Competancy Mapping Project Report

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Today organizations are all talking in terms of competence. Gone are the days when   peop people le used used to talk talk in term termss of skil skilll sets sets,, whic which h would would make make thei theirr orga organi niza zati tions ons competitive. There has been a shift in the focus of the organizations. Now they believe in excelling and not competing. It is better to build a core competency that will see them through crisis. And what other way than to develop the people, for human resource is the most valuable resource any organization has. Organizations of the future will have to rely more on their competent employees than any other other resour resource. ce. It is a major major factor factor that determ determine iness the succes successs of an organi organizat zation ion.. Compet Competenci encies es are the inner inner tools tools for motiva motivatin ting g employ employees ees,, direct directing ing syste systems ms and  processes and guiding the business towards common goals that allow the organizations to increa increase se its its value. value. Compet Competenci encies es provid providee a common common languag languagee and method method that that can inte integr grat atee all all the the majo majorr HR func functi tion onss and and serv servic ices es like like Recr Recrui uitm tmen ent, t, Trai Traini ning ng,,  performance management, Remuneration, Performance appraisal, Career and succession  planning and integrated Human resource management system.

Over the past 10 years, human resource and organizational development professionals have generated a lot of interest in the notion of competencies as a key element and measur measuree of human human perfor performan mance. ce. Compet Competenc encies ies are becomi becoming ng a freque frequentl ntly-u y-used sed and written-about vehicle for organizational applications such as: • Defining the factors for success in jobs (i.e., work) and work roles within the organization • Assessing the current performance and future development needs of persons holding jobs and roles • Mapping succession possibilities for employees within the organization • Assigning compensation grades and levels to particular jobs and roles • Selecting applicants for open positions, using competency-based interviewing techniques

Competencies include the collection of success factors necessary for achieving important results in a specific job or work role in a particular organization. Success factors are

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combinations of knowledge, skills, and attributes (more historically called “KSA’s”) that are described in terms of specific behaviors, and are demonstrated by superior performers in those jobs or work roles. Attributes include: personal characteristics, traits, motives, values or ways of thinking that impact an individual’s behavior.

1.1 WHAT IS COMPETENCY?

Any underlying characteristic required for performing a given task, activity or role successfully can be considered as competency. Competency may take the following forms: Knowledge Attitude Skill Other characteristics of an individual including Motives Values Traits Self Concept

Competency includes observable behavior as well as aptitudes, skill and knowledge. It can be compared with an iceberg as shown in the figure below: FIGURE: A

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The Behavioral Iceberg Observable Behavior  Aptitudes      i     c      n     e        t     e      s      p       e      m     o       C 

Attitudes / Traits Skills Knowledge

DEFINITION:

Firs Firstt popul popular ariz ized ed by BOYATZI with Rese Resear arch ch resu result lt on clus cluste ters rs of  BOYATZIS S (1982) (1982) with competencies: “A capacity that exists in a person that leads to behavior that meets the job demands within parameters of organizational environment, and that, in turn brings about desired results” UNIDO (2002)A Competency is a set of skills, related knowledge and attributes that allow an individual to successfully perform a task or an activity within a specific function or job. •

RANKIN (2002): “Competencies are definition of skills and behaviors that organizations expect their staff to practice in work.” •

MANSFIELD (1997): “Underlying characteristics of a person that results in effective a superior performance.” •

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•

WOODRUFFE (1991):

Competency: A person- related concept that refers to the dimensions of behavior lying  behind competent performer. Competence: A work- related concept that refers to areas of work at which the person is competent abo ve two. Competencies: Often referred as the combination of the above ALBANESE(1989) : Competencies are personal characteristics that contribute to effective managerial  performance. •

•

HAYES(1979) :

Competencies are generic knowledge motive, trait, social role or a skill of a person pe rson linked to superior performance on the job .

BEHAVIOUR INDICATOR: A Competency is described in terms of key behaviors that enable recognition of that competency at the work place. These These behavio behaviors rs are demons demonstra trated ted by excell excellent ent perfor performer merss on-the on-the-jo -job b much much more more consistently than average or poor performers. These characteristics generally follow the 80-20 80-20 rule rule in that that they they incl include ude the the key behav behavio iors rs that that prim primar aril ily y driv drivee excel excelle lent nt  performance.

FIGURE B:

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KNOWLEDGE Relates to information Cognitive Domain

Attribute

Set of  SKILLS Relates to the ability to do, Physical domain

COMPETENCY 

Relates to qualitative aspects personal Characteristi cs or traits

Outstanding Performance of  tasks or activities

COMPETENCY – BROAD CATRGORIES •

•

•

Generic Competencies Competencies which are considered essential for all employees regardless of their  functi function on or level. level. - Commun Communica icatio tion, n, initia initiativ tive, e, listen listening ing etc.Th etc.These ese are  basic competencies required to do the job, which do not differentiate between high and low performers Managerial Competencies Competencies which are considered essential for employees with managerial or  supervisory responsibility in any functional area including directors and senior   posts Threshold or Performance:

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Performance competencies are those that differentiate between high and low  performers.

Components of Competency: The competencies are observable or measurable knowledge, skills and • abilities(KSA) These KSA’s must distinguish between superior and other performers. •

Competencies in organization tend to fall in two categories General Functioning Competencies. • These competencies include broad success factors not tied to a specific work  func functi tion on or indu indust stry ry (oft (often en focu focusi sing ng on leade leaders rshi hip p or emot emotio ional nal inte intell llig igen ence ce  behaviors). Functional/Technical Competencies. • These competencies include specific success factors within a given work .

1.2 MEANING AND CONCEPT OF COMPETENCY MAPPING

It is a process of identification of the competencies required to perform successfully a give job or role or a set tasks at a given point of time. It consists of breaking a given role or job into its constituent’s task or activities and identifying the competencies (Technical, managerial, Behavioral, conceptual knowledge and Attitude and skills etc) needed to  perform the same successfully. •

Competency Competency Map. A competency map is a list of an individual’s competencies

that represent the factors most critical to success in given jobs, departments, organizations, or industries that are part of the individual’s current career plan.

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•

Competency Mapping . Competency mapping is a process an individual uses to

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identify and describe competencies that are the most critical to success in a work  situation or work role Competency Competency profiling  profiling  It is the proces processs of identi identify fying ing the kno knowle wledge dge,, skills skills,, abilities, attitudes, and judgment required for effective performance in a particular  occupation or profession. Competency profiling is business/company specific.

STEPS IN COMPETENCY MAPPING:

The Steps involved in competency mapping with an end result of job evaluation include the following:

Step 1 : Identify departments for competency profiling: Step 2: Identifying hierarchy within the organization and selection of levels: Step 3: Obtain the job descriptions: Step 4: Preparation of semi structured interview: Step 5: Recording of interview details: Step 6: Preparation of a list of Skills: . Step 7: Indicate proficiency levels: Step 8: Validate identified competencies and proficiency levels with immediate superiors and other heads of the concerned department: Step9: Preparation of competency dictionary: Step 10: Mapping of competencies

COMPETENCY MODEL:

. The roots of competency modeling date as far back as the early 1900’s but these models have become widely popular these days. A competency model is an organizing framework that lists the competencies required for effective performance in a specific  job, job family (e.g., group of related jobs), organization, function, or process. Individual competencies are organized into competency models to enable people in an organization or profession to understand, discuss, and apply the competencies to workforce  performance.

