" has been defined as a crucial factor in enhancing

organizational assets and personnel to enhance efficiency and maintain competitive

advantage (Ahmad & Zabri, 2016). To maintain the organization's competitiveness,

human capital is implemented to improve productivity. Human capital is a method

attached to education, training, and other professional initiatives to increase an

employee's knowledge, skill, and social assets. This contributes to the satisfaction and

12
efficiency of employees, as well as the effectiveness of the organization. Human capital

is thus defined as the skill, knowledge, behavior, and attitude encompassed in

employees that accelerate the design of personal, social, and economic affluence.

Excellence performance plays a crucial role in aggregating employee competency and

improving organizational effectiveness. Providing dynamic capabilities comprising a

competency-based approach cultivates the employee's tendency to be more competent,

enhancing organizational effectiveness (Kareem & Alamer, 2019). Due to inconsistent

evidence that proves that excellent performance is significant toward the organization's

effectiveness. This research would be an excellent specimen to show that organizational

effectiveness correlates to independent variables, which are skills, behaviors, attitude, and

knowledge, in parallel to the competency-based approach. In any organization, consider

and focus on how and every action must aim at the improvement of effectiveness

organizations. The term competence refers to personality traits that are demonstrable and

lead to superior performance (Mohammad Salmanet al., 2020).

The individual's characteristics include skill, motives, knowledge, traits, self-concept, and

character and behavior that might impact the competencies development for an

organization to achieve organizational excellence (Mohammad Salmanet al., 2020).

Moreover, the same can be nurtured and rejuvenated by humanizing activities. The

competency-based approach from this research will play a vital role in understanding how

an organization achieves its business goals and remains at a competitive advantage.

Researching an organization that cultivates learning cultures will indicate that

management values and support in the knowledge exchange, skilling, and re-skilling will

significantly impact workplace competencies.

13
1.3 Problem Statement

Every organization's success is mainly dependent on the magnitude and determination of

its employees. An organization with competent, dedicated, and inventive employees can

be considered significant in terms of revenue and growth; the capacity of employees for

the job increases the organization's effectiveness. However, there would be negative

repercussions if the wrong person, a non-competent employee, was selected for the

position and could not fully execute job duties. Existing non-competent employees may

exacerbate the problem's scope if the employees are not recognized, and appropriate

controls are not implemented. Permitting such a disorder to persist will have a negative

effect on other employees, which will impede the organization's efforts to achieve its

goals. In addition, competency models include the skills, knowledge, abilities, and other

characteristics necessary for efficient job performance. A competency model is a significant

innovation that assists organizations in focusing on employment information and employee skills

for managing employees, as asserted by (Pickett, 1998; Lucia, A & Lepsinger, R., 1999; Suttom,

A. & Watson, S., 2013).

Therefore, validation and verification are necessary to test the correlational aspects

between competency-based excellence performance and organizational effectiveness.

The theory applied and research is conducted in different contexts, industries,

demographics, cultures, and global situation, for example the theories ware developed in

a stable environment and with top-down management driven process, this is not the

current environment. There is no supreme leadership competencies framework, while the

expectation for such framework is evolving (Babatunde, 2021). It is important to confirm

the theory, model, and framework are still relevant or otherwise, resultant of a new ground

theory to ensure the applicability in new environments. The new era / new norm will

continue to experience volatility, uncertainty, complexity, and ambiguity, example such

Covid-19 pandemic, had impacted globally. The pandemic had transformed the

14
assessment no leadership competencies to include as s caregiver, maintaining positive

relationship (Julita, 2022). Constant evolving global environment, an emergence of new

leadership approach is required to demonstrate resilience and innovation. The study aims

to establish the connection between competency-based excellence performance and

organizational effectiveness, examine the effectiveness of competency-based hiring

practices, review current employees, and enhance their competency through

implementing appropriate control measures.

Several impacting factors level of an employee is built into a package of a competent

employee, which is highly required in an organization. Recruiting a new employee

through competency-based excellence is vital to ensure organizational effectiveness.

Also, monitoring and keeping the existing employees competent are highly for the

competitive advantage within the organization.

The following are a few factors in this research that will impact organizational

effectiveness (Sateesh V. et al., 2019).

1. Leadership

2. Communication

3. Accountability and

4. Performance

The idea of competence is no longer novel to the organization. There are articles about

competency, the competency model, the competency approach's methodology, and its

advantages. The various hurdles in putting competency-based approaches into practice

include (Sateesh V. et al., 2019).

1. Competency Framework

2. Identification of competency

15
3. Developing competency level

1.4 Research Objectives

Competent employees are the foundation for fostering organizational effectiveness.

Consequently, maintaining a workforce with the prerequisite skills is essential for

effective performance. Organizations seek to develop observable, quantifiable systems,

and tools for assessing and enhancing employee performance. In other words, a

competence-based strategy should improve employee evaluation and growth.

Consequently, the goals of this research are: To examine the effects of a competency-

based approach on an excellent performance and to analyze the impact of a competency-

based approach on organization effectiveness.

1.5 Research Questions

In accordance with our research goals, researchers have established research questions

using qualitative method, conducting unlimited, semi-structured interview sessions with

the selected organizations, including non-management and management employees.

RQ1 - Does the Competency-based approach have an impact on employee excellent

performance?

RQ2 - What would impact a competency-based approach's impact on organizational

effectiveness?

1.6 Significance of the Study

The output of the research may be used as a reference to verify and validate the

16
applicability of the methodologies used and to provide a practical application for

addressing organizational effectiveness issues and assisting an organization in decision-

making purpose, especially for any organization who are trying to venture and progress

to the next level on organization effectiveness. In addition, this research could be divided

into two academia implications, theoretical and managerial, as a reference for any

organization to improve their employee competencies to achieve organizational

effectiveness by focusing on the identified factors that will affect both organizational

effectiveness and factors affecting employee performance.

From theoretical academia implication, this research on competencies developed a theory

followed by scale development and four competencies’ factors to distinguish an excellent

performer from an average performer. From the managerial academia, the implications

of this research which is essential to the organizations to develop and strengthen its

credibility to a competency-based system, performance management that will affect an

organizational performance during revenue growth or declining period. This research

empirically validates the findings and recommends that practitioners focus on several

practices to enable and aim to improve employee performance. Policymakers may benefit

from the research paper as a guiding reference to develop a viable action plan and suitable

measurable objective to achieve the organization's effectiveness.

1.7 Definition of Important Terms

Table 1.1: Definition of important terms

No. Important
Definitions Citation
Terms
The term competence refers to demonstrable (Mohammad
personality underlying characteristics of Salman, et al.,
individuals single or combination of knowledge 2020)
1 Competency
or skills that are important for leading, (Iman
successful, or effective job performance to Sudirman, et al.,
superior performance. 2019)
Organizational Organizational effectiveness is the proficiency (Mwai, et al.,
2
Effectiveness with which an organization meets its objectives 2018)

17
 by accomplishing the planned outcome using
energy, money, labor, and time resources within
the expectation of a successful organization.
Leadership is a wide range of roles and skills
building an organization from the bottom to
3 Leadership (Allio, 2018)
inspiring an organization with a bleak future to
achieve higher performance.
Skill to work with different professional
societies, capability to part ideas and
information, aptitude to work in cross-functional (Daria
4 Communication teams, and ability to work in an interdisciplinary Podmetina, et
setting, manage inter-organizational cooperation al., 2018)
processes, flexibility and adaptability, and
awareness
A hierarchical relationship in which one person
(Ron Baker &
(the principal) demands an accounting from
Bettina
5 Accountability another individual (the agent). This relationship
Schneider,
results from the transfer of authority and/or
2007)
resources from the principal to the agent.
Performance Management is "Doing whatever is
necessary to consistently improve the
6 Performance performance of every employee in relation to his (Rao, 2016)
Management or her position, dyad, team, and the entire
organization in the context of the organization's
objectives."

1.8 Chapter Summary

Chapter 1 is an introduction to the selected Qualitative Research paper topic on

Competency-Based Excellence Performance Towards Organization Effectiveness, a case

study on selected products and services company. Organizational effectiveness is

determined by the degree to which the organization achieves the committed goals, which

benefit the organization and the employees. Employees' development entails enhancing

their conduct and performance. Human capital is a method attached to education, training,

and other professional initiatives to increase an employee's knowledge, skill, and social

assets. An organization that cultivates learning cultures will indicate that management

18
values and support in knowledge exchange, skilling and re-skilling will significantly

impact workplace competencies. This study will investigate how advancements in human

capital and individual competencies influence the effectiveness of organizations.

19
 CHAPTER 2:

LITERATURE REVIEW

2.1 Chapter Overview

This chapter offers an outline of qualitative research on employee competency-based

performance and organizational effectiveness outcomes from products and services

companies. The sub-topic discusses the Dependent Variable (Leadership,

Communication, Accountability, and Performance), Independent Variables (Skill,

Behavior, Attitude, and Knowledge), followed by underpinning theory, research

framework, and finally, chapter summary.

2.2 Dependent Variable

2.2.1 Organizational Effectiveness - Leadership

The research on organizational agility in relation to organizational performance led to the

development of studies involving other variables, innovation, skills, and knowledge, in

enhancing organizational effectiveness (Alharthy, et al., 2018). Numerous studies have

employed financial performance pointers to assess the level of achievement (Prayag, et

al., 2018). According to research on leadership roles in organizational resilience, their

decision-making can impact the organization’s overall structure (Suryaningtyas, et al.,

2019). The significance of organizational resilience in terms of performance and the

aspects that collectively affect its result. In contrast, the findings of this research show

that leadership aspects, also Organizational Resilience and Performance play a significant

role in accomplishing such performance (Zahari, et al., 2022).

This method facilitates the determination of areas that can be required to improve the

performance of an organization. This research’s goal was to examine the effect of

organizational persistence in cultivating proactive leadership to enhance organizational

20
performance (Zahari, et al., 2022). Dynamic capabilities refer to the response of the

leadership to organizational change, the use of organizational agility in emerging

appropriate plans, and the evaluation of these outcomes over organizational performance.

(Zahari, et al., 2022). The incorporation of energetic proficiencies into the total

framework is depicted in Figure 2.1. The goals are to examine the effect of leadership

abilities as a subset of adaptive abilities on the positive transformation of an organization.

Figure 2.1: Dynamic Capabilities (Zahari, et al., 2022)

The Resource-Based Theory (RBT) states that merely possessing resources will not

guarantee a competitive advantage for an organization; the organizations must also

possess the abilities to assign those resources efficiently (Sheng, 2017). Figure 2.1 is

grounded on a framework for energetic abilities that illustrates the organization’s

situation if it had leadership skills, which would enhance its performance.

Overall performance of an organization would be affected by the resilience and leadership

capabilities of the organization’s resources. It was determined that the overall dynamic

performance characteristics framework was the best method for clarifying the impact of

management and strength on organizational performance. Organizations need to create a

capability for resilience that allows to compel leaders to change to sudden shifts and staff

21
to be more adaptable in response to these variations. Firms require distinctive

characteristics of organization performance that can aid in the attainment of higher

performance levels to develop effective leadership capabilities. Dynamic abilities theories

asserted that strength may indirectly influence a company’s performance via its

leadership capabilities (Bogodistov, et al., 2017). Firms require distinctive characteristics

of organization performance that can aid in the attainment of higher performance levels

to develop effective leadership capabilities. The dynamic capabilities theories asserted

that resilience may indirectly influence a company’s performance via its leadership

capabilities (Zabłocka-Kluczka, et al., 2020). The dimension of organizational resilience

based on previous research, with alterations to fit the present study (Rehman, A.U. &

Anwar, M., 2019). The organization’s performance was evaluated based on the

accomplishment of its objective, goals, and output. (Alharthy, et al., 2018). The

measurement contains both non-financial and financial performance indicators, including

sales expansion, productivity, and return on investment, as well as staff satisfaction,

student satisfaction, and graduate employability (Zahari, et al., 2022).

The results suggest that an organization's leadership capabilities play a crucial role in

enhancing its overall performance. Consequently, the management of the business should

encourage these leadership capability factors to increase their efficacy and effectiveness.

This would be necessary for organizations to adapt to shifts in unpredictability, which can

result in the entity's decline. Leaders could play a larger role in shaping the organization

for the better if values of dynamic leadership were emphasized (Zahari, et al., 2022).

Based on the role of leadership abilities as an intermediary between business

sustainability and achievement, the study discovered that organizational perseverance

inspires leaders of public institutions of higher education to become more adaptable and

transcendent, which adds value to the improvement of the organization's performance.

This finding may be utilized by institutions of higher education to enhance their

22
organizational strategies by incorporating higher levels of organizational resilience to

face upcoming problems. One of the benefits of this study is that it was performed during

the pandemic that mainly influenced all sectors and industries. Even though such

instances of the pandemic represent an unknown force of change, organizations are

advised to enhance their resilience to ensure sustainable development.

2.2.2 Organizational Effectiveness - Communication

Communication is crucial in shaping an organization with no issues within the functional

and nonfunctional management or beyond the management (Tyagi, et al., 2019).

Communication is the bridge to assist understanding to be smoother with no confusion

which triggers conflict to happen if communication fails. Through communication,

interaction towards the higher management is possible as escalation would be happening

and at the same time the speed of information travelled is increased (Tyagi, et al., 2019).

This regulates communication acts as lubricate to ease the functionality of work to be

done effectively.

Two-way conversation either virtual or face to face would be convenient for a solution.

While another researcher stated that employee’s goal will be achievable when the

communication with the line manager where interaction among the leader and higher

management would inspire and broad more potential within the employee for better

vision. When an individual sets the goal and attempt to accomplish the goal, the

achievement would be certain and create confident in them (Tyagi, et al., 2020). Through

communication from the management, values can drive from the employees as

communication is a tunnel for objectives, aim and mission accomplishment (Di Stefano,

et al., 2019). When the communication is cascaded from management, employees are

keen to work on to progress and improve to achieve innovatively and efficiently. The

communication between the management and non-management dyads can align to

23
improve the manager’s effectiveness (Anzengruber, et al., 2021). Effective

communication is crucial in building growth and working towards the success is

supported by research study (Nazarian, et al., 2021). Storytelling is a channel where

communication can be developed and delivered at the right phase to achieve

organization’s strategies as claimed (Gustomo, et al., 2019). Further to that, this could

elevate the rapport between the line manager to the employees as positive relationship

bonded and smoother engagement formed. This is highly dependable as this initiates

ownership and obligation as open conversation pledged. The researchers also stated that

this could encourage employees to understand organization’s objective. Communication

is important as the complexity and intensity in the message delivered is concern as it led

to great knowledge sharing as it will lead to healthier interpretation. Robust connection

developed when communication is precise while output and extraction of the details input

shall be accurately taken as deeper understanding contained (Simonsson & Heide, 2018).

Though pandemic amidst a new way of communicating were initiated as work from home

regulated (Boin, 2019). Effective communication was crucial regarding handling work

from home situations. From the research conducted another study conveying that how

vital is the communication translated and displayed by the external and internal party as

miscommunication will be happen when there is gap in the communication which can

tarnish the image of the organization (Heide & Simonsson, 2020). This fact is also

supported as the essential of communication level to remediate the problem and

leveraging the decision making from a complex situation to a solution provider (Heide &

Simonsson, 2019).

2.2.3 Organizational Effectiveness - Accountability

Accountability defined by business literature as retroactive or retrospective (Maureen, et

al., 2021). Accountability is also defined as fundamental for the top to the down system

which holds the next level of employees (lower) with the power to be accountable. Some

24
organizations use a goal setting or a target and monitoring the progress with the presence

of accountability in the process to ensure the achievement is met with a little in the

opposite direction (Phil Woo, et al., 2019). Some other suggestions are that accountability

is important in liability or answerability to authority (Andreas Eriksen, 2021).

It correlates to the confidence that an individual or organization will be assessed based

on their performance or conduct in relation to what they are responsible for.

Accountability entails being answerable to someone for actions and outcomes.

Accountability is also about institutions and individuals accepting responsibility for their

services and ensuring that service quality and cost-effectiveness are compatible (Agrippa,

et al., 2021). Employers must certainly not undervalue the impact of their organization's

culture and human resource practices on leadership development, according to the

findings of this study. When an organization needs its leaders to generate practical skill

improvement plans, provide the necessary resources, and accept responsibility for skill

advancement, leadership ability enhances.

Modern-day organizations are ready to adopt the idea of mentoring. Based to prior

research, this exercise is a prevailing leadership growth throttle in an organization where

a mentor provides responsibility for leadership development. In addition, the organization

is also organizing a focus group for their employees to participate, called peer mentors or

responsibility partners in the same context as individuals who can play an invaluable role

in the advancement of others (Clinton, et al., 2019). Quite frequently, the researchers

hear that the management responsibility and accountability which is in charge with saying

that the country opted for decentralization where it strengthened the concept of “Let

Managers manage” (Agrippa, et al., 2021).

25
Another research via an interview with data obtained revealed that the practice of

accountability for an organization develops through a theoretical framework of our

evolving idea, “grounded accountability.” Co-building responsibility through front-line

staff's felt responsibility, built commitment by managers and upper management, and a

culture of honesty all contribute to grounded accountability. The complexity of

accountability in a critical organization’s set differentiates types of accountabilities from

hierarchical corporate accountability. Employees with grounded accountability concepts

have broad applicability beyond the context of our study (Maureen, et al., 2021).

Researchers also explored how the internal and external organizations’ stakeholders use

their accountability models and performance measurement systems. The research also

plans to increase their understanding of how empirical studies on auditing culture and

academic calculative applications contribute to accountability theories (Daniela, et al.,

2020). Findings were also made where acquisitions and mergers extreme performing

evaluations are examples of responses driven by the need to prove efficiency and increase

accountability (Daniela, et al., 2020).

To identify an organization practicing accountability, it shall be reasonable to define it as

a capable, confident attempt to check the organization's reliability. Making rational sense

of this idea requires significant reevaluation of the concept of obligations, which raises

obstacles for the people who think accountability is about liability to authority (Andreas

Eriksen, 2021). Indeed, the claim of essential conflict seems to suggest what the

researchers can call a myth of the authoritarian charge against the common-sense view of

accountability. Explaining the role of authoritarianism in accountability practices requires

the employees to move beyond this fundamental conceptual structure (Andreas Eriksen,

2021). However, this understanding appears mistaken once the researchers see

accountability as grounded in methods that track multidimensional authority.

26
Performance management does not improve accountability unless it progresses from a

proficient, good faith attempt to recognize how the organization’s tasks are nested in

wider responsibilities (Andreas Eriksen, 2021).

2.2.4 Organizational Effectiveness - Performance

Multiple capacities, such as human, technological, organizational, and institutional, are

utilized to assess the performance of an employee. It begins with management at the top,

but results are achieved at the bottom line (employees). There is a correlation between

company performance and employee satisfaction, with high-performing companies

exhibiting a higher level of employee satisfaction. As explained by experts and

academics, performance and outcomes depend based on the techniques/methods

businesses use to manage their staff. Adopting special procedures that incorporate

employee job security can boost business outcomes. Participation, emancipation, job

redesign, initiatives for skill-based training, evaluation, and incentive programs (Tahir

Ahmad, 2015). Every person is likely to experience unforeseen circumstances when

working to meet their needs and acquire the experience an individual need to move

forward in their life as per (Rd. Hasid, 2017). Different definitions and metrics are used

by researchers and practitioners to describe firm performance. Performance is the

outcome of a person’s quality and amount of work completed while carrying out tasks in

accordance with assigned obligations (Az Zahra Tania Arifani1, 2020).

This article's goal is to review the theory of the influence of the independent variable on

the dependent variable considering the background information provided above:

1. Does the Competency-based approach have a knowledge influence on excellent

performance?

2. What is the impact of a competency-based approach on a company?

27
From a variety of performance theories, it can be inferred that performance is a function

of work or the degree of success attained by employees in their line of work, which can

be seen immediately reflected in the quantity and quality of output generated in

accordance with the job-specific standards. This can be evaluated by 1) technical ability;

skills 2) behavior; 3) Attitude; 4) Knowledge (Az Zahra Tania Arifani1, 2020)

Figure 2.2: Performance management tools (Giblin, 2017)

Using a competency-based approach, employers can identify current employees and help

to become more competent by implementing proper control measures, example as shown

in Figure 2.2. In addition to the previously mentioned reasons, the primary cause for this

shift in emphasis is the highly competitive and international workplace, where all

businesses must be oriented to react to dynamic and changing events. The work

characteristics model examines the following dimensions for each task: autonomy, task

diversity, task significance, task identity, and job feedback. Knowledge characteristics

include job complexity, information processing, problem-solving, skill diversity, and

specialization. Among the social characteristics are connections outside the organization,

social support, interdependence, and the ability to receive input from others. Ergonomics,

physical demands, working circumstances, and equipment round out the characteristics

28
of the work setting (Lopez-Cabarcos, et al., 2022).

2.3 Independent Variables

2.3.1 Competency-Based Approach – Skills

Individual economies' competitive nature and innovation capacity rely on the availability

of professional aspirations to adapt to the manufacturing industry's ever-changing

demands. The requirement of discipline-based skills and information to a student group

is a primary priority of higher learning, with the mental skills of the individual student

serving as an important determinant of his or her capacity to receive, comprehend, and

transfer the information (Tomlinson, 2017; Felce, 2019; Gallagher & Stephens, 2019).

The reality, however, demonstrates that the theory–practice difference is extensive among

professionals and can be conceptualized as a gap between recognizing - fact-based and

operational knowledge and competent - skills, procedural memory implemented (Pastore

et al., 2019; Kawata, et al., 2019). It is predictable that Higher Teaching Institutions will

deliver graduates with the essential skills and competencies to assist the organizations to

participate in a knowledge-based economy (Gomber & Koch, 2017). This assumption

reflects the robust connections between industry and higher education institutions.

However, rapid technological advancements cast doubt as to whether graduates can be

equipped with the required understanding and skills within the time constraints of basic

program delivery models. These changes are the outcome of several interconnected

factors, such as fluctuating worldwide demand, intensifying contest, the expansion of the

labor force market, and the continuing advancement of skill. To combat this shift, Ireland

has prioritized high-tech industries including information and telecommunications

technology, medicines, and medical devices. This change in emphasis has been

supplemented by investments in new ways of working and technologies that enable leaner

business and manufacturing procedures. Technology be able to have both positive and

negative outcomes (Liao, et al., 2017; Ghobakhloo, 2018; Moeuf, et al., 2018).

29
New opportunities and endeavors will emerge because of the Fourth Industrial

Revolution, including big data, cyber security, cloud processing, smart factories

automation, etc. These activities neither correspond to the skills of the existing workforce

nor those of college graduates. In the manufacturing sector, an expert with comprehensive

work experience is ideally suited for positions such as production team leader and project

manager. These obligations necessitate a blend of hard and soft skills, work-based

knowledge, and leadership and problem-resolving abilities. The request for capable and

entry-level workers is motivated by the need for technological and digital skills. Even

though a talented employee of operators is obtainable for employment, managers stated

a lack of technological and digital elements in training provision. Graduates understand

the processes, but graduates tend to absence adequate functional experience (Doherty, et

al., 2021).

The skills audit uncovered that demand exists at all levels and across all disciplines: entry-

level (10 per cent), competent (42 per cent) and expert (48 per cent). Figure 2.3 depicts,

in descending order of demand, the skills necessary by the manufacturing segment, as

outlined by the managers, and depicted in accordance with their level of demand and

Figure 2.4 demand of entry, competent and expert for each of the disciplines (Doherty, et

al., 2021).

30
Figure 2.3: Required vital disciplines. Source: (Doherty & Simon, 2021)

Figure 2.4: Skill necessary by discipline. Source: (Doherty & Simon, 2021)

In addition, and consistent with stated earlier skill needs, the managers emphasized and

reaffirmed, importance of addressing the following skills in advanced education

requirements:

1. Customer service/experience skills

31
2. Communications skills

3. Problem-solving skills

4. Attitude: “can-do” attitude.

5. Personality: appropriate with organization culture.

6. Rapid acquisition of new skills.

7. Supervisory skills.

8. Sales and digital marketing

9. Project management

10. Emotional intelligence

11. Design skills

Government, support agencies, and higher education institutions must consider a variety

of approaches in reaction to the shifting demands of an expanding manufacturing sector.

To meet entry-level needs, a two-split strategy is required:

1. To assist new entrants in learning at a rapid pace and in a site that generates rapid

returns for their employers, a new style of apprentice program must be established.

2. Employers require upskilling in the form of Work Based Learning to meet their

needs for continuous professional growth. Employers have cited the need for

adaptability and enhanced problem-solving skills involving a variety of

contemporary manufacturing technologies. Employers recognize the potential for

workers with capable-level skills to advanced-skilled positions.

Consequently, a professional growth program is required that emphasizes cross-

corrective manufacturing skills, including practical and moveable skills. At the expert

level, a dual strategy is also required: Collection of training programs that incorporate top

practices and are delivered in a housing setting and integrate action learning. Management

education at the postgraduate student level that includes substantial Work Based Learning

and is delivered using a combined learning strategy (Doherty, et al., 2021).

32
Employers recognize the possibility for workers with capable-level skills to advance to

higher-skilled positions. Consequently, there is a need for a professional development

program that emphasizes cross-disciplinary manufacturing skills that include both

technical and exchangeable skills. At the expert rank, this double strategy is also required:

a series of short training programs that incorporate best practices, are delivered in a

residential setting, and integrate action learning. Executive education at the postgraduate

level that includes substantial Work Base Learning and is provided using a blended

learning methodology. Significant business, management, and leadership skill

development is required (Doherty, et al., 2021).