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The competencies in a model may be organized in a variety of formats. No one approach is inhere inherentl ntly y best; best; organi organizat zation ional al needs needs will will determ determine ine the optima optimall framew framework ork.. A common approach is to identify several competencies that are essential for all employees and then identify several additional categories of competencies that apply only to specific subgroups. Some competency models are organized according to the type of competency, such such as leader leadershi ship, p, person personal al effect effective ivenes ness, s, or techni technical cal capacit capacity. y. Other Other models models may employ a framework based on job level, with a basic set of competencies for a given job family and additional competencies added cumulatively for each higher job level within the job family Skills + Knowledge + Ability = Competency = Observable Behavior = Effective Outcomes [Performance on Job] = Strategic Success Modeling – A Competency Model FIGURE C:

TRADITIONAL JOB ANALYSIS VS. COMPETENCY APPROACH

• • •

Job Analysis leads to long lists of tasks tasks and the skills / knowledge required to perform each of those tasks. Data generation from subject matter experts; job incumbents .Effective Performance Competency model leads to A distilled set of underlying u nderlying personal characteristics. •

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•

•

Data generation from outstanding performers in addition to subject matter experts and other job incumbents. Outstanding Performance

The approach approach allows allows executi executives ves and manager managerss to make make a disti distinct nction ion between between a  person's ability to do specific tasks at the minimum acceptable level and the ability to do the whole job in an outstanding fashion

USE OF COMPETENCY MAPPING Competency mapping serves a number of purposes. It is done for the following functions: Gap Analysis • Role Clarity • Selection, Potential Identification, Growth Plans. • Succession Planning. • Restructuring • Inventory of competencies for future planning •

Competency based recruitment Competency based interviews reduce the risk of making a costly hiring mistake and increase the likelihood of identifying and selecting the right person for the the right  job Competency based Performance Appraisal Competencies Enable •

•

1. Establish Establishment ment of clear clear high performance performance standards. standards. 2. Collection Collection and proper proper analysi analysiss of factual factual data against against the the set standards standards.. 3. Conduct Conduct of objec objectiv tivee feedbac feedback k meetin meetings. gs. 4. Direction Direction with regard to specif specific ic areas areas of improvemen improvementt Competency based training 1. Compet Competenc ency y based based apprais appraisal al proces processs leadin leading g to effectiv effectivee identi identific ficati ation on of training needs. 2. Opportunity Opportunity to to identify/ identify/ develop develop specif specific ic training training programm programmes es - Focused Focused training investment. 3. Focused Training Training enabling enabling improve improvement ment in in specific specific technica technicall and managerial competencies. •

Competency based Development

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1.) Contribute Contribute to the understandi understanding ng of what development development really mean, giving the individual the tools to take responsibility for their own development. 2.) Give the line managers a tool to empower them to develop people.. •

Competency based succession planning Assessing employees’ readiness or potential to take on new challenges. Determining the person job fit can be based on matching the competency profile Of an individual to the set of competencies required for excellence within a  profession. Individuals would know the competencies required for a  particular position and therefore would have an opportunity to decide if they have the the potential to pursue that position. FIGURE D:

AREA OF IMPLEMENTATION

TRAINING & DEVELOPMENT RECRUITMENT & SELECTIONS SUCCESSION PLANNING

COMPETENCY MODEL

CAREER  PLANNING

RECOGNITION

REPLACEMENT PLANNING

PERFORMANCE MANAGEMEN 1.3 ROLE OF COMPETENCY IN IDENTIFYING TRAINING NEEDS AND SUCCESSION PLANNING.

The effectiveness of the training function is heavily dependent upon effectiveness of   processes used to identifying training needs. This is the first critical step on the road to competence development and performance enhancement. An inadequacy at this stage cascades to all the subsequent training processes.

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TRANINING LEADING TO SUCCESSION PLANNING:

DEFINITION:

As a general definition, “Succession Planning” is the process of preparing to hand over  control. Specifically, business succession planning is the process of preparing to hand over control of the business to others in a way that is the least disruptive to the business’s operations and value .

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Succession planning is traditionally defined as “a means of identifying critical management positions, starting at the level of manager and supervisor and extending up to the highest position in the organization. Succession planning and management is a deliberate and systematic effort by an organization to ensure the continued long-term effective performance of an organization, division, department or work group by:

Identifying, developing, retaining and replacing talented individuals in positions over  time. Retaining and developing intellectual and knowledge capital for the future Encouraging individual learning, growth and advancement Source: Roth well, William J., J., Effective

WHY IS IT IMPORTANT?        

Ensure business continuity Replace future vacancies and meet future skill and talent needs Have the right people in the right places at the right times to do the right things Address skill shortages ahead of time Maximize competitiveness as an employer and ability to attract and retain talented staff  Enhance ability to promote from within Provide a supportive “growth” environment Focus learning and development efforts

SUCCESSION PLANNING is a process whereby an organization ensures that employees are recruited and developed to fill each key role within the company. The succession  planning process, develop the knowledge, skills, and abilities of superior employees and  prepare them for advancement or promotion into ever more challenging roles.

COMPETENCY BASED SUCCESSION PLANNING AT MMTC.

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Through the succession planning process, MMTC try to retain superior employees  because they appreciate the time, attention, and development that the organization is investing in them. To effectively do succession planning in the organization, one must identify the skills, knowledge and abilities of employees at various levels. After  identifying it is mapped by the process called Competency Co mpetency Mapping. In this process the gaps are determined between the existing and required performance of the employees. After identifying the the gaps the superior employees are identified. These are the ones who are further trained for higher job positions.

CHAPTER 2

REVIEW OF RELATED LITERATURE: 2.1 THE ROOTS OF COMPETENCY APPROACH:

Michael Crozier shocked the management community by defining the organization as imperfect social compromises .Far from being scientific constructs he depicted a complex organization as a reflection of its actual degree of competency.

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Despi Despite te a growi growing ng inte intere rest st of compe compete tenc ncy y amon among g mange mangers rs and and huma human n reso resour urce ce   prof profes essi sion onal alss in recen recentt year years, s, the the mode modern rn compet competen ency cy move moveme ment nt in indus industr tria iallorganizational psychology actually dates from the mid1950’s and early 1970’s. In that regard, John Flanagan’s work (1954) and Dave McClelland’s studies (1970) might   be cited as two landmark efforts that originally invented the concept of competency. Concept maps were invented by Joseph Novak in the 1960s for use as a teaching tool. Later in 1986 William Trochim developed the concept map into a strategic planning tool for for use use in the the desi design gn of orga organi nizat zatio iona nall comp compon onent ents. s. Troch Trochim im's 's tech techni niqu quee diff differ erss significantly from Novak's original school of thought. While Novak's maps are generated for an individual, Trochim's are generated by a group.