2.3.2 Competency-Based Approach - Behaviour

Behavior is critical in the sense of psychological and for social needs of an employee and

a manager is responsible to monitor and understand an employee’s behavior (Tyagi &

Baby Moses, 2019). Relationship with the manager can be monitored via formal HR

practices where it would be able to designate employee’s dyadic rapport with the line

manager which strengthen the relationship (Marescaux, et al., 2018). Behavior is

analyzed through job satisfaction of an employee which can be measured by operation

productivity which is set as financial structure (Sharma & K. Singh, 2019). Commitment

and turnover can be categorized as behavior as it cultivates the innovation which in return

allow employee contribution to perform positively and induce behavioral energy content.

In addition to that, the researcher supported that enthusiasm, focus and productivity is

vital for an employee to outstand and engaged with the roles and proactively committed

(Gustomo, et al., 2019). To support the fact that values driven from teamwork,

involvement and harmonization among the employees creates a friendly manner

environment where trust and belief created where a manager would be a mentor for

inspiration and career growth factor (Sulej, 2021).

33
Behavior is composed and dignified where employees have daily routines is performed

where effective direction and discipline implemented among themselves (Sulej, 2021).

Another study indicated that behavior is crucial in making rational and deliberate

decisions where it comprises of accuracy of the information collection and the solution

derived from the ability and belief on right understanding received to deliver at best

(Heide & Simonsson , 2021). Researcher also found that in amidst of pandemic situation

behavior is critical as reaction of employees have been exaggerated where managers are

responsible to let employee adapt the current crisis and assist employee to lead and make

the right decision (Tourish, 2020). Also, employees are encouraged to value the solutions

that have been delivered. Behavior is essential in a sense where critic and possibilities for

early detection of any upcoming issues in an organization (Madsen Thøis & Verhoeven,

2019). As per researcher, behavior plays an important role as improper behavior will lead

to self-destructive such as negative characteristics which lead to weaker performance

within the employees (Agnihotri & Bhattacharya, 2020). It also may impact surrounding

with irritation where discrimination could be happening which violates the discipline and

action of employees.

Another study also supported that behavior conflict may spread negativity where

employees were involved to deviate as discriminatory took place (Qu, et al., 2019).

Researchers also claimed that innovative work behavior is best feed to realize

organization objectives. Behavior is a factor that drives collaboration among employees

to happen and positivity created as it would build more collaboration to exist in the future

(Erhan , et al., 2021). Openness and willingness to adapt changes like pace, environment,

objective, aim, or any sort of changes will be analyzed when the right behavior is

contended (Litvinenko, 2020) For example, in multi-cultural system, transformation in

organization is vast where adaptation from employee and the readiness to face innovation

34
is expected in work. There is another claim that demand is inconsistent as new way of

working is intended where demand and expectation is increasing as innovative behavior

take charge within the employees (Li, et al., 2019). While in this digitalized world,

employees should emphasize the work behavior as it could impact to create wavelength

to accept and the ability to cope the new innovated procedure for better engagement

(Erhan, et al., 2021).

2.3.3 Competency-Based Approach - Attitude

Organizational culture influences employees’ expectations, attitudes, and emotional

reactions to the workplace and affects job fulfillment and employee commitment to the

organization (Navneesh Tyagi, 2021). “So why should I bother about the organizational

performance or organizational effectiveness? I don’t care – I just do whatever I can.” It

is evident from these quotations that patriarchal attitudes leave these aggrieved employees

unmotivated at the workplace and discourage employees from providing suggestions and

exercising other forms of organizational competency-based, which harms organizational

effectiveness (Toyin Ajibade Adisa, et al., 2020).

Therefore, it is highly probable that human capital strategies will shape the shared

perceptions of a particular organizational climate (at the organizational level), which will

influence employee attitudes and behaviors at the individual level. Human capital

strategies may influence the attitudes and behaviors of (individual) employees in a

environment of trust and employee perceptions of organizational support at the

organizational level. The perception of organizational assistance will typically have a

positive impact on the work outcomes and attitudes of employees. Managers who wish to

motivate employee attitudes and behavior should cultivate teamwork understanding and

skills; teamwork understanding, and skills can enhance the trust climate. Organizations

should establish an atmosphere of trust to improve employees’ attitudes and behavior

35
(Min-Shi Liu & Nien-Chi Liu, 2021).

All organizations should recognize how to balance their employees’ occupational

pressure and attitudes to realize in a high-performance employee. Research concerning

leadership qualities and employee occupational attitudes contains narrow interpretations

and is relatively immature. The development of leadership attributes and such a role in

encouraging work-related attitudes and the knowledge development for a new leader in

the current hastily growing technology development and energetic environments will

enhance employees’ occupational attitudes. The effects of leadership are attributed to the

employees on work-related attitudes at the workplace (Noorliza Karia, et al., 2019).

In general, occupational attitudes are an element of employee job implementation that

reflects an individual's productive or moving reaction to jobs assigned. Alternatively, the

employee attitude reflects job fulfillment and the employee’s obligation to the

organization (Al-Malki, et al., 2018). More experience on the management team was also

knowingly related to observations of the managerial team’s capability to handle and

manage change well. The employees feel as employees who are better at being agile,

adaptable, changing their performance to new circumstances, work as a team in

challenging situations (Ann Elida Eide, et al., 2021). There are also results indicating that

taking part in the workplace self-learning or assigned training programs by the

organizations will impact positively and affects in terms of job satisfaction and

organizational obligations and is also certainly related to work attitudes. Studies have

examined the relationship between intrinsic motivation and positive work attitudes. The

self-determination theory assumes that a worker has three fundamental psychological

needs: autonomy, belonging, and competence. When these needs are met, employees

experience high levels of self-motivation and well-being. The attitudes of employees

toward job satisfaction and organizational commitment to the development program are

36
influenced by assignable and self-learning programs in the workplace. Unfortunately, no

research has studied the impact of fundamental learning motives with a work learning

experience on the optimistic work attitudes of organizations' employees (Geunpil Ryu &

Seong-Gin Moon, 2019).

Research that aims on the transfer of training for an employee after attending a program

that was carefully assigned. The employee should be willing to transfer their knowledge,

skill, and abilities in the workplace to other employees that can be applied to their day-

to-day job. The task achieved is one of the methods to evaluate employees' knowledge,

skills, and attitudes. The relationship brings positive attitudes and behaviors to the

organization and encourages employees to transfer knowledge, abilities, and skills to the

workplace (Nik Nadian Nisa Nik Nazli & Sheikh Muhamad Hizam Sheikh Khairudin,

2018). Limited studies have tested how and why a leader’s traits affect employee attitudes

and behaviors. If so, the instruments through which a leader’s behavior traits relate to

employees’ attitudes and behaviors (Mehmet Kahya & FarukŞahin, 2018).

2.3.4 Competency-Based Approach - Knowledge

Knowledge is the minimum amount of education, experience, or training that a person

must possess to be qualified for a position. For instance, some job postings might say the

individual is willing to hire grads for a position, while others might specify that the

applicant needs to have five years of experience in a comparable position. Every company

should have a dominant culture that encourages worker contact and knowledge sharing

through trust, friendliness, and values. Collaboration is the degree to which people assist

and support one another when working in groups. As per Hip Dang (author) In order to

do certain activities in companies, employees must exchange knowledge and know-how.

Through transferring, it creates a connection between people in every department.

Information that peoples possess regarding the provision of goods and services in

37
organizations.

This leads to higher work performance for individuals' and organizations’ competitive

advantages, as well as more effective decision-making, lower knowledge loss, and

knowledge loss sparked by innovation. Organizations have therefore been aggressively

pursuing a variety of strategies for encouraging information sharing to improve people’s

performance that can increase an organization’s ability (Hepu Deng, 2022). One of the

most crucial components of organizational competitiveness is knowledge. If a company

has people who are highly qualified to carry out their duties, the company will appear to

be progressed. Employees' quality and amount of work completed in carrying out the

tasks assigned and charged to in accordance with their responsibilities are taken into

consideration while evaluating their performance.

The viability of a business is greatly dependent on its human resources. Businesses

anticipate being able to boost employee performance to compete. Human Resource issues

are very important if organizations are to survive. The company must develop, acquire,

and maintain the greatest caliber of human resources. To avoid failures and reduce the

danger of workplace accidents, a company must have access to resources with the

necessary skills and talents. As a result, there are talent gaps and personality gaps among

the workforce at the organization. Due to this input, that the division has never seen,

employees usually find it difficult to swap perspectives to resolve present problems. Lack

of experience causes new problems to emerge for which there is no solution. Therefore,

each employee of a company must possess knowledge to improve its human resources

(Hepu Deng, 2022).

This is a result of underutilized employee performance. If a company has people who are

highly qualified to carry out their duties, the company will appear to be progressed. This

38
is done to spread knowledge throughout all the company’s human resources and enhance

workers’ abilities and knowledge. Everybody has a unique set of skills. The organization

requires the level of expertise and information that each person possesses to increase

performance in an organization. From reality on the ground, there are still many

companies’ performance values that have not been achieved.

2.4 Underpinning Theory

Despite its frequent use in assessing the efficiency of an organization and in redefining

its goals and means of achieving them, organizational effectiveness is relatively difficult

to define. The complexity of the phenomenon stems from the fact that the concept is

traditionally been viewed through the lens of management theories. Indeed, the

effectiveness of an organization is composed of a variety of factors, including the

performance of the staff, the efficiency of financial transactions and the company's

operations in general, the quality of the raw materials, the adequacy of the adopted

logistics strategy, etc. Consequently, in most cases, the definition of organizational

effectiveness is expanded to include the efficacy with which an organization meets its

main goals; thus, OE (Organization Effectiveness) can be defined as "the notion of how

effective an organization is in achieving the results it intends to produce" (Manzoor,

2012). To the credit of recent researchers, the phenomenon has recently been viewed from

the perspective of the company's assets, thus relating the concept to the internal processes

of the organization and not the external factors (Lin & Lin, 2011).

Drawing a distinction between organizational performance and organizational

effectiveness, one must also note that the latter is a "broader concept that encompasses

organizational performance, but with a theoretical foundation that allows for alternative

performance goals" (Richard, et al., 2009). Consequently, it would be incorrect to

consider OE solely as the measure of a company's revenues over a specific time; rather,

39
the occurrence should be related to a variety of concepts to accurately represent its

complexity. To be more precise, the assessment of OE must consider internal and external

factors, such as the company's assets, direct and indirect costs, net revenue, profit

margins, etc., as well as the competition rates inside the specific marketplace, the number

of competitors, and the type and the market structure in question.

2.4.1 Theories

The phenomenon of OE can be viewed through a variety of theories, including Hanna and

Freeman's Theory of Organizational Effectiveness, also known as the Theory of

Organizational Ecology, the Impartiality Theory, the Participant-Interest Theory, the

Four-Factor Theory of Leadership, that also allows for predicting OE in a specific

organization, and, of course, the Theory of the Firm. It should be kept in mind that the

above-mentioned theories are not the only frameworks that address the concept of OE;

on the contrary, there are several other theoretical approaches that describe the

phenomenon of OE, the means of measuring it, and the methods for sustaining OE within

an organization. Still, the theories are regarded as the most important ones for assessing

OE and recognizing its attainment strategies.

2.4.1.1 Hannan and Freeman’s Theory of Organizational Effectiveness

According to Hannan and Freeman, OE is contingent on the operating environment of the

company's members. Therefore, Hannan and Freeman recommend that organizational

ecology, or the means to sustain an environment that is conducive to the organization's

operation, must be designed. Hannan and Freeman identify adjustment as the key

mechanism that enables a company to develop the appropriate organizational ecology.

Adjustment shouldn't be regarded as a passive acceptance of the disadvantages affecting

the company; rather, Hannan and Freeman clarify adjustment as a flexible search for

solutions to a specific problem with limited resources. Specifically, the theory in inquiry

40
helps to identify methods for combating so-called "organizational inertia," i.e., the barrier

that prevents an organization from adapting (Frenken, 2011).

2.4.1.2 Participant-Interest Theory

Another theory addressing the phenomenon of OE, the Participant-Interest Theory (PIT)

assumes that for an organization to achieve high levels of effectiveness, it must consider

the interests of its key stakeholders (Keeley, 1984). It should be noted, however, that PIT

is not a single framework but rather a collection of participant-interest theories.

2.4.1.3 Four-Factor Theory of Leadership

Hannan and Freeman made it clear that OE should be evaluated based on a variety of

factors affecting business operations, staff organizational behavior, etc. The Four-Factor

Leadership Theory (FFT) has reduced the number of OE-related issues to four. According

to the FFT's tenets, assistance, communication cooperation, main objective focus, and

work enablement can be used to assess the company's effectiveness with a high degree of

precision (Bowers & Seashore, 1966). In fact, the aforementioned areas focus on the

major processes that occur within a typical organization, namely the partnerships among

its members, the process of production, the location of the organization's goals, and their

subsequent attainment.