2.2 HISTORY OF COMPETENCIES:

John Flanagan (1954)

A seminal article published by John Flanagan in 1954 established Critical Incidents Technique as a precursor to the key methodology used in rigorous competency studies. Based on studies of US Air Force pilot performance, Flanagan concluded that “the  principle objective of job analysis procedures should be the determination of critical requirements. These requirements include those which have been demonstrated to have made the difference between success and failure in carrying out an important part of the  job assigned in a significant significant number of instances”. From here, critical incidents incidents technique was originally discovered. Critical incidents itself can be defined as a set of procedures for systematically identifying behaviors that contribute to success or failure of individuals or organizations in specific situations. Flanagan’s work, while not strictly about competencies, was important because it laid the foundation for a new approach to examining what people do. In a later form, the critical incidents technique would resurface to focus around significant behavioral events that distinguish between exemplary and fully-successful performers. It is Flanagan’s critical incidents technique that sixteen years later inspires David McClelland to discover and develop the term of “competency”. Benjamin Bloom (USA)

In mid fifties BENJAMIN laid the foundation for identifying educational objectives by defining KSA, s needed to be developed in education. The educational objectives developed by them were grouped under the cognitive domain.

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David McClelland (Harvard Psychologist)

He pioneered the Competency Movement across the world and made it a global concept. His classic books on Talent and Society, Achievement motive, The Achieving Society, Motivating economic achievement and power the inner experience brought out several new dimensions of the competency. These competencies exposed by Mc .Cleland dealt with effective domain in Bloom’s terminology.

Richard Boyatzis .

Richard Boyatzis wrote the first empirically-based and fully-researched book on competency model developments. It was with Boyatzis that job competency came to widely understood to mean an underlying characteristic of a person that leads or causes superior or effective performance. Boyatzis was explicit in describing the importance of  clearly-defined competency as reflected in specific behavior an d clearly defined  performance outcomes when he wrote that “the important points is that specific actions cause, or lead to, the specified results. Certain characteristics or abilities of the person enable him or her to demonstrate the appropriate specific actions”(Boyatzis, 1982, p. 12). As founding developer of competency modeling in the United States, Boyatzis grounded competency interventions on documented behavioral indicators that caused or influenced effective job performance. Boyatzis, like Flanagan, stressed the importance of systematic analysis in collecting and analyzing examples of the actual performance of individuals doing the work. The method for documenting the actual performance was collected through the behavioral event interview (BEI), an intensive face-to-face interview that involves soliciting critical incidents from performers and documenting what the  performers thinking and doing during the incidents (BEI technique will be explained further in Appendix section).

CHAPTER 3

INTRODUCTION OF MMTC LIMITED:

ABOUT THE COMPANY: Established in 1963, MMTC, one of the two highest foreign exchange earners for India, is a leading international trading company with w ith a turnover of over US$ 5 billion.

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It is the largest international trading company of India an d the first Public Sector  Enterprise to be accorded the status of "FIVE STAR EXPORT HOUSE" by Govt.Of  India for long standing contribution to exports. ex ports. MMTC is the largest non-oil importer in India. MMTC's diverse trade activities encompass Third Country Trade, Joint Ventures, and Link Deals - all modern day tools of international trading. Its vast international trade network, which includes a wholly owned international subsidiary in Singapore, spans almost in all countries in Asia, Europe, Africa, Oceania and Americas, giving MMTC global market coverage.

CORPORATE MISSION:

As the largest trading company of India and an d a major trading company of Asia, MMTC aims at improving its position further by achieving sustainable and viable growth rate through excellence in all its activities, generating optimum profits through total satisfaction of shareholders, customers, suppliers, employees and society.. CORPORATE OBJECTIVES: 1.) To be a leading International Trading House in India operating in the competitive global trading environment, with focus on “bulk” as core competency and to improve returns on capital employed. 2.) To retain the position of single largest trader in the country for product lines like minerals, metals and precious metals. 3.) To promote development of trade-related infrastructure. 4.) To support services to the medium and small scale sectors. 5.) To render high quality of services to all categories of customers with  professionalism and efficiency. 6.) To streamline system within the company for settlement of commercial disputes. 7.) To upgrade employee skills for achieving higher productivity.

BUSINESS OF MMTC: India’s leading exporter of Minerals:

MMTC is major global player in the minerals trade and is the single largest exporter of  minerals from India. With its comprehensive infrastructural expertise to handle minerals,

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the company provides full logistic support from procurement, quality control to guaranteed timely deliveries of minerals from different ports, through a wide network of  regional and port offices in India, as well as international subsidiary. MMTC has won the top export ex port award from Chemicals and Allied Products Export Promotion Council (CAPEXIL) as the largest exporter of minerals from India for the sixteenth year in a row. One of the world’s largest buyers of Fertilizers:

As a leading player in fertilizers and fertilizer raw material, MMTC has be come a major  fertilizer marketing company in India, through planned forward integration of its import activities with the direct marketing of Urea, DAP, MOP Sulphur, Rock Phosphate, SSP and other farming and agricultural inputs. The single largest bullion trader in the Indian subcontinent:

MMTC is the largest importer of gold and silver in the Indian sub continent, handling about 100 MT of gold and 500 MT of silver annually. MMTC has opened a retail  jewellery showroom at Maker Bhawan in Mumbai. MMTC supplies branded hallmarked gold and studded jewellery. MMTC has also opened a DUTY FREE jewellery store in the Departure Lounge at Sahara International Airport, Mumbai, India. An assay and hallmarking unit has been set up at New Delhi for testing the purity of gold and gold articles in accordance with the internationally accepted fire assay method. Besides organizing major jeweler exhibitions abroad, exclusively, MMTC is ke en to set up manufacturing & joint ventures for modern jeweler in association with leading names in the international jeweler trade as well as marketing.

The biggest importer of non ferrous metals and industrial raw material to India:

MMTC is India's largest seller of imported non-ferrous metals viz. copper, aluminum, zinc, lead, tin and nickel. It also sells imported minor metals like magnesium, antimony, silicon and mercury, as also industrial raw materials like asbestos and also steel and its  products. Major institutional customers of MMTC in India are accredited with ISO-9002 status. MMTC sources its metals from empanelled suppliers including producers and traders throughout the world. MMTC is a proud winner of gold go ld trophy for exports of Engineering and Metallurgical  product in non-SSI Sector. Growing interest in Agro Products world wide:

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MMTC is amongst the leading Indian exporters and importers of agro products. The company's bulk exports include commodities such as rice, wheat, wheat flour, soy meal,  pulses, sugar, processed foods and plantation products like tea, coffee, jute etc. MMTC also undertakes extensive operations in oilseed extraction, from the procurement of seeds to the production of de-oiled cakes for export, as well as the production of edible oil for domestic consumption. It also imports edible oils. MMTC has won the gold trophy from FIEO for highest exports in agriculture & plantation product in non-SSI Sector. General Trading:

MMTC also handles items like textiles, Mulberry raw silk, building materials, marine  products, chemicals, drugs and pharmaceuticals, processed foods, hydro carbons, coal and coke. An Integrated global trader with bulk handling capabilities:

Its comprehensive infrastructure for bulk cargo handling, with well developed arrangements for rail and road transportation, warehousing, po rt and shipping, operations, gives MMTC complete control over trade logistics, both for exports and imports. The company's countrywide domestic network is spread over 75 regional, sub-regional,  port and field offices, warehouses and procurement centers. Social and welfare activities:

MMTC's social and welfare activities promote welfare of the employees through various schemes like sports activities, liberal loan facilities like house building advance, conveyance loan, house hold loan, marriage advance, etc. MMTC also provides subsidized canteen facilities, medical treatment, and residential accommodation in some of the major cities for its employees. MMTC also takes care of employees' families through merit scholarship, tuition fee reimbursement, etc. MMTC is committed towards environmental upkeepment through a forestation in the mining areas, development of tribal areas and infrastructure development through rail links, port facilities, etc. HR POLICIES AT MMTC

MMTC focuses on fashioning HR policies towards providing more non-monetary incentives stemming from job satisfaction, diverse learning opportunities and wider  exposure to ever-changing global business environment. MMTC Ltd., which is a global trading organization and one of Asia's leading trading companies, has been the first corporate in the public sector to realize the vital role which online trading has come to occupy in today's global business.