2.4.1.4 Theory of the Firm

The Theory of the Firm (TF) is an alternative perspective on the OE that offers a greater

knowledge of the nature of entrepreneurial and, as a result, aids in identifying the

elements required to promote company sustainability. Though TF tends to view the OE

through the lens of the organization's structure and processes, it also analyzes the

organizations' relationship to the market, allowing for the identification of potential

changes in the OE following the organization's incorporation into the latter. With the

41
accelerating pace of globalization, the significance of the partnerships between the

company and the market is growing; consequently, with all due respect to the authors of

the TF, one must concede that some of its posits should be taken with a grain of salt;

specifically, the consideration of the company's assets should not be separated from the

analysis of the effects of the market and related forces on the organization's key processes

(Fitzsimons, et al., 2011).

2.4.2 Organizational Effectiveness Fundamentals

Numerous methods for enhancing OE have been proposed thus far. Traditionally, the key

to enhancing OE has been viewed as a reevaluation of the company's vision, mission, and

corporate ethics. Incorporating the fundamentals of professional obligation into a

company is frequently viewed as the initial step towards increasing OE rates. In addition

to professional obligation, responsibility and duration management are listed as essential

concepts for enhancing OE. Lastly, several businesses whose top priority is the

satisfaction of their key stakeholders are frequently the areas with the highest OE rates

(Amah & Ahiauzu, 2013)

2.5 Research Framework

2.5.1 Relationship of Skills Towards Organizational Effectiveness

Many academic and experimental research which had enhanced academia (Rad, et al.,

2020; Jayasingha & Suraweera, 2020; Chowdhury, 2019; Chen, 2017; Nazron et al.,

2017). Despite numerous studies, the employability of graduates appears to be plagued

by a lack of academic control. In addition, the notion of graduate employability is

evolving promptly because of external economic, political, and natural factors, such as

the downturn. Therefore, the authors believe that additional research on this particular

and crucial area of economics and business are necessary (Hosain, et al., 2021). Six

predetermined factors for the employability of graduates in the Bangladeshi labor market.

42
These six factors are teamwork and problem-solving skills (TPSS), technical skills (TS),

leadership and motivational skills (LMS), personality (PE), communication skills (CS),

and academic performance (AP).

Academic performance (AP) is typically measured by grade point average (GPA), or

cumulative grade point average (CGPA) based on several academic indicators, including

class assignments, performance, exam results, and presentation skills. Numerous

researchers discovered a correlation between overall graduate employability and

academic performance. Inspected whether the advanced placement and participation in

extra-curricular activities (ECA) influence the supposed employability of business

graduates using an experiment. GPA and ECAs enhance the employability of business

graduate students (Pinto & Ramalheira, 2017). Nearly identical findings were reported

where it was argued that the combination of AP and ECA participation leads to greater

levels of job appropriateness and employability skills among Chinese graduates (Helena

& Kena, 2019). Another finding revealed that the initial employability of graduates is

positively correlated with their GPA, favored field of study, and internship experience.

(Fenta, Asnakew, et al., 2019) In contrast, it was argued that academic performance is not

a substantial factor in determining if a graduate obtains a employment after graduation

with higher AP would only be advantageous if the graduates are employed in the lower

half of the wage allocation. Consequently, there are divergent opinions regarding the

impact of OGE. This study, nevertheless, consist of AP as one of the components of OGE

for graduates (Soon, Lee, et al., 2019) Technical skill (TS) is the ability to learn and

acquire various techniques and tools, e.g., software, computers, and information

technology. Considering the rapid adoption of IT and the Internet, such a skill set is

crucial in today's competitive environment. In addition, an employee is expected to be

skilled in the use of a variety of software, although these competencies will differ

dependent on the nature of the job. (Hosain, et al., 2021).

43
Employers' requirement for employees to possess both TS and soft and non-TS skills.

(Mansour & Dean, 2016). According to a recent study conducted in Sri Lanka, TS such

as IT skills have a limited effect on OGE and have not had an important effect on OGE

(Jayasingha & Suraweera, 2020). In a recent study, it was found because both technical

skills and soft skills are related to employability, which is like previous research. This

suggests that more graduates should be equipped with technical skills, especially in job

markets where supply of labor is plentiful but skilled applicants are rare. (Hossain, et al.,

2020). Communication ability and graduate employability overall in general,

communication skill (CS) mentions the capability to effectively speak with others by

delivering and accepting the original intent. Efficient interactions and communication

reduce perceptual and cognitive bias, time, and effort, thereby increasing productivity.

A recent research study conducted in various European nations found that soft skills, such

as effective communication, problem-solving skills and, interpersonal skills, surge the

employability of graduates and students (Succi, et al., 2020).

Leadership and organizational skills and overarching graduate employability Leadership

skills indicate to the ability to efficiently lead subordinate(s), while motivational skills

indicate to the ability to inspire and confidently motivate staffs or colleagues. A great

leader should constantly inspire and direct subordinates constructively. A comprehensive

literature review of employability skills on the Indian labor market concluded that LMS

has a growing influence on OGE (Subbu & Rajasekaran, 2018). Teamwork and problem-

solving abilities, as well as graduate employability overall Team working, denotes an

individual's personal skills to communicate efficiently with a team and fulfill his or her

role within the team. In contrast, problem-solving skill denotes the efficient resolution of

a practical or simulated problem. Team - work and problem-solving skills (TPSS) are

essential competencies that make an applicant competent in any circumstance. Many

44
studies have demonstrated that all these skills are essential for a graduate to obtain the

desired position. In this experimental research, these two blended skills were considered

one of the individual variables of employability (Nusrat & Sultana, 2019). Figure 2.5,

Theoretical Model factor affecting graduate employability. Leadership and motivational

skill (LMS) and Technical Skills (TS) have insufficient impact on the employability of

graduates. These results largely contradict previous findings and have limited congruence

with those of (Nazron, et al., 2017). As the employment market forecast varies from

country to country, such outcomes are not uncommon. However, even though the two

factors cannot considerably affect the OGE, crucial as two significant skills that can

increase the likelihood of obtaining anticipated jobs.

Figure 2.5: Theoretical Model factor effecting graduate employability

Source: (Hosain, et al., 2021)

Although a huge number of development activities and industrial growth are anticipated

to create sufficient employment opportunities for university graduates in the current

economy, this does not assure a perfect fit between graduate characteristics and employer

needs. Consequently, in-depth research studies would be required to establish the

45
connection between them. The viewpoints of all participants, including graduates,

employers, and tertiary education providers, must be required to provide a comprehensive

understanding of employability factors with multiple dimensions. These types of inquiries

could shed light on insights about the quality of the different programs offered by private

universities.

2.5.2 Relationship of Behaviour Towards Organizational Effectiveness

Confidence could boost and allow better direction to fruitful expectation and eager to gain

success in every employee to work on where it will initiate organization effectiveness.

Each headcount in the organization is responsible for having managerial behavior as a

substance to perform in an organization to realize organizational effectiveness

(Anzengruber, Bergner, Nold, & Bumblauskas, 2021). Organizational effectiveness can

be achieved when the organization is presenting the effectiveness especially in nonprofit

organization where attraction and interest for common people to donate money and trust

are only achievable when the employee displays the respect and competency values like

integrity, fairness, morality, trustworthiness are judged and monitored (Mukhtar &

Prasetyo, 2020). Another researcher stated that high quality connection and bonding

among employees allows participation and great behavior can be exposed which enhance

the organization effectiveness where its initiate better understanding and lead to

behavioral action and anticipate more achievement.

To add on effective perspective and cohesiveness attained among the employees as

generation of quality work can be dominated (Gustomo, et al., 2019). Behavior will

determine the customer satisfaction and regenerate shareholder value as employees with

the right behavior focuses on target and meet deadline where goals are absorbed well

(Sulej, 2021). The researcher also claimed that competitive employee will always focus

46
on target to achieve where it produces great employees which elevate the organization

effectiveness. The research also found that focus is derived from the proper behavior

where it contributed to organization to achieve organizational effectiveness. The behavior

of improving based on previous action or mistake for betterment is encouraged and

reliable to achieve organization effectiveness as potential are maximized in each

employee where image of organization highly recognized (Young, 2018). Innovation

work behavior induce digital workplace which capable to attain advanced productivity

level which boost the organization effectiveness where it steps up the dimension of long

term competitiveness level of employees and also organization in the industry (Erhan, et

al., 2021) Organization would be able to keep up the pace to be more empowered to

improve organizational effectiveness as the best behavior in employees is monitored and

hired (Domínguez-Escrig, et al., 2019). Harmonization and coordination materialized

when behavior is one of aspect that an employee’s fundamental to perform work with

great collaboration and interaction which contribute the level of organization

effectiveness (Erhan, et al., 2021).

Preparation and readiness for upcoming problems also a great behavior as the expectation

to perceive the situation require the appropriate behavior to handle the situation which is

vital in organization effectiveness achievement (Madsen Thøis & Verhoeven, 2019).

Decision making stipulated from the employee with the right behavior would be ace

beyond expectation where it will caliber produced and rational which comprises the

accuracy which drives the route to achieve organizational effectiveness (Heide &

Simonsson , 2021). Turnover and Commitment in each worker is highly expected in an

organization as employees are the root to achieve organization effectiveness where

innovation is well adapted and applied in daily routine for improvement and stay

connected with requirement (Gustomo, et al., 2019). The researchers also found eagerness

to achieve with the full focus which uplift the productivity of an employee will enhance

47
the organizational effectiveness where the employee ready for new challenges and

changes.

2.5.3 Relationship of Attitude towards Organizational Effectiveness

Researchers have highlighted the multilevel analysis of workplace behavior relationships

between attitude and organizational effectiveness. The researchers have emphasized the

importance of studying organizational behavior at the individual, group, and

organizational levels (McShane, et al., 2018). Employee dedication and organizational at

all levels are among the crucial work attitudes that contribute significantly to the

effectiveness of any organization (Yang, et al., 2018). Many strategic human resource

management studies have focused on improving employee behaviors and attitudes to

enhance organizational performance (Minbaeva, D.B., 2018).

Examining the relationship between the intensive incentive and employee attitude. By

investigating variations in conventional and emerging attitudes under multiple incentives,

inner ownership between incentives earned, and organizational obligation, we will

explore psychological differences between short-term and long-term incentives for

organization employees. By considering the underlying relationships between the

attributes of group incentives, prior research findings are examined. Multiple incentives

have additive effects on positive employee performance and attitudes, indicating that

more incentives are likely to result in improved work outcomes. (Kyongji Han & Andrea

Kim, 2018).

The fact that ethical leadership generated the most productive work attitudes when the

organizational environment was conducive to positive work attitudes may be partially

48
attributable to preexisting conditions. The research revealed a positive and statistically

substantial association between productive work attitudes and ethical leadership in terms

of the impact that organizational conditions have on work attitudes and other employee

behaviors. Ethical work attitudes of employees determine the competitiveness and

success of modern work organizations to a large extent and are necessary for the

effectiveness of all organizations. Management should also consider fostering a pleasant

work environment, which may positively affect the work attitudes of subordinates (Prince

Addai, et al., 2019).

2.5.4 Relationship of Knowledge towards Organizational Effectiveness

Additional definitions of knowledge for the organization include the ability to apply the

information to a variety of contexts and a theoretical or practical understanding of a

subject. Sharing, learning, and decision-making can all be enhanced and improved in

organizations through the application of knowledge management techniques. Knowledge

management consists of knowledge acquisition, conversion, dissemination, application,

and reuse. There is no consensus regarding knowledge management measurement

standards. Knowledge management is conceptualized in numerous ways as a

phenomenon with multiple dimensions (Bashir & Rayees Farooq, 2019). It is believed

that knowledge could be created through efficient strategies such as learning orientation,

knowledge sharing, organizational memory, and knowledge reuse. However, as

knowledge creation extends beyond knowledge application, knowledge application is not

the conclusion of knowledge creation. For this reason, the current study proposed and

expanded knowledge management to include knowledge conversion and knowledge

reuse in addition to dimensions. The dimensions are summarized in detail below.

acquiring knowledge. Extracting and structuring knowledge from papers and databases

to address more complicated issues and improve organizational decision-making is

known as knowledge acquisition.

49
These procedures have been described using a variety of words, including seek, acquire,

generate, create, capture, and collaborate (Bashir & Rayees Farooq, 2019).

The process of transforming new or existing knowledge into useful goods or services is

known as knowledge conversion. Depending on the type of knowledge, knowledge

conversion is a two-way process that can go from tacit to explicit or from explicit to tacit.

The transformation of tacit information into explicit knowledge is one of the more

challenging jobs faced by managers. Knowledge (Information) dissemination All levels

of management can successfully execute information dissemination with the help of

effective reward schemes. Intermediaries who can promote knowledge exchange between

users and non-users include knowledge workers. For employees to contribute to

knowledge application, innovation, and ultimately the competitive advantage, knowledge

sharing is a crucial tool. Consider that information’s primary functions are to enlighten,

to share knowledge, and, particularly, to encourage the efficient reuse of knowledge

resources. use of knowledge. It’s interesting how little attention has been paid to the

results of applying knowledge in practice. (Bashir & Rayees Farooq, 2019).

Effective use appears to be more commonly inferred or indicated than expressly

addressed. Knowledge conversion, diffusion, and acquisition are fundamental concepts.

However, since people are unfamiliar with the procedures and methods involved in

implementing new knowledge, it might be difficult. Applications of knowledge can make

organizations' less complex and more effective. Using knowledge from databases, papers,

and processes to apply knowledge is one technique to improve decision-making. Reuse

of knowledge. Replication and adaptation operations used to address common issues are

referred to as knowledge reuse. Knowledge-driven knowledge reuse is defined as

knowledge reuse carried out in the spirit of continuous improvement when people look

for new ways to enhance their performance within the company. Utilizing previously

50
acquired knowledge can aid in the creation of new knowledge. The process through which

new or existing information can be created, communicated, applied, and stored is known

as knowledge reuse. Knowledge-based systems make it easier to reuse explicit

knowledge, whereas it is more challenging to use and repurpose subjective knowledge.

Due to the subjective nature of tacit knowledge, sharing and reusing it among employees

can be greatly influenced by motivation (Bashir & Rayees Farooq, 2019).

2.6 Chapter Summary

Competency-based approach is significant in organizational effectiveness based on the

evidence from previous literature review. Competency based approach studied via skills,

behavior, attitude, and knowledge where it has positive relationship towards the

organizational effectiveness which is a cluster of an employee with great leadership,

communication, accountability, and performance. Employees and organizations are

pledged to maintain and improve the par of these values to sustain the pace, environment,

and success to attain organization effectiveness.

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 CHAPTER 3:

RESEARCH METHODOLOGY

3.1 Chapter Overview

This chapter delivers an overview of qualitative research on employee competency-based

performance and organizational effectiveness outcomes, mainly from products and

services companies. The sub-topic discusses the research approach with 6 stages, research

design, pilot test, test methods and determine main interview question.

3.2 Research Approach – Thematic Analysis

Researchers utilize thematic analysis a qualitative research technique, to methodically

arrange and examine large, complicated data sets, it consists of 6 stages. The objective is

to identify themes that may include the explanations found in the report's data sources. It

entails attentively reviewing the recorded material again and again to search for themes

(King, 2004; Rice & Ezzy, 1999). A precise thematic analysis methodology can yield

understanding and reliable outcomes (Nowell et al., 2017). Thematic analysis can be

analyzed in 2 methods, deductive (top-down) and inductive (bottom-up) way (Braun &

Clarke, 2006).

The deductive, is obviously researcher-driven and facilitates the researchers to investigate

the data interest to researchers of the investigation (Braun & Clarke, 2006). When using

this approach, the researcher typically starts the research with the themes they have

discovered after reviewing the available literature. Thematic analysis with deductive

approach was applied.

52
3.2.1 Step 1: Data Familiarization

Stage one (1) begins with researchers’ interest in familiarizing with the data obtained

from the interview session. This stage assists in produce the type of themes output from

the data obtained. This stage is essential as it will assist researcher further to analyze the

data in an appropriate way. The process starts by conducting semi – structure interview

to focus group and obtain the interview transcription in full. Reading and search for codes,

the codes may consist of respondent’s view on cognitive, emotional, inequalities, ideas,

feelings, views, opinions, knowledge, or experience. The main objective of analyzing the

data in-depth is to entirely absorb in the dataset and accumulate preliminary input of

interest (Chamberlain, 2015)

3.2.2 Step 2: Generation Initial Codes

Upon completion familiarization, reading and identifying all the codes in stage one (1),

rereading of the transcription is crucial before listing code was considered. With the use

of same set of Interview Question some codes are in sentence format which required to

translated / simplified further.

3.2.3 Step 3: Generating Themes (relationship)

Finding the pattern and association between the complete data set is the primary goal

(Chamberlain, 2015). The codes that must be studied and the methods for combining

codes to produce major themes (Braun & Clarke, 2006). As a result, it is crucial to use

codes as foundation and merge similar or different codes to create prospective themes in

relative to the research questions. Following the advice of Braun and Clarke (2006), a

listing of the codes was created, and they were then arranged and examined the

relationship among the codes and the themes to streamline the process. It was crucial to

go back and read all the transcripts again because the study was exploratory before

grouping the codes into themes. Thus, different codes were integrated into prospective

53
themes by reading the transcripts again and collecting all the pertinent coded data

extracted inside the themes.

3.2.4 Step 4: Reviewing Themes

Stage 4, all themes, main themes, main themes, and sub-themes were purposefully

gathered to improve upon the first grouped themes and display them in a more organized

manner. Themes should be examined internal uniformity (cohesiveness and consistency)

and exterior discrepancy, according to Braun and Clarke (2006). During this stage all the

code are further reduced by merging to suitable themes, themes are being moved / merged

to existing themes and some new themes are created.

3.2.5 Step 5: Defining and Naming Themes

In this stage, themes were further refined the movement of codes to suitable sub-themes,

some sub-themes were refined to generate better relationship this is the qualitative finding

of this research paper.

3.2.6 Step 6: Reporting – Summary

A report of a theme analysis, according to Braun & Clarke (2006), must persuade the

readers of the analysis' value and validity. Therefore, a great deal of effort was put into

creating a concise, cohesive, and rational description of the data depicted within across

the themes by including evidence and specific instances and/or excerpts that could

effectively convey the argument from the final report. The instances and extracts were

incorporated into the analytical narrative in such a way that, in addition to serving as

illustration and could also build a case for the study aims.

3.3 Research Methods

Method used is by conducting interview on focus group as, it is a face-to-face interview

54
conducted using any means of application that able to do record transcription.

3.4 Research Design

The interview is one of the topics of interest in qualitative research design that is more

widely used. Interviews give comprehensive information about the experiences and

opinions of participants on a particular subject. To give a well-rounded collection of data

for analysis, interviews are frequently combined with other types of data collection. The

development of different interview design types is possible to gather dense, rich data

using a qualitative investigational perspective, as is typical with quantitative analyses.

Researchers will perform a standardized open-ended interview question for the evaluation

as in Table 3.1: Interview Question. The language of the questions in the standardized

open-ended interview is structured. The same set of semi-structured questions were used

by the interviewer, but the order was changed based on the participants' responses and

experiences. The same questions are always posed to participants, but the participants

will write to allow for open-ended responses.

An open-ended interview is the most typical kind since it enables participants to fully

express their thoughts and experiences. One would mention the issue with data coding if

the researchers were to point out the drawbacks of open-ended interviewing. Even though

the data provided by participants are rich and thick with qualitative data, it might be

difficult to sort through the narrative responses to represent an overall opinion of all

interview responses fully and effectively through the coding process (Blanka et al., 2022).

Table 3.1: Interview Question

Underpinning Theory Key Research Key

Variables
Theory Output Question Concepts

55
 Independent Hannan and Adaptation, RQ1 Competency-
Variables Freeman’s training staff to Does the based approach
(Competency- Theory of perform Competency-
based Organizational necessary task. based approach Employee
approach) Effectiveness have an impact excellent
Participant- Interests of on employee performance
Interest Theory stakeholders excellent
Skill (internal) performance?
Behavior Four-Factor Work
Attitude Theory of enablement,
Knowledge Leadership assistance
Theory of the Employee
Firm efficiency
Interview Question
Can you explain what is competency-based approach?
How do you think competency-based approach is measured?
How do you think employee’s performance can be improved?
Do you know how the employee’s performance is being measured?
Dependent Participant- Interests of RQ 2 Competency-
Variables Interest Theory stakeholders What would be based approach
(Organizational (external) the impact of
Efficiency) Four-Factor Company competency- Organizational
Theory of objective. based approach effectiveness
Leadership Leadership communication on
Communication Theory of the Information, organizational
Accountability Firm organizational effectiveness?
Performance structure
Interview Question
Can you explain what is organizational effectiveness?
Do you know how the organizational effectiveness are measured?
How do you think organizational effectiveness can be improved?
In your opinion how organizational effectiveness can be sustained?

3.5 Pilot Test

Pilot tests are commonly correlated with a quantitative method for testing a specific

research instrument. Apparently, the importance of pilot test has increased in qualitative

research, where it serves as preparedness for the main study. Pilot test are effective

procedures for preparing a full-scale study (Tashakkori & Teddlie, 2003). It can be used

as a guideline to identify any possible issue before conducting the actual interview (Van

Teijlingen & Hundley, 2002; Harding, 2013), as the interviews progressed, the quality of

the interview guide improved, indicating that the need for piloting qualitative interviews

is not specifically clear. Nevertheless, he stressed the significance of piloting the

interview questions and adjusting the interview guide accordingly prior to conducting the

actual interview.

56
3.5.1 Test method

Pilot test is conducted via online survey to evaluate and improve the interview questions

if ambiguity or to improve clarity of the interview questions. These proposed questions

are only used as guidelines to ensure researcher has the same understanding during

conducting the semi-structured interviews, Figure 3.1 shows steps involved on

conducting pilot test.

Figure 3.1: Pilot test steps

3.5.1.1 Creating Interview Question

Refer to Figure 3.1, the interview questions are derived from applied Underpinning

Theory key outputs and Research Questions, the key concepts of both are used to create

the interview questions. For the pilot test, eight (8) questions were distributed

electronically, as the main objective is to evaluate and improve the question, see

Appendix 1: Pilot Test Interview Questions.

3.5.1.2 Select Participants – Focus Group

Purposive or purposely sampling technique by using the criteria aligned with the

competency focus subject for this research will be used. The process involves selecting

and identifying individuals that are exceptionally knowledgeable about or experienced

with the focus subject. A total of 22 respondent with 100% questions answered.

57
3.5.1.3 Analyse Answer and Question

Demographic information is gathered first as shown in Table 3.2: Demographic Question.

As shown in Table 3.3: Interview answer outcome, the outcome of the pilot test

respondents answers, total eight (8) questions were distributed, 22 respondents with total

outcome of 176 responses. An Interview Answer Scheme as shown in Table 3.4 was used

as reference to validate all the outcome of the interview. Total questions used, yielded in

80% correct answer, see Appendix II to IX – Pilot Test - Respondent’s Feedback for

question one (1) to eight (8).

Table 3.2: Demographic Question

No Demographic Question
1 Gender
2 Your organization falls under which industry? Product / Service / Both
3 What is your current position?
4 Years of service in current company?
5 What is your age?
6 What is the highest level of education obtained?

3.5.1.4 Determine Main Interview Questions

All the proposed interview questions can be used as guidelines for semi-structure

interview.

Table 3.3: Interview answer outcome

Incorrect Correct Correct

No Interview Question
Answer Answer Answer %
Can you explain what is competency-
1 3 19 86.4%
based approach?
How do you think competency-based
2 6 16 72.7%
approach is measured?

58
 How do you think employee’s
3 7 15 68.2%
performance can be improved?
Do you know how the employee’s
4 4 18 81.8%
performance is being measured?
Can you explain what is organizational
5 4 18 81.8%
effectiveness?
Do you know how the organizational
6 9 13 59.1%
effectiveness are measured?
How do you think organizational
7 3 19 86.4%
effectiveness can be improved?
In your opinion how organizational
8 1 21 95.5%
effectiveness can be sustained?

Table 3.4: Interview Answer Scheme

Interview Question 1: Can you explain what competency-based approach is?

(a) The competency-based approach influences organizational effectiveness
through excellent performance by the employee (Jardioui, et al., 2020).
(b) Providing dynamic capabilities comprising a competency-based approach
cultivates the employee's tendency to be more competent, enhancing
organizational effectiveness (Kareem & Alameer, 2019)
(c) The individual's characteristics include skill, motives, knowledge, traits, self-
concept, and character and behavior that might impact the competencies
development for an organization to achieve organizational excellence
(Mohammad Salman, et al., 2020).

Interview Question 2: How do you think competency-based approach is measured?

(a) Performance is a function of work, or the degree of success attained by
employees in their line of work, which can be seen immediately reflected in the
quantity and quality of output generated in accordance with the job-specific
standards. This can be evaluated by 1) technical ability; skills 2) behavior; 3)
Attitude; 4) Knowledge (Az Zahra Tania Arifani1, 2020)
Interview Question 3: How do you think employee’s performance can be improved?