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HR mantra in MMTC is to provide more and more job enrichment opportunities to all so as to ensure that employees remain motivated to realize their full potential for  organizational goals and self-development. Opportunities are also provided to all to enrich their knowledge base and technical skills through in-house training programmes and through trainings/seminars organized by reputed outside agencies. Human resource development in MMTC, therefore, is a continuous exercise compatible with the change in  business patterns and technological innovations in an era of diversification and search for  new business opportunities. Notwithstanding the culture of a p ublic sector organization, we in MMTC realize that our most important asset is the employee. We design our HR   policies to meet the above objective. Following are some of the HR policies followed in MMTC. i. ii.

In an an IT driven driven cult culture ure,, comput computer er lite literac racy y is impar imparted ted to to all all emplo employee yeess Non-gr Non-gradua aduate te emplo employee yeess are encou encourag raged ed throu through gh vario various us incen incenti tive ve scheme schemess to  become graduates. Likewise, post-graduate qualifications are encouraged through incentives for promotion to higher levels.

iii. iii.

Graduat Graduatee employe employees es are encour encourage aged d to obtain obtain profes professio sional nal quali qualific ficati ations ons throu through gh corporate sponsorships.

iv.

Through Through job job rotat rotation ion empl employe oyees es are are constan constantly tly motiva motivated ted to to acquir acquiree knowle knowledge dge and operational skills in different areas of company's operations. This exercise obviously prepares employees for managing higher positions more competently.

v.

As an incent incentive ive to to better better perfor performer mers, s, meri meritt based based promo promoti tions ons are are consi consider dered. ed.

vi.

Regula Regularr train training ing prog program rammes mes for for upgra upgradin ding g employ employee ee skill skills, s, knowl knowledg edgee and attitudes, in areas like IT, ERP, e-commerce, international trading practices, general management techniques etc. are organized in an effort to keep employee morale and commitment high.

vii. vii.

Specia Specializ lizati ation on is encour encouraged aged in in higher higher manage managemen mentt positio positions ns through through spec special ialize ized d management development programmes arranged within India and outside India. LME training, hedging in metals, global bullion bu llion pricing, third country trading, offshore trading, counter-trade mechanism are some of such specialized trainings.

viii. viii.

ix.

Genera Generall manage management ment traini training ng progr programm ammes es for for all all categor categories ies of of manage managers rs are are  periodically organized through reputed institutions like IIM, ASCI, IIFT, MDI etc. Period Periodica icall train training ing prog program rammes mes are also also organi organized zed for for the the devel developm opment ent of  of  SC/ST/OBC employees and women employees.

In short, corporate philosophy at MMTC towards HR is to ensure continuous development of human resource for fast changing global business through individual freedom and flexibility.

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The locations:

Its vast international network includes:A fully owned international subsidiary in Singapore- MMTC Transnational Pt. Ltd. (MTPL) 13 regional offices: East zone: Kolkata, Bhubaneshwar  West zone: Mumbai, Ahemdabad, Goa North zone: Delhi, Jhandewalan (Delhi), Jaipur  South zone: Bangalore, Bellary, Chennai, Hyderabad, Vizag

MMTC --- MAJOR DEPARTMENTS:

HUMAN RESOURCE DEVELOPMENT

HR mantra in MMTC is to provide more and more job enrichment opportunities to all so as to ensure that employees remain motivated to realize their full potential for  organizational goals and self-development. Opportunities are also provided to all to enrich their knowledge base and technical skills through in-house training programmes and through trainings/seminars organized by reputed outside agencies. Human resource development in MMTC, therefore, is a continuous exercise compatible with the change in  business patterns and technological innovations in an era of diversification and search for  new business opportunities Department structure

Deputy General Manager → Manager

→ Deputy Manager 

Functions

The human resource department at MMTC LIMITED chiefly conducts the training and development programme for employees. Its chief functions are:

• • • •

• •

Developmental Activities. Looking for avenues for developing and imparting training to employees. Being at par with the Commodity Dept. in matters related to latest matters. Actively involved in approaching BBA and MBA colleges for taking students as Interns as a part of CSR. Proactive in nature to understand the requirements of various Departments. Calling external Trainers to train the employees on v arious.

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• • • • • • •

To undertake various HR initiatives in Accordance with an Annual Business Plan. To organize Training inputs for officers/Staff of MMTC. To prepare Annual Business Plan for the various HR activities. To prepare Annual Training Calendar. To implement the Annual Business Plan. To undertake Training Need Analysis. An alysis. To organize Training in Accordance with Annual Training Calendar 

PERSONNEL DEPARTMENT

The personnel department is one of the most important departments of MMTC LIMITED. It handles multivariate tasks like recruitment, corporate social responsibility, industrial relation, promotions etc

Department structure

Deputy General Manager → Senior Manager →

Manager → Deputy Manager 

Functions •

•

•

• • • • • • • • •

Managing the terminal benefits, welfare and creating viable v iable policies in tune with the company Goals. Managing the process of separation of employees and an d ensuring their terminal  benefits are settled and paid to them in time. Ensuring Healthy implementation of all welfare schemes for the benefit of  employees. Reviewing the made plans. Recruitment, SC/ST matters. Recruitment at all levels in MMTC. Recruitment at senior levels in NINL. Maintenance of SC/ST/OBC reservations details. Appointment of Consultants. Organizational discipline. Framing of Memorandum, Charge Sheets show Cause Notice. Issuance of Penalty letters and maintaining discipline within the organization with the help of appropriate rules in nullifying the acts of misconduct.

ADMINISTRATION DEPARTMENT:

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The administration department at MMTC is the largest .It has various other sub-divisions. Department structure

Deputy General Manager → Manager  The names of the subdivisions of various departments are as follows: 1.) Care Taking Cell 2.) Purchase and supply of Stationary Departments 3.) Printing of Stationary Items 3.) Maintenance of office equipments 4.) Security 5.) Medical 6.) Record Room

ESTATE DEPARTMENT

MMTC has real estate all over India .e.g.: Core1, Jhandewala etc. MMTC has one corporate office, twelve regional offices.

Department structure

Deputy General manager → Manager → Deputy Manager  OFFICE

STRUCTURE

Field Office → State regional Office → Regional Office →

Corporate Office

Every regional office need not have field office. MMTC has 65 offices including field office, regional office etc. Most offices are rented premises .In Vishakhapatnam, Mumbai and Delhi Estate department has its own premises. FUNCTIONS

The chief function of the estate department is maintenance of real assets of the organization. Its most important functions: Annual maintenance. Timely payment of taxes. Framing rules and regulations for accommodation. • • •

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•

• •

•

Housekeeping work for the housing colony.(MMTC c olony.(MMTC has its housing colony in Mehrauli road. Periodical services to external and internal buildings. Annual budgeting for for the department. department. In 2007 Rs.4 crore was allotted to the department. This year Rs. 12 crore has been proposed. Monitors the expenditure on the asset utilization.

CHAPTER 4

OBJECTIVE AND RATIONALE OF THE PROJECT RATIONALE OF THE PROJECT

Compet Competenc ency y mappin mapping g has been been done by many many organi organizat zation ions. s. The proces processs become becomess challenging in the absence of job descriptions .As MMTC doesn’t have job descriptions so the major emphasis was to frame the job descriptions and then map competencies accordingly. Hence following objectives were takenOBJECTIVE:

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1.) Understand the concept of competency mapping in today’s business environment and its relevance at MMTC de scriptions for the various functions (designation wise) to 2.) To develop job descriptions gain deeper understanding of the requirements at different position. 3.) Establish proficiency levels required for each competency identified for a particular position. 4.) Develop a competency dictionary. 5.) To develop a competency model as applicable for the various managerial positions at MMTC.

CHAPTER 5 COMPETENCY MAPPING AT MMTC LIMITED 5.1 CONCEPT OF COMPETENCY IN MMTC

Competency is a very new concept in MMTC .There was no job descriptions and specifications in the company. So this project acts ac ts as a foundation for the company in its venture into competency based practices.

5.2JOB DESCRIPTIONS AND JOB SPECIFICATIONS

23

What is a job? A  job is a collection of tasks and responsibilities that an employee is responsible to conduct. What is a job description?  Job descriptions are lists of the general tasks, or functions, and responsibilities of a  position. Typically, they also include to whom the position reports, specifications such as the qualifications needed by the person in the job, salary range for the position, etc. Job descriptions are usually developed by conducting a job analysis. 

Components of job description: Job Job title Job summary Duties and responsonsibility Working hours Work orientation Job specifications • • • • • • •



Why job descriptions? Job descriptions are used especially for advertising to fill an open position, determining compensation and as a basis ba sis for performance reviews. 

How to frame job descriptions? Job descriptions are framed by conducting job analysis. 

Job analysis: Job Analysis is a process to identify and determine in detail the particular job duties and requirements and the relative importance of these duties for a given job. Job Analysis is a process where judgments are made about data collected on a job. The Job; not the person An important concept of Job Analysis is that the analysis is conducted of the Job, not the person. While Job Analysis data may be collected from incumb incumbent entss through through interv interview iewss or questi questionna onnaire ires, s, the product product of the analys analysis is is a description or specifications of the job, not a description of the person. Purpose of Job Analysis

relatedness' of  The purpos The purposee of Job Job Anal Analys ysis is is to esta establ blis ish h and docum document ent the the  ' job relatedness employ employment ment proced procedure uress such such as train training ing,, select selection ion,, compens compensati ation, on, and perfor performan mance ce appraisal. Determining training needs

Job Analysis can be used in training/"needs assessment" to identify or develop:

24

• • • •

training content assessment tests to measure effectiveness of training equipment to be used in delivering the training. methods of training (i.e., small group, computer-based, video, classroom...)

Compensation Job Analysis can be used in compensation to identify or determine: • • • • •

skill levels compensable job factors work environment (e.g., hazards; attention; physical effort) responsibilities (e.g., fiscal; supervisory) required level of education (indirectly related to salary level)

Selection’ Job Analysis can be used in selection procedures to identify or develop: • •

• • • • •

 job duties that should be included in advertisements of vacant positions; appropriate salary level for the position to help determine what salary should be offered to a candidate; minimum requirements (education and/or experience) for screening ap plicants; interview questions; selection tests/instruments (e.g., written tests; oral tests; job simulations); applicant appraisal/evaluation forms; orientation materials for applicants/new hires

Performance review Job Analysis can be used in performance review to identify or develop: • • • • •

goals and objectives  performance standards evaluation criteria length of probationary periods duties to be evaluated

A typical method of Job Analysis would be to give the incumbent a simple questionnaire to identify job duties, responsibilities, equipment used, work relationships, and work  environment environment.. The completed questionnaire questionnaire would then be used to assist assist the Job Analyst  Analyst  who would then conduct an interview of the incumbent(s). A draft of the identified job duties duties,, respon responsib sibil iliti ities, es, equipme equipment, nt, relati relations onship hips, s, and work work enviro environme nment nt would would be reviewed with the supervisor for accuracy. The Job Analyst would then prepare a job description and/or job specifications. The method that you may use in Job Analysis Analysis will depend on practical practical concerns such as type of job, number of jobs, number of incumbents, and location of jobs.

25

What Aspects of a Job Are Analyzed?

Job Analysis should collect information on the following areas: •

•

•

•

•

Duties and Tasks The basic unit of a job is the performance of specific tasks and duties. Information to be collected about these items may include: frequency, duration, effort, skill, complexity, equipment, standards, etc. Environment This may have a significant impact on the physical requirements to   be be able able to perfo perform rm a job. job. Th Thee work work envi enviro ronm nmen entt may may incl includ udee unpl unpleas easant ant conditions such as offensive odors and temperature extremes. There may also be definite risks to the incumbent such as noxious fumes, radioactive substances, hostile and aggressive people, and dangerous explosives. Some duties duties and tasks tasks are perfor performed med using using specif specific ic Tools Tools and Equ Equipme ipment nt Some equipment and tools. Equipment may include protective clothing. These items need to be specified in a Job Analysis. Supervision given and received. received. Relationshi Relationships ps with internal or  Relationships Supervision external people. ab ilities (KSA' s) required to perform Requirements The knowledge, skills, and abilities the job. While an incumbent may have higher KSA' s than those required for the  job, a Job Analysis typically only states the minimum requirements to perform the  job.

5.3 JOB ANALYSIS AT MMTC: Purpose

The purpose of job analysis at MMTC was to frame job descriptions for the following  positions of four departments namely—HR, Estate ,Personnel and Administration.. 