59
(a) Making performance management practises work properly in practise is critical
because they can help advance future individual and organisational performance
(Daniel Tyskbo, 2020).
(b) First, managers must be explicit when assigning tasks and outlining expectations
for staff members. Additionally, managers must keep an eye on staff members'
performance and offer prompt feedback when mistakes are made. Second, this
feedback should be delivered in the context of a genuine two-way conversation
between managers and staff; managers must pay attention to how staff members
are doing as well as what they need and desire from their professional
development opportunities (Elkan van Dijk & Andre de Waal, 2020)
Interview Question 4: Do you know how the employee’s performance is being
measured?
(a) Managers use two primary methods to identify and recognise non-performance in
their organisations. The first is the formal performance appraisal, which is done
annually or biannually. This evaluation can be objective or subjective. A
subjective performance appraisal is commonly used in situations where it is
difficult to objectively assess employees' performance (Elkan Van Dijk & Andre
De Waal , 2020)
Interview Question 5: Can you explain what is organizational effectiveness?
(a) Organizational effectiveness is the proficiency with which an organization meets
its objectives by accomplishing the planned outcome using energy, money, labor,
and time resources within the expectation of a successful organization. (Mwai, et
al., 2018)
Interview Question 6: Do you know how the organizational effectiveness are
measured?
(a) Financial objectives, financial results which reveals the performance of the
organization which measures the effectiveness, in addition to customer
satisfaction could be indicator to evaluate the organizational effectiveness.
(Manoharan & Singal, 2019).
(b) Employee engagement and employee retention are the approaches to measure the
organizational effectiveness by evaluating the market culture, overcoming market
competition, and self-development assessment. (Navneesh Tyagi, 2021)
Interview Question 7: How do you think organizational effectiveness can be
improved?
(a) Training and development, job development, and corporate development are all
examples of organizational practices to improve individual and group knowledge,
skills, and abilities to enhance organizational outcomes. Developing the

60
 knowledge, skills, and capabilities of the employees to improve their performance
that requires adequate training and development programs that may also
positively impact organizational effectiveness. (Kareem & Hussein, 2019)
Interview Question 8: In your opinion how, organizational effectiveness can be
sustained?
(a) Different strategies necessitate different organizational resources and
competencies, as well as different environments, to contribute to growth. Superior
export productivity, according to the studies, is based on the ability to manage a
complex network of partnerships, which can be used to enhance the knowledge and
resource base perspective, which is the foundation for long-term competitive
advantage. There is a positive and strong correlation between absorptive self-
leadership skill and long-term competitive advantage. (Ali & Govand Anwar, 2021)
(b) Workplace health promotion aims to improve the way people work. It allows for
scheduling flexibility as well as teleworking, job rotation, and job expansion. (Oriji
& Dr. Kelechi Godson Worgu, 2022)
(c) Alternative it is best choice to increase recruitment and retain talents and utilize
them to achieve sustainable competitive advantage. (Kareem & Hussein, The
Impact of Human Resource Development on Employee Performance and
Organizational Effectiveness, 2019)

3.6 Data Collection

The research will be using an approach with non-probability sampling that involves non-

random range based on accessibility and criteria which fits the research to be conducted

without any interruption from the selected organizations. An interview which is a part of

qualitative data will be performed that will be recorded and transcribed with multiple

layers of employees segregated by hierarchy structured based within the selected

organization. (Agnihotri & Bhattacharya, 2020). Two (2) levels of management which

consist of non-management and management level, where non-management will be non-

executive designation and executive designation while management manager designation

and top tier manager.

61
3.7 Sampling

The research is focused to four (4) private companies with different business types where

different organization management style and approaches will be applied within the

organization. Comparative analysis could be applied within the organization to reach

theoretical saturation. Proposed a minimum number of 16 interviewees will be performed

even structured sampling attained, Table 3.5. The interview to be conducted at

convenience of both interviewer and interviewee where semi- structured interview will

be conducted.

Table 3.5: Selected organization with number of respondents

Selected Organizations Number of Respondents Hierarchy Tier

Firm-A 2
Firm-B 2
Management
Firm-C 2
Firm-D 2
Firm-A 2
Firm-B 2
Firm-C 2 Non- Management
Firm-D 2
Total 16

3.7.1 Sampling Frame

Researchers target to conduct interview approximately minimum 15 minutes with an

expectation top tier management with longer interview session as interviewee is related

to management activities which could contribute more prospect and overview data which

ease the data collection within the selected sampling.

3.7.2 Sampling Size

Proposed a minimum of 16 respondents is included to conduct the research to verify

62
competence-based approach significant to organizational effectiveness.

3.8 Sampling Technique

The non-probability qualitative sampling focuses on purposive or purposely sampling

technique by using the criteria aligned with the competency focus subject for this research

will be used. The focused sampling method is extensively applied in qualitative research

to select information-rich cases and identify the most practical use of limited resources.

The process involves selecting and identifying individuals that are exceptionally

knowledgeable about or experienced with the focus subject.

In addition to knowledge and experience, it is imperative that the respondents are

voluntary, willing, and available to participate and can interconnect their experiences and

thoughts in an expressive, reflective, and articulate manner. In distinction, random

sampling or probability is used to ensure the generalizability of findings by lowering the

margin of errors, controlling for the potential influence of known and unknown

confounders, and minimizing the potential for selection bias. Qualitative data collection

for either focus groups or individuals via interview may require an interview guide

(Alison B. Hamilton & Erin P. Finley, 2019). When implementing the research, that can

be obtained from purposive sampling via open-ended semi-structural questions, which

provide an opportunity for the respondents to provide information and will not restrict the

respondents from providing their opinions (Babatunde Femi Akinyode & Tareef Hayat

Khan, 2018).

The specific question asked during the interview session either in conversational

technique or not necessarily asked in proper order per the given questions guidelines. The

purposive sampling via semi-structural interview sessions via face-to-face or digital video

conferencing with identified best-fit respondents. The unstructured questions will be used

63
and observations to gain reliable, in-depth knowledge, detailed information, and precise

research results, followed by revalidation of the respondents' findings to obtain the results

relevant to the research context.

3.9 Techniques of Data Analysis

This research will aim to prepare a step-by-step approach to the qualitative data analysis

technique through two steps. This is given as accurately as possible to interpret the

analysis technique and hope in future will help other researchers in a similar field of

research. In this preliminary stage of research, with assumptions that, by choosing the

sampling technique, respondent's participants, preparation and development of the semi-

structured questionnaires and transcription of notes from data collections.

The two steps approach researched as shown in Figure 3.2: Data Process Analysis, will

be data logging and Data Coding (Babatunde Femi Akinyode & Tareef Hayat Khan,

2018). The qualitative data obtained may provide quick preliminary results because it

might be used quite often in the process of implementation (Alison B. Hamilton & Erin

P. Finley, 2019). Using a rapid qualitative strategy might result in a good outcome (Beck

Taylor, et al., 2018). The summaries of interview data resources will not only provide the

subsequent implementation steps but enlighten the following ensuing data collection and

preparing the extensive data analysis in coding (Alison B. Hamilton & Erin P. Finley,

2019).

Figure 3.2: Data Analysis Process

64
3.9.1 Data Logging

Data logging is a process in which the unprocessed data collected from an interview,

observation, or other forms of method collection will be recorded in a document or digital

database (Babatunde Femi Akinyode & Tareef Hayat Khan, 2018). By having data

logging, for documentation, the data is collected simultaneously through the form of data

collections, researchers' observations, feelings, views, insights, ongoing ideas related to

the subject matter, and assumptions (Babatunde Femi Akinyode & Tareef Hayat Khan,

2018). With an extremely high interaction process, the researcher can cross-check for data

verification and validation from the interview session (Babatunde Femi Akinyode &

Tareef Hayat Khan, 2018).

The data logging process starts with the interview session with the identified respondents

who meet the criteria for this research. The raw data collected from the interview session,

observation, feeling, thoughts, and validation process as forms of qualitative data that will

be recorded either manually or digitally and classified as documented data (Babatunde

Femi Akinyode & Tareef Hayat Khan, 2018). While at the same time, while interview

sessions are conducted, it is essential too that the interviewer's feelings, ongoing ideas,

views, assumptions, descriptions, and insights regards on the research subject are all

recorded either manually or digitally (Babatunde Femi Akinyode & Tareef Hayat Khan,

2018). This is to ensure that qualitative data from both interviewer and interviewee

responses are recorded or documented in a log to prepare the anecdotes (Babatunde Femi

Akinyode & Tareef Hayat Khan, 2018).

3.9.2 Data Coding

Data coding shall be defined as the procedure of fragmenting and classifying interview

text data to reduce the data collected by using a coding framework into manageable

transcript interview data, meaningful and purposeful segments. Using data coding in the

65
qualitative research method, the researcher will assign codes or labels to differentiate each

text section related to several issues and challenges (Babatunde Femi Akinyode & Tareef

Hayat Khan, 2018). With coding, the data will be further segregated into identified

categories or themes to organize and compare the data from multiple and different

resources (Babatunde Femi Akinyode & Tareef Hayat Khan, 2018). The coded themes

researcher will be able to retrieve and examine the encouraging categorization

(Babatunde Femi Akinyode & Tareef Hayat Khan, 2018).

3.9.3 Qualitative Data Reliability & Validity

Historically, it is ubiquitous that tradition's validity and reliability are associated with

quantitative research and seldom associated with qualitative research and used as a

measurement to validate the research (Paulo Hayashi Jr, et al., 2019). The significant

differences in these concepts' qualitative operational definitions and applications in such

investigations (Coleman, 2022). Many existing discussions are concerned with the

difficulties in establishing criteria for validity in qualitative research, which assumes

relatively complex conceptions (Rafael Borim-de-Souza, et al., 2020). However, these

methods are only suitable when "All participants are asked the same questions, in the

same order," and when the analysis team uses a highly formalized approach to coding

data. These requirements include when "all participants are asked the same questions, in

the same sequence" (Alison B. Hamilton & Erin P. Finley, 2019).

When respondent responses are confusing, researchers can use member checking by

paraphrasing, reiterating, and asking for additional clarification. Doing this gives the

interviewees a chance to verify or correct the interviewer's interpretation of their words

(Coleman, 2022). Additionally, researchers must be aware of the emphasis and tonality

of the respondent's words and replies (Gray, 2021). Greater control and consistency

within the interview process may increase reliability, but by imposing such a structure,

66
validity may suffer as the conversation becomes less casual and stiffer (Coleman, 2022).

Therefore, Coleman, (2022) concluded that qualitative researchers must show the

thoughtful application of proper tools to support the accuracy and dependability of their

findings.

3.10 Demographic Information

During the interview session, demographic pattern is based on gender, year of working

experiences, age range, background study and the time range bonded to the organization.

To avoid any biases taking place, researchers are not considering the organizational

atmosphere and types of involved projects (Sulej, 2021).

3.11 Chapter summary

Competency frameworks have allowed public and private sector organizations to move

away from narrow and unique job specifications toward diversification. Employees need

to develop their creativity and embrace a multifaceted viewpoint. To create, assess, and

execute training and guidance to improve independent variables related to our issue

among employees of a company, however, requires more research (Annabel ten Haven,

2022)

67
 CHAPTER 4:

RESULTS AND DISCUSSIONS

4.1 Chapter Overview

This chapter presents the analysis and findings of the study. The subtopic includes

selection criteria for focus group, thematic analysis stages and outcome of thematic

analysis map.

4.2 Focus Group Criteria

The process involves selecting and identifying individuals that are exceptionally

knowledgeable about or experienced with the focus subject, a total of 13 respondents

were selected as shown in Table 4.1: Focus Group

Table 4.1: Focus Group

Service Years
Organization
Current Highest level in Current
- Product/ Gender Age
No. Position of education Company
Service/Both
(years)
1 Service Head of Pilot Training Bachelor of Law 11 M 55
2 Service General Manager Master’s Degree 4 F 47
3 Service Lead Instructor Bachelor’s Degree 8 F 42
Maintenance Planner
4 Service Bachelor’s Degree 5 F 30
and Controller
5 Service IT Admin Bachelor’s Degree 1.8 M 26
6 Service IT Engineer Bachelor’s Degree 2 F 28
7 Both IT Executive Bachelor’s Degree 11 F 33
Associate – Talent
8 Both Bachelor’s Degree 0.8 F 30
Operations
Regional Recruitment
9 Both Bachelor’s Degree 1 M 38
Lead – APME
Senior Analyst -
10 Both Bachelor’s Degree 9 F 36
General Ledger
Team Lead - Master
11 Both Bachelor’s Degree 11 F 42
Data Mgt.
Director of Strategic
12 Both Master’s Degree 3 M 51
Management
Human Resource
13 Both Bachelor’s Degree 4 F 40
Manager

68
4.3 Thematic Analysis

4.3.1 Stage 1: Data Familiarization

The process starts with the main research question as shown in Table 4.2.: Research

Question. To further breakdown and specify the research question, Table 4.3: Interview

Question was derived, these questions may be used as guidelines to initiate the interview,

or all questions may be used for the interview. This is a semi-structured interview, as the

interview was conducted, some unstructured questions were captured as shown in Table

4.4: Unstructured Interview Question.

This stage is essential as it will assist researcher further to analyze the data in an

appropriate way. The process starts by conducting semi – structure interview to focus

group and obtain the interview transcription in full. Reading and search for codes, the

codes may consist of respondent’s view on cognitive, emotional, inequalities, ideas,

feelings, views, opinions, knowledge, or experience as shown in sample Figure 4.1:

Interview Transcription and Coding. The total of interview time is seven (7) hours with

109 questions used for the interview as shown in Table 4.5: Interview details.

Table 4.2: Research Question

Does the Competency-based approach have an impact on employee excellent

RQ 1
performance?
What would be the impact of competency-based approach on organizational
RQ 2
effectiveness?

Table 4.3: Interview Question

No Interview Question
Can you explain what is competency-based approach? (Skill, Behavior, Attitude,
1
Knowledge)
2 How do you think competency-based approach is measured?
3 How do you think employee’s performance can be improved?
4 Do you know how the employee’s performance is being measured?