DGM  Senior Manager   Manager   Deputy manager  Steps 1.) Interview with the employees 2.) A pilot study at the DGM level 3.) Framing of job evaluation form 4.) Conducting the study 5.) Framing of job descriptions

26

1.) Interview:

A face to face interview of the DGM ’s of the HUMAN RESOURCE, ADMINISTRATION ,ESTATE AND PERSONNEL department was taken to gain an insight into the working of the departments and to also know about the responsibility responsibility and duties of the DGM’ s. 2.) Pilot study:

On the basis of the interview a job description evaluation form was prepared .The form was filled by the DGM’s. The feedback on the form was not able to give the relevant information. It had a number of shortcomings and more over the lengthy nature of the form made it monotonous. mono tonous. It failed to give the desired response. 3.) Framing of job evaluation form:

So a modified form was prepared which was easy and simple in nature 4.) Conducting the final study:

Then the study was conducted for the following job positions at human resource, administr administration, ation, personnel and estate:-Depu estate:-Deputy ty General General Manager, Manager, Senior Manager, Manager and Deputy Manager 

5.4 STEPS FOR CONDUCTING COMPETENCY MAPPING AT MMTC Limited

The Steps involved in competency mapping with an end result of job evaluation include the following:

Step 1 : Identify departments for competency profiling:

Here we have to decide and select the departments within the organization which we would like to include into our study. It is to be noted that departments should be chosen  based on their criticality and importance to the organization .At MMTC LIMITED there are number departments. For this project four departments de partments have been considered namely  being human resource department, personnel department, administration department and estate department. Step 2: Identifying hierarchy within the organization and selection of levels:

Study the organization hierarchy across each of o f the selected departments. For MMTC LIMITED hierarchy. For the purpose of the study here we have selected Junior 

27

Management (Deputy Manager and Manager) and Middle Management (Sr. Manager and Deputy General Manager.) Step 3: Obtain the job descriptions:

For the two levels at every department we obtained each role’s job description and in cases where they were not available we conducted a detailed interview to derive a job description. Step 4: Preparation of semi structured interview:

As one of the tools for collecting co llecting information we prepared a list of questions that would make up a semi structured structured interview. These questions were put forth employees at the two levels. Step 5: Recording of interview details: The candidate’s answers and opinions were recorded in as much detail as possible for  further reference during the project. Step 6: Preparation of a list of Skills: As per the interview and the details that were generated from the candidate, were used to generate a list of skills observed for the job. Thereon a list of identified competencies was drawn for each interviewed candidate. Step 7: Indicate proficiency levels: Taking one competency level at a time different proficiency levels were indicated. For  the project five levels of proficiency were defined for every competency. Each  proficiency level was defined in term of behavioral b ehavioral indicators. Step 8: Validate identified competencies and proficiency levels with immediate superiors and other heads of the concerned department: Competency definitions were confirmed with respective Head Of Department’s and the required proficiency levels of each competency that is ideal for each role was obtained o btained from them. Missing competencies were located Step9: Preparation of competency dictionary: A competency dictionary defining competencies competencies and corresponding proficiency proficiency levels for each level across all departments was prepared. Step 10: Mapping of competencies: Mapping of competencies of selected employees against the competency dictionary as  per their employee employee level and department was done. Here an employee’s actual  proficiency level of a particular competency was mapped against the target proficiency level.

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5.5 COMPETENCY DICTIONARY 1.) BUSINESS AWARENESS:

Understan tandin ding g and utili utilizin zing g econom economic, ic, financi financial, al, and indust industry ry data data to Definition: Unders accurat accurately ely diagno diagnose se busine business ss streng strengths ths and weakne weaknesse sses, s, identi identifyi fying ng key issues issues,, and developing strategies and plans. LEVELS:

29

LEVEL 1

LEVEL 2

LEVEL 3

Able to continually identify and explore  business opportunities and needs.

Financial Knowledge of  acumen.(accurate company knowledge about  products. the financial resources.)

LEVEL 4

LEVEL 5

Overview of   business.

Understanding the Industry

2.) BUDGET BUDGET MANAGE MANAGEMEN MENT: T: Definition: Understanding of the available resources and utilizing them in the best  possible manner by remaining within the amount allotted to do a particular task. LEVELS:

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

Has the basic understanding of expenditures and revenues of  the department.

Ability to assess the necessary expenditures.

Capable of  framing  budgets.

Ability to utilize the amount allotted to the department as  planned.

Ability of  utilize the limited resources in an optimum manner.

3.) CHANGE CHANGE ORIENT ORIENTATI ATION: ON: Definition: The ability to manage and accept changes.

LEVELS:

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

Demonstrates

Involves

Reshapes the

Generates

Ability to

30

capacity to identify changes.

employee in initiating and implementing changes.

team to deal innovations and with challenges crea creati tive ve idea ideass created by which which assist assist in changes.  progressing. T he change  process.

support innovation and creativity by encouraging staff to accept and resolve changes.

4.) COMMUNICATION:

Clearly y convey conveying ing inform informati ation on and ideas ideas through through a variet variety y of media media to Definition: Clearl individuals or groups in a manner that engages the audience and helps them understand and retain the message. LEVELS:

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

Listening and Interpretation, establishing rapport, understanding needs.

Speak  confidently,gives clear direct and specific message.

Is able to Is able to read,  provide write, speak  information in and follow desired instructions in manner. Is able order to to  perform his communicate role. ideas.

LEVEL 5

Understands the reasons  behind other   people’s thoughts and concerns. Uses this understanding to predict and  prepare for  others' reactions.

5.) COORDINATION: Definition: The process of facilitating the flow of work for a purpose or procedure and the ability to monitor or regulate those procedures p rocedures and activities. LEVELS:

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

Builds

Encourages and

Develops

Creates team

Able to

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effectively team supports within a colleagues to function/ achieve goals. country.

informationsharing networks

effectiveness using people skills.

facilitate the flow of work  for a process.

6.) CONT CONTRO ROLL LLIN ING: G: Definition: Control is the process through which standards for performance of   people and processes are set and applied. LEVELS:

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

Ability to exercise  powers.

Keep a check  on the working system.

Ability to allocate decision making authority or  task  responsibility to others

Ability to exercise control without compelling employees thus avoiding employee dissent.

Ability to convince others on a particular  course of  action.

7.) DECISIO DECISION N MAKING MAKING:: Definition: The capacity to make sound and practical decisions which deal effectively with the issues and are based on thorough analysis and diagnosis. LEVELS:

LEVEL 1

Knowledge of

LEVEL 2

LEVEL 3

LEVEL

4

Is capable of

Takes proactive

Is able to give

LEVEL 5

Takes decisions

32

and ability to use effective approaches for  choosing a course of  action or  developing appropriate solutions.

understanding of various scenarios for  effective decision decision making.

decisions and calculate risk  involved. Is committed to decisions.

opinions when collective decisions are required.

mutually based on the facts. Accepts delegated authority and acts with span of control.

8.) DEVELOPING OTHERS: Definition: To plan and support the development of others through a competency based system.

LEVELS:

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

The desire and capacity to foster and development of  members of his or her team.

Is able to make an objective assessment of  individual’s  performance

Assess employee training needs against set goals.

Implement Has the development knowledge of  programs to development support staffs in  procedures. achieving  performance goals.

9.) INITI INITIAT ATIVE IVE::

independ ently and to assume responsibility Definition: The capacity to take action independently for one’s action. LEVELS:

LEVELS 1

LEVELS 2

LEVEL 3

LEVEL 4

LEVEL 5

Takes initiative

Challenges the

Voice ideas on

Able to take

Continuously

33

to try out new ideas at his work place to improve  process.

status quo and suggest new ways to improve the current system.

 business issues without  prompting, adopts changes in work place.

 prompt action to accomplish objectives.

suggests innovative changes and can translate the innovative ideas into concrete changes.