69
 Can you explain what is organizational effectiveness? (Leadership, Communication,
5
Accountability, performance)
6 Do you know how the organizational effectiveness are measured?
7 How do you think organizational effectiveness can be improved?
8 In your opinion how organizational effectiveness can be sustained?

Table 4.4: Unstructured interview question

No Unstructured Interview Questions

Based on these four competencies, which is skill, behavior, attitude, and knowledge,
1 which one do you think supersedes the whole? What will be your first selection to pick
a person to hire?
2 Does a person who is competent able to perform?
How do you think we can measure and inform the person know to improve in certain
3
ways. How is the approach is going to be?
How do you think? What the organization can benefit from a competent person being
4
hired?
5 How can we reduce resistance to make the change?

6 How do you think we should portray the end results to show there is a benefit?
Can you explain what competency-based approach in terms of skills, behavior, attitude,
7
and knowledge for new hire is?
8 How can the company culture influence skills, behavior, attitude, and knowledge?

9 How can a checklist lead to competency improvement?

10 How are we measuring these objectives?

11 How to further improve organizational effectiveness?

12 How do you think we can hire new staff based on this approach?
How do you identify behavior attitude during an interview? How do you make the right
13
selection of this?
14 How can communication have a better organizational effectiveness?
How do you think you reduce or eliminate resistance from existing employees, what is
15
required?
Do you think Competency based approach is going to help assist in achieving the
16
organizational effectiveness?
How to include the competency into the training package and while teaching, letting
17
them know?
How organization be able to achieve effectiveness based on lesson learnt from
18
pandemics, new way of working for future organizational effectiveness?
What competency required for new generation; lesson learnt from pandemics & new
19
way of working?
what is the most difficult or challenging situation that you have ever had to resolve a
20
project in over here or any previous workplaces?
Tell me about a time when your you your communication skills improved a situation or
21
how do you solve a problem using your communication skills maybe.

70
 Have you ever received negative feedback from your manager or a coworker? Have you
22 ever received negative feedback from your manager or your colleagues? And how did
you handle it?
23 How do you maintain a good working relationship with your colleagues?

Figure 4.1: Interview Transcription and Coding (sample)

Table 4.5: Interview details

Interview Number of
No. Researcher Name Interview Date
Duration (m) Questions
1 Nirmala Balakrishnan 06 October 2022 40 11
2 Nirmala Balakrishnan 07 October 2022 37 8
3 Nirmala Balakrishnan 07 October 2022 42 12
4 Nirmala Balakrishnan 14 October 2022 52 4
5 Sharmila Raguan 20 October 2022 27 7
6 Sharmila Raguan 30 October 2022 19 7
7 Sharmila Raguan 07 November 2022 20 7
8 Vigneswary Visvanathan 18 October 2022 33 8
9 Vigneswary Visvanathan 20 October 2022 29 9
10 Vigneswary Visvanathan 20 October 2022 24 8
11 Vigneswary Visvanathan 20 October 2022 18 8
12 Rasman Edwin 13 October 2022 32 10

71
 13 Rasman Edwin 18 October 2022 41 10
Total 414 (7 hrs.) 109

4.3.2 Stage 2: Generating Initial Codes

Upon completion familiarization, reading and identifying all the codes in stage one (1),

rereading of the transcription is crucial before listing code was considered. With the use

of same set of Interview Question some codes are similar meaning which required to

translated / simplified further. In total 612 codes were obtained as shown in Table 4.6:

Initial Coding Summary.

Table 4.6: Initial Coding Summary

Number of
Interview Number of
No. Researcher Name Interview Date coding
Duration (m) Questions
obtained
1 Nirmala Balakrishnan 06 October 2022 40 11 68
2 Nirmala Balakrishnan 07 October 2022 37 8 52
3 Nirmala Balakrishnan 07 October 2022 42 12 39
4 Nirmala Balakrishnan 14 October 2022 52 4 14
5 Sharmila Raguan 20 October 2022 27 7 20
6 Sharmila Raguan 30 October 2022 19 7 26
7 Sharmila Raguan 07 November 2022 20 7 36
8 Vigneswary Visvanathan 18 October 2022 33 8 77
9 Vigneswary Visvanathan 20 October 2022 29 9 73
10 Vigneswary Visvanathan 20 October 2022 24 8 48
11 Vigneswary Visvanathan 20 October 2022 18 8 44
12 Rasman Edwin 13 October 2022 32 10 40
13 Rasman Edwin 18 October 2022 41 10 75
Total 414 (7hrs.) 109 612

4.3.3 Stage 3: Generating Themes (relationship)

Table 4.7: Themes Summary, 11 themes was created and combined (reduction) from 612

to 244 codes. To cluster all the codes and to visualize the relationship, a Thematic Map

was constructed Figure 4.2: Initial Thematic Analysis Map.

Table 4.7: Themes summary - 11 themes with 244 codes

Themes Codes
Infrastructure Ecosystem Matrix level Maturity model

72
 System ability Typical charts attitude Attitude traits
Baseline on that
Competencies matrix Benchmark employee
matrix
Momentum of control Level of maturity Minimum baseline
Key performance
Criterion Change mentality
indicator
Vision Recruit onboard
Efficiency Innovation Integrity
Excellence Empowerment Skill
Core Value Attitude Innovation Idealism
standardized
Quality set of standard metrics
guideline
KPI business measures
Knowledge Skills Behavior
Right attitude Adapt Observable behaviors
knowledge good mindset contributions
enhancement initiative
extra effort accountability
in place
team player communication job learning
Competency different levels of
true innovation responsibility
innovations
knowledge Behavior attitude
efficiency working attitude On job training
professional level of understanding personal behavioral
accountable behavioral responsible in the job
practice more
Adaptable to apply Competency based Training need
Guided
Training background Training knowledge
demonstration
Behavioral markers Conscious behaviors Requirement list
Correct level of
Incumbent - Education Trained correctly
knowledge
Job description Qualification -
Observable behavior
requirements Knowledge
Competency-based
Training for job function Reference check
training
Job scope Career growth Soft Skills
Core Competencies Talent Development Value Training
Training Foundation talent collaborate well with
Hard Skills
approach others
problem solving
specific learning Leadership training
process
collaborative effort stretched and grow enough guidance
the areas for Continue to grow
collaborative approach
development right
learning and
upscale your people product innovation
development
improve a product areas they can excel career advancement
constant coaching more exposure upskill
more courses and
interpersonal skills professional trainings
trainings

73
 attend a lot of trainings focus on the mastery retain their talent
online trainings constant guidance
Leadership with
Knowledge Communication
empathy
New - Hire the right
Exemplary Leadership Transparency
person
stakeholder
Communication leadership skills
engagement
communicate well cascading the right set of objectives
with others information cascade
Leadership open to discuss with the the leaders need to
engagement
employee accept
help others get to the
leader to be vulnerable share their feedback
same goal
clear communication openness from the
communication
to all levels leaders
leadership feedback market feedback
one to one session good leadership
Top-down direction Cost benefit Require investment
Leaders buy-in Continuous program Not lip service
Awareness and
Revenue Impact Change, improve skills
education
Simplicity, Self- Progress, develop and
Drive innovations
service, Sustain (3S) improve
Sustainability Continuous
Observe behaviors Learning and growing
improvement
Leader commitment Output achievement Effective in that role
Moving target Willingness Standard process
Input control Right tools Execute task
Create awareness Re-train
Gathering information Evidence Able to present
Organizational
Comparison Periodic Assessment
effectiveness
Effective outcomes Growing personal Keep self-updated
Implementing a
Spot the problems Identify weakness
preventive
Proficient -
Skill - Instruction Behavioral markers
Knowledge
Competency is Performance
Tools to achieve goals
measurable Improvement Plan
Performance Periodic Progress
Growth criteria Guided KPI
Management Assessment
Anticipation of more
Observable behavior Performance
responsibility
Defined goal Checklist Build the platform
Training metrics
Talent Compass Resources
analysis
Completion of task
Procedure Accountability
timely - behavior
Rewards &
Weightage of appraisal Work efficiently
recognition
Observation of
Department Goals Career talk
performance

74
 Individual Goals Audit Talent Management
Key Performance
action outcome NPS
Indicator
Business outcome outcome based approach Succession Plan
town hall updates customers voice exercise judgement
organization
performance profitability
expansion
Strategic
E-mail One Point Lesson
communication
Effective Information pool Softcopy storage Hardcopy storage
Communication Clarity Transparency Feedback
Interpretation of work
Goals communicated Binding engagement
assigned
Organizational
Standard approach Strategic lean process Identify Constrains
Management
Motivation Recognition Incentive Salary
Agility Resilient Results Oriented
Behavior
Solutions Minded

75
Figure 4.2: Initial Thematic Analysis Map. (1 main theme, 11 themes and 244 codes

76
4.3.4 Stage 4: Reviewing Themes

The total codes reduced from 612 to 142 codes, themes reduced from 11 to 5 and finally,

introduced to 23 sub-themes as shown in Table 4.8: Reviewing Themes and the related

Thematic map as shown in Figure 4.3: Revised Thematic Analysis Map

Table 4.8: Reviewing Themes - 5 themes, 23 sub-themes, 142 codes

Themes Sub-Themes Codes

Key performance Leader
Policies Vision
indicator commitment
Maturity
Recruit onboard Matrix level
model
Momentum of Competencies
Procedure Criterion
control matrix
Level of
Change mentality
maturity
Benchmark Typical charts Baseline on
Tools employee attitude that matrix
Ecosystem
Excellence Empowerment Integrity
Infrastructure
Organization Organization
Innovation
Core Value knowledge Requirement
Agility Idealism Quality
Ethos Bold
Leadership Leadership
Feedback
values training
Constant Communicate
Engagement
guidance goals
Leadership
Provide Setup work Identify and
resources system improve
One to one Coaching and Performance
session guidance monitoring
Job description Qualification - Experience -
requirements Knowledge Skill
Reference
Reference check
Documents
– Attitude /
Behavior
Knowledge Skills Behavior
Observable
Training for job Behavioral
Training behavior –
function markers
Checklist
Competency- Solutions
based Attitude Communication
Minded
Guided Training needs learning and
demonstration analysis development
Interpersonal focus on the On the job
skills mastery training

77
 Observable Talent
Job performance
behaviors Development
Effectiveness
Constant Upscale
Results Oriented
coaching employee
Key
KPI Tools KPI Reference Performance
Guide Indicator
Goals Setting Create awareness
employee
Reference Performance Periodic Progress
engagement
Documents data Assessment
survey
Common Identify
Lean process
platform Constrains
Standardization Completion of
Weightage of
Work efficiently task timely -
appraisal
behavior
Training metrics
Resources Re-train Right tools
analysis
Periodic Effective Data
Assessment outcomes Comparison
Monitoring Behavioral
Performance Performance
marker - Attitude traits
Management monitoring
Checklist
Performance
Keep self-
Growing personal Improvement
updated
Improve Plan
Corrective / Proficient - Skill -
Preventive Knowledge Instruction
Anticipation of
Growth criteria more Willingness
responsibility
Promotion Career Career Rewards &
development conversation recognition
Incentive / Succession
Salary
Bonus Plan
Customer
Return of Right level of
satisfaction
Investment investment
Rule of work survey
Set of objectives Company's Maximize
cascade growth profits
Require
Policy Commitment
investment
Employer
Continuous
Leaders buy-in Cost benefit
program
Need to Leads to
Persuade
convince competency
Employee
Show more Benefit to be
Encourage
effective shared
Sustainability Drive Continuous Awareness and
Simplification innovations improvement education
Input control
Progress,
Change, Learning and
Self-service develop and
improve skills growing
improve
Effective in that Output
Sustain Moving target
role achievement

78
 Retain Talent Tangible results
E-mail One Point Lesson Transparency
Closed-looped
Method Transparency Feedback communicatio
Effective n
Communication Binding town hall
Clarity
engagement updates
Information Database - Repository
softcopy hardcopy

79
Figure 4.3: Revised Thematic Analysis Map (1 main theme, 5 themes. 23 sub-themes and 142 codes)

80
4.3.5 Stage 5: Defining and Naming Themes

In this stage, themes were further refined the movement of codes to suitable sub-themes,

some sub-themes were refined to generate better relationship as shown in Table 4.9:

Defining and naming themes and the final thematic map as shown in Figure 4.4: Final

Thematic Analysis Map, this is the qualitative finding of this research paper findings.

Table 4.9: Defining and Naming Themes - 5 themes, 23 sub-themes

Main Theme Themes Sub-Themes

Policies
Procedure
Infrastructure Tools
Core Value
Leadership
Reference Documents
Training Competency-based
Effectiveness
Guide
Reference Documents
Competency-Based Standardization
Excellence Performance
Towards Organizational Performance Resources
Effectiveness Management Monitoring
Improve
Promotion
Rule of work
Employer
Employee
Sustainability Simplification
Self-service
Sustain
Effective Method
Communication Information

81
Figure 4.4: Final Thematic Analysis Map (1 main theme, 5 themes and 23 sub-themes)

4.3.6 Stage 6: Reporting – Summary

The data collection from the interview provides additional information which supports

the objective of the research, coding assist in identifying and to build a relationship. Codes

are further analyzed to create potential themes in relation to the research question.