10.) INTERPERSONAL SKILLS: Definition: Develop effective relationships with others. LEVELS:

LEVEL 1

LEVEL 2

LEVEL 3

Ability to develop and maintain effective relationships with others in order to encourage and support communication and teamwork.

Open and Can establish a honest in his rapport wide communication. range .Coaches and support team.

LEVEL 4

LEVEL 5

Shares expertise in achieving team goals. Can  bring people in achieving team and resolving conflict arising within.

Cooperates with the team, get along with the people.

11.) 11.) INFOR INFORMA MATIO TION N MANA MANAGE GEME MENT NT:: Definition: It is the collection and management of information from one or more sources and the distribution of that information to one or more audiences.

LEVELS:

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

34

Knows what information is needed and whom to approach.

Uses a wide variety of  networks to collect information on key issues.

Use existing information and resources to its maximum advantage.

Develop Collect the right systems to information for  organize and the right time. improve the quality of  information and data collection.

12.) LEADERSH SHIP IP:: Definition: Leadership is an interpersonal influence directed towards the achievement of a goal or goals. LEVELS:

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

Recognizes conflicts and acts accordingly. Senses the need to assign duties to people and delegating.

Clear about who should be given which tasks? Coaches people when required and open to give advice when asked.

Assigns responsibility to different people according to their capability and sets deadlines for  the same.

Takes advantage of  most opportunities, could do more to leverage them through others.

Foresee the conflicts and tries to minimize the same before it arises, thus takes necessary steps.

13.) MOTIVATION ION: Definition: Motivation is a desire to achieve a goal, combined with the energy to work towards that goal. LEVELS:

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

35

Encourages the employees whenever  required.

Creates and maintains a  positive environment.

Finds out what motivates employees and tries to provide it.

To guide.

Keeps employee well informed.

14.) 14.) PLAN PLANNI NING NG AND AND ORGANI ORGANIZI ZING NG::

Definition: Establishing courses of action for self and others to ensure that work is completed efficiently. LEVELS:

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

Diaries appointments and keeps to them on time. Can prioritize tasks and recognize the difference  between urgent and important tasks.

Meets deadlines, deli delive vers rs work  work  on time without without sacrificing quality. Is a positive influence on the use of time ingroup meetings - helps maintain focus.

Able Able to assi assist st other team members where necessary to formulate objectives. Accountable for   preparation and delivery of   plans for an activity or   project undertaken by a work group or  team.

Is effective in  planning the  best balance of  resources including human, financial and technological to meet goals.

Ability of  arrange and assign work to use resources efficiently.

15.) 15.) PRO PROBL BLEM EM SO SOLVIN LVING: G: Definition: Processes problems into solutions and new opportunities. LEVELS:

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

Ability to

Determine

Work actively

Ability to

Identifies and

36

identify  problems.

 possible solutions.

to resolve the issues.

handle outcomes arising out of  the solutions suggested and implemented

educates others to focus on causes, not symptoms, of   problems and works co operatively to seek solutions.

16.) RETENTION ION: Definition: Employee retention is a process in which the employees are encouraged to remain with the organization for the maximum period of time or until the completion of the project. LEVELS:

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

Has a basic understanding of employee turnover.

Able to understand reasons for  employee turnover.

Ability to develop plans to reduce attrition.

Takes actions and implements  plans to check  attritions

Create a feeling of recognition among the employees.

LEVEL 3

LEVEL 4

LEVEL 5

Can interact with various departments

Ability to interpret the records and

Capable of  keeping up to date records.

17.) 17.) RECO RECOR RD KEE KEEPI PING NG:: Definition: Ability to handle documents LEVELS: LEVEL 1

LEVEL 2

Has a basic Ability to make understanding entries. of various kinds

37

of records.

and prepare records accordingly.

take decisions accordingly

18.) 18.) ST STRA RATE TEGI GIC C ORIE ORIENT NTAT ATIO ION: N: Definition: It is an inclination to formulate strategies with long term objectives.. LEVELS: LEVEL 1

LEVEL 2

LEVEL 3

Takes a long term and visionary view of the direction to be followed in the future.

Identifies gaps Sets targets, and seeks to monitors overcome them. efficiency and effectiveness.

LEVEL

4

Decides on optimum work  approach.

LEVEL 5

Takes on challenging but achievable goals.

19.) SELECTION ION:

be st among st available Definition: selection is a process to choosing the best alternatives. It is finding right person for the right job. LEVELS:

LEVEL 1

Has a basic knowledge of  selection  procedures

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

Ability to recognize skills and talents around.

Ability to screen candidates and conduct interview.

Ability to select the right candidate for  the organization.

Can interact with various universities and suggest recruitment trips.

20.) TEAM MANAGEMENT: Definition: Actively participating as a member of a team to move the team toward the completion of goals. LEVELS:

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

38

Participates Takes in charge Takes action willingly with of managing outside daily the team by the whole work routine to doing his/her   business and  build share of the completing it at commitment to teams' work. the right time. the team as a Works well focus. Models within the team teamwork in environment to own behavior. establish constructive ideas or  solutions that meet organizational objective.

Uses strategies to promote team effectiveness across the  business such as providing information to other areas of  the organization to help make decisions collaboratively and sharing resources to solve mutual  problems.

Communicates information about the  business to management and employees. Actively organizes activities aimed at building team spirit

21.) TECHNICAL SKILLS:

action specific and requires training. training. Definition: These are the skills that are action LEVELS:

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

Performing office task.

Work Workin ing g with with and data and numbers. wor working king wit with the computer 

Demonstrating technical or   professional exper experti tise se to at as a  professional and and tech techni nica call reso resour urce ce to he organization.

Work Workin ing g with with computer  tech techno nolo logy gy,, to use use comp comput uter  er  tech techno nolo logy gy to ens ensure ure a high high level of   efficiency in accomplishing work.

Poss Posses essi sion on of  knowledge, understanding and expertise to carry out the work  effectively.

Senior manager

Deputy general

CHAPTER 6 RESEARCH METHODOLOGY : RESEARCH DESIGN

: “Descriptive Research”

SAMPLE SIZE :

department

Deputy

Manager

39

manager HR  ESTATE PERSONNEL

manager





















 



RESEARCH TOOL AND QUESTIONNAIRE

Forms were prepared after consultation with the guide. Several forms were studied on intern internet. et. The was prepar prepared ed after after gainin gaining g a clear clear und unders erstan tandin ding g of the compet competency ency concepts. The forms were checked by the Industry Guide Mr. S. Bhasker.

ACTION PLAN FOR DATA COLLECTION Steps to be followed:

Job evaluation Job analysis. Framing of job description Identifying the competencies and framing competency level. Forming a competency dictionary Mapping of executive competencies of departments namely HR, Personnel, Estate and Administration Finding competencies gap. Identifying training needs Acting as a channel for business development. DATA ANALYSIS:  SCALE: •

The scale is used for rating competencies.

The scale used is 1-5 rating scale, where 1 is the lowest and 5 is the highest score.