4.4 Research Findings

The outcome of the interview data analysis indicated; the Research objectives have been

met and findings have been established. To attain the Research Objective, the relevant

identified action as shown in Figure 4.5: Action List, maybe implemented.

Table 4.10: Research Findings

82
 Research To examine the effects of a competency-based approach
Objectives on excellent performance
Research
Does the Competency-based approach have an impact on employee
Question
excellent performance?
(RQ 1)

Yes, competency-based approach refers to attainment of sufficient

Knowledge, Skill, Attitude and Behaviour (KSAB) for the specific job
requirement, enabling employee’s excellence performance. This is achieved
by providing competency-based trainings as indicated in below Thematic
Analysis Map. The effectiveness of the training outcome shall be gauged
Research by demonstrated observable behaviour which will assist in performance
Findings management of an employee. Excellence performance plays a crucial role in
aggregating employee competency and improving organizational
effectiveness.

The term competence refers to personality traits that are demonstrable and
lead to superior performance (Mohammad Salman. Et al., 2020)

Research To analyse the impact of a competency-based

Objectives approach on organization effectiveness
Research
What would be the impact of competency-based approach
Question
on organizational effectiveness?
(RQ 2)

With competency-based approach, an organization able to achieve

organizational effectiveness and may be able to sustain achievement as
shown in below Thematic Analysis Map.

Research The competency-based approach influences organizational effectiveness

Findings through excellent performance by the employee (Jardioui. Et al., 2020)

Providing dynamic capabilities comprising a competency-based approach

cultivates the employee's tendency to be more competent, enhancing
organizational effectiveness (Kareem & Alameer, 2019)

The other identified themes such as Infrastructure and Performance Management supports

the continual improvement of human capital excellence performance and organizational

effectiveness.

83
Figure 4.5: Action List

84
 4.5 Discussion

Table 4.11 Thematic Analysis Findings

Area Thematic Analysis Findings Discussion

Organizational achievement mainly depends on the Knowledge assets at the individual level, applies understanding,
identified core requirements made as part of the practical ability, and individual aptitudes of organizational employees
organization infrastructure, as the organization matures, (Bontis, 1999).
more requirements are made part of the organization to
strengthen the infrastructure, some of the core Organizational competency consists of infrastructure, networking
infrastructure identified which may bring positive impact relationships, technologies, routines, trade secrets, procedures, and
to the organization are Policy, to indicate the organizational culture (Marr et al., 2004).
Infrastructure
requirements are made part of the organization
commitment. From the literature review, this finding was identified as one of the
factors contributing to the research objective and the finding is still valid
Procedures to standardize all the work system, to be applied.
implementation of core value to all employees to have
the alignment of common objective and lead by good
leadership.
Reference document is a requirement, all employees A company will only invest in on-the-job training for the employees
based on the job function shall have a references because it brings benefits the company to become more profitable
document on what are the prerequisite for qualification – (Becker, 1993).
knowledge, skills – experience. Competency-based
training to be conducted and the observable behavior as Improvement in competency contribution can be improved by
the gauging parameters for the effectiveness. determining the precision in training needs and measurement of
individual efficacy (James & Deepti V, 2017).
Training
Contribution to goals of an organization can be measured by level of
proficiency that are represented by a particular action or behavior.
(Campbell, 1999).

From the literature review, this finding was identified as one of the
factors contributing to the research objective and the finding is still valid
to be applied, however, the further improvement that can be applied is

85
 to have predetermined observable behavior checklist made available for
use.

Before evaluating the performance, sufficient resource Assessing an organization's performance using a range of criteria is the
shall be employed or applied. Guide and reference core task of organizational effectiveness. These standards include,
document will ensure the performance are conducted in among others, those related to money, society, the economy, input,
a standardized manner, no ambiguity. output, productivity, and efficiency. It is assumed that measuring
organizational performance is equivalent to evaluating organizational
A common work system or rule of work shall be applied effectiveness and that effective performance management techniques
as a standard practice based on job function to conduct encourage behaviors that support the organization's profitable operation
monitoring. (Upadhaya et al., 2014).

Data comparison is required to gauge the performance to It is important to periodically evaluate employee performance to ensure
Performance identify improvement actions for employees that need objectives are being accomplished to achieve organizational
Management assistance to improve competency, employees that has effectiveness ( Nduati & Wanyoike, 2022).
progressed well may warrant for promotion.
Contribution to goals of an organization can be measured by level of
Periodic assessment, frequency based on the proficiency that are represented by a particular action or behavior.
performance of the employee e.g., quarterly and provide (Campbell, 1999).
performance data comparison which enables to identify
weakness and prepare for improvement. From the literature review, this finding was identified as one of the
factors contributing to the research objective and the finding is still valid
Employee are required to demonstrate all the required to be applied.
observable behavior to impart training requirements.

Both employer and employee commitment and support Making sure the system does not become self-serving in the hands of
are required, this will also improve any resistance from stakeholders is essential. Therefore, a control aspect that involves
any level of employees. Lean process may simplify a task ongoing evaluation of organizational sustainability over the long term
further enabling the employees executing simple task has been established. As a result, the definition of organizational success
and a potential of sustaining a process. is the extent to which participant-led integrated goals are achieved. This
degree of achievement is assessed thoroughly using a combination of
Sustainability
financial, operational, structural, and attitudinal/behavioral indicators
(Nidhi & Singh, 2019).

Sustainability of a company are driven by employees (Ginting, et al.,

2018b).

86
 From the literature review, this finding was identified as one of the
factors contributing to the research objective and the finding is still valid
to be applied, however, the further improvement that can be applied.
Further expansion on what are the contribution from employee may
assists from operational area as it is a known fact sustainability is driven
by employees.

Method of communication shall be defined and Direct, clear, and good effective communication is essential for the
maintained, all the relevant information is made success for an organization. Communication shall be flexible to foster
available for all employees in a repository for reference innovations and responsiveness (DiFonzo & Bordia, 1998).
and guidance.
Effective From the literature review, this finding was identified as one of the
Communication factors contributing to the research objective and the finding is still valid
to be applied, however, the further improvement that can be applied is
to have repository of communicated information for future reference and
guidance.

The review of vast amount of literature on competency-based excellence performance and organizational effectiveness conducted in this research

has indicated that all existing findings from previous research, model, theory, and framework are still valid and maybe applied as require

nevertheless, the is always continual improvements that can be implemented as indicated in Table 4.11: Thematic Analysis Findings.

87
4.6 Chapter summary

Thematic analysis can be analyzed in 2 methods, deductive (top-down) and inductive

(bottom-up) way (Braun & Clarke, 2006). The deductive, is obviously researcher-driven

and facilitates the researchers to investigate the data interest to researchers of the

investigation (Braun & Clarke, 2006). When using this approach, the researcher typically

begins the research with the themes they have discovered after reviewing the available

literature, it is important that researcher to be impartial during coding process to obtain

the exact interpretation of the data obtained from the respondent.

The interview transcript maybe coded / interpreted differently by another researcher, this

is mainly due to research’s’ different subjectivities, characters, exposure, experience,

perception and understanding, coding and analysis are not identical (Saldana, 2009).

The need for methodologies and procedures to help researchers perform high-quality

qualitative research is increasing along with the acceptability of qualitative research.

Thematic analysis is no different from other types of qualitative analysis in that the

researcher's interpretation critical analytic abilities are crucial. To produce valid and

trustworthy results, the researcher must correctly select the appropriate approach from the

available options and carefully follow the instructions. The success of every critical and

comprehensive strategy depends on the researcher's active engagement. For any

qualitative analytic method to be effective, participation is essential (Jnanathapaswi,

2021).

CHAPTER 5:

88
 CONCLUSION AND RECOMMENDATION

5.1 Chapter Overview

This chapter offers the implication of the research study. The limitation encountered

during the journey of research is shared with recommendation for further studies later in

this chapter. Conclusion is driven from the research questions which met the research

objectives is presented to prove the research study conducted has successfully achieved.

5.2 Implication of Study

A conclusion that can be drawn from the results of the investigation is known as an

implication in a research article. Theoretical or practical implications are both possible.

Research study’s primary goal in doing this study was to investigate the effect that a

competency-based approach has on employees' exceptional performance in a business.

Research main intention in this study was to analyze Competency-based approach have

an impact on employee excellent performance in an organization. Researchers have done

qualitative research in-depth or unstructured interviews with knowledgeable respondents

on selected companies. Performance is a description of the level of achievement of

implementing an activity program or policy in realizing the goals, objectives, vision, and

mission of the organization as outlined through the strategic planning of an organization

(Ratnawati et al., 2020). Researchers highlighted that any organization able to refer

research findings for building strategies and increase productivity. Future researchers

might conduct studies that more specifically examine the role of organizational learning

and dynamic capabilities in the transformation process. Such research could provide

detailed insights into how organizational learning occurs and how organizations can reach

the next level of transformation (Blanka, C. et al.,2022). A non-expert or someone who

is not particularly knowledgeable about a given task is known as Lay Person. In business

world, career can be developed by proper guidance and training. As per Navneesh (2021)

89
in his article stated that Effective leaders must be forward-looking and future oriented.

They should maintain control over performance, i.e., control of work, not workers. They

should devise effective methods to perform training need analysis and look out for

training opportunities to grow and develop staff (Navneesh T., 2021).

In addition, research study may be useful for future researchers to analyze on competency

of employees with dependent and independent variables.

Performance is influenced by various factors, namely:

1. Internal factors of employees

2. Internal factors of the organization

3. External factors of the organization

There are five performance indicators, which is supported by researchers (Ratnawati, E.

et al., 2020), namely:

1) Quality of Work

2) Communication

3) Timeliness

4) Ability

5) Initiative

From the research study, to meet the research objective, a viable plan is required to be

executed to achieve organizational effectiveness which contributes the organization

growth and sustainability. Five themes have been obtained from the studies are

specifically focused area or segment to be implemented to attain organizational

effectiveness.

90
5.3 Limitation of the Study

During this research study, researchers had encountered limitation to fulfil the study

successfully with precise and accurate data collection, validation, and processing to

accomplish to achieve the research objectives.

5.3.1 Number of respondents

In the research, a count of 13 respondent were interviewed, the focused group doesn’t

resemble the big picture of working operation in the organization. Opinions and thoughts

vary in every individual which is impacted by the organization objectives.

5.3.2 Organization type

The study was limited to three types of organizational type by products, service or both.

There are different kind of products, services are delivered which varies the ways of

working attitude, behavior where scope of work could deviate to technical skills and non-

technical skills.

5.3.3 Organization size and geographical location

The research was not focused on the organizational size, where the size of organization

mattered in a sense to deepen the sustainability implementation and the level of the

effectiveness impact. Bigger organization have bigger implementation to achieve as

various key performance comes into the picture in comparison to smaller organization.

5.3.4 Organization terms

During the research data collection approach, respondents had partial or not

understanding on the organizational terms such as competency and organizational

effectiveness. Example and definition briefing aid the process which consume time and

91
explanation for better input and extraction. Yet, understanding on each personnel after

briefing might differ due to the exposure, experience level of individual.

5.4 Recommendation for Further Studies

Recommendation is shared to ease further studies by researchers to encounter the

limitation faced by researchers in the study in the case of enhancing and fine tuning in

this field of research study.

5.4.1 Improved Yield of Result

Higher number of respondents could provide more data extraction and valuable thought

to more accuracy and decision making to form stronger organization structure to attain

organizational effectiveness in simpler and effective organizational effectiveness scale

meter achievement.

5.4.2 Generalization staple performance

In future studies, researchers shall include and emphasize on the type of organization type

in which product and service line to indicate the difference of thoughts and the process of

decision making a line with organization objective.

5.4.3 Multiple Organization size and location in sampling

To reach a solid and cohesive result in future, researchers may obtain more data from

different organizational size and location to minimize the gap of study, which is not

focusing on target audience, where the study would be useful for all type of organization

and layer of common people.

92
5.4.4 Exposure towards organization terms

In the advanced technology era, universities are the pioneer stage where universities

obligated to play key role in providing the early exposure to working world, thus

universities shall expose student with adequate resource to serve global organization

terms (Abubakar & Kaliappen, 2018). Through academic high impact can be leveraged

by feeding as student research with vast industrial engagement is mandatory to comply

the modern industrial needs

93
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Appendices

Appendix I

Pilot test interview questions.

Appendix II

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Pilot Test - Respondent’s feedback for question one (1)

Appendix III

Pilot Test - Respondent’s feedback for question two (2)

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 Appendix IV

Pilot Test - Respondent’s feedback for question three (3)

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 Appendix V

Pilot Test - Respondent’s feedback for question four (4)

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 Appendix VI

Pilot Test - Respondent’s feedback for question five (5)

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 Appendix VII

Pilot Test - Respondent’s feedback for question six (6)

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 Appendix VIII

Pilot Test - Respondent’s feedback for question seven (7)

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 Appendix IX

Pilot Test - Respondent’s feedback for question eight (8)

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