40

 CHARTS •

Chart 1: RADAR CHART

Radar charts are usually used to compare performance of different entities on a same set of axes axes.. A rada radarr char chartt grap graphi hica call lly y show showss the the size size of the the gaps gaps among among five to ten ten organi organizat zation ional al perform performanc ancee areas. areas. The chart chart displa displays ys the impor importan tantt categori categories es of    performanc performancee and makes visibl visiblee concentratio concentrations ns of strengths strengths and and weaknesses. weaknesses. A radar  radar  chart shows how a team has evaluated a number of organizational performance areas. In this project radar chart is used to show the competency gaps that exist at a particular   job position. Present: the competency level that exists in the organization Requirement: The competency levels that is required for a particular job position Example: COMPETENCY ASSESSMENT OF GENERAL SKILLS (ADMINISTRATION)

TEAM WORK 6 4 INTERPERSONAL

2

COMMUNICATION PRESENT

0

INFORMATION MANAGEMENT

• •

REQUIREM

INITIATIVE

Chart no.2: CORE- SUPPORTING COMPETENCY CHART This chart shows the critical and the supporting competencies required at a particular job position at MMTC LIMITED.

CORE: These are competencies that are essentially required to perform a particular job function. SUPPORTING: These are the competencies which facilitate the core competency •

Chart no.3: Competency Assessment Chart:

41

•

This chart This chart show showss the the compet competen ency cy gaps gaps that that has has been been ident identif ifie ied. d. Competency gap is the difference that exists between the observed and the ideal competencies. It shows the area where w here training is required

CHART NO. 1: RADAR CHART 1.1 JOB TITLE COMPETENCY TYPE DEPARTMENT

: MANAGER  : GENERAL : HUMAN RESOURCE

competency assesment of general skills(Human Resource)

TEAMWORK 6 4

INFORMATION MANAGEMENT

2

COMMUNICATION Present

0

Requirement

INITIATIVE

1.2 JOB TITLE COMPETENCY TYPE DEPARTMENT

INTERPERSONAL

: MANAGER  : GENERAL : PERSONNEL

42

competency assessment of general skills (PERSONNEL)

TEAM WORK 5 4 3 INTERPERSONAL

2

COMMUNICATION

1

present

0

INFORMATION INFORMATION MANAGEMENT MANAGEMENT

requirem

INITIATIVE

1.3

: MANAGER  JOB TITLE COMPETENCY TYPE : GENERAL : ADMINISTRATION DEPARTMENT COMPETENCY ASSESSMENT OF GENERAL SKILLS (ADMINISTRATION)

TEAM WORK 6 4 INTERPERSONAL

2

COMMUNICATION PRESENT

0

INFORMATION MANAGEMENT

REQUIREM

INITIATIVE

1.4 JOB TITLE COMPETENCY TYPE

: MANAGER  : GENERAL

43

DEPARTMENT

:ESTATE

Competency assessment of general skills(Estate)

DEPARTMENT

: ESTATE

TEAMWORK 6 4 2

INFORMATION INFORMATION MANAGEMENT

COMMUNICATION

Present

0

Requirement INITIATIVE

INTERPERSONAL

1.5

: MANAGER  : FUNCTIONAL : ESTATE

JOB TITLE COMPETENCY TYPE DEPARTMENT

COMPETENCY ASSESSMENT OF FUNCTIONAL SKILLS (ESTATE)

RECORD KEEPING 6 4 BUSINESS AWARENESS

2

BUDGET MANAGEMENT PRESENT

0

PROBLE PROBLEM M SOLVING SOLV ING

REQUIREM

TECHNICAL

1.6 JOB TITLE COMPETENCY TYPE DEPARTMENT

: MANAGER  : FUNCTIONAL : ADMINISTRATION 44

COMPE COM PETEN TENCY CY ASSE A SSESSMENT SSMENT OF FUNCTI FUNCTION ONAL AL SKILLS (ADMINISTRATION) (ADM INISTRATION)

RECORD KEEPING 6 4 CONTROLLING

2

PLANNING AND ORGANIZING PRESENT

0

PROBLE PROBLEM M SOLVING SOLV ING

REQUIREM

TECHNICAL SKILLS

: MANAGER  : FUNCTIONAL : PERSONNEL

1.7 JOB TITLE COMPETENCY TYPE DEPARTMENT

competency assessment of functional skills (Personnel)

BUSINESS AWARENESS 5 4 3 COMMUNICATION

2

BUDGET MANAGEMENT

1 0

present Requireme SELECTION

1.8 JOB TITLE COMPETENCY TYPE DEPARTMENT

RETENTION

: MANAGER  : FUNCTIONAL : HUMAN RESOURCE

45

competency assessment of functional skills( skills(Hu Human Resource

STRATEGIC ORIENTATION 6 4

CHANGEORIENTATION ORIENTATION

PLANNINGAND PLANNINGANDORGANISING ANISING

2 0

Present Requirement PERFORMANCE IMPROVEMENT

MOTIVATION

1.9 JOB TITLE COMPETENCY TYPE DEPARTMENT

: DEPUTY GENERAL MANAGER  : GENERAL :PERSONNEL

competency assessment of general skills (Personnel)

LEADERSHIP 6 4 STRATEGIC ORIENTATION ORIENTATION

2

TEAM MANAGEMENT

0

DECISION MAKING

1.10 JOB TITLE COMPETENCY TYPE DEPARTMENT

present REQUIREM

INTERPERSONAL

: DEPUTY GENERAL MANAGER  : GENERAL : HUMAN RESOURCE

46

competency assessment of general general skills( skills(Hu Human Resource)

LEADERSHIP 6 4

RATEGIC ORIENTATION ORIENTATION

2

TEAM MANAGEMENT Present

0

Requiremen

DECISION CISION MAKING

INTERPERSONAL

1.11 JOB TITLE COMPETENCY TYPE DEPARTMENT

: DEPUTY GENERAL MANAGER  : GENERAL : ESTATE

1.12 JOB TITLE COMPETENCY TYPE DEPARTMENT

: DEPUTY GENERAL MANAGER  : GENERAL : ADMINISTRATION

47

Competency assessment of ge neral skills(Admi skills(Administrati nistration) on)

LEADERSHIP 6 4 STRATEGIC

2

ORIENTATION

TEAM MANGEMANT present

0

REQUIREME

DECISION MAKING

INTERPERSONAL

1.13

: DEPUTY GENERAL MANAGER  : FUNCTIONAL : PERSONNEL

JOB TITLE COMPETENCY TYPE DEPARTMENT

competency assessment of functional skills (Personnel)

BUSINESS AWARENESS 5 4 3 COMMUNICATION

2

BUDGET MANAGEMENT

1 0

present Requireme SELECTION

1.14 JOB TITLE COMPETENCY TYPE DEPARTMENT

RETENTION

: DEPUTY GENERAL MANAGER  : FUNCTIONAL : HUMAN RESOURCE

48

competency asse assessme ssment nt of function f unctional skills( sk ills(H Human Resource)

PLANNING PLANNING AND ORGANISING ORGANISING 6 4

DEVELOPING ELOPING OTHERS

MOTIVATION

2

Present

0

Requiremen

BUSIN INESS AWAR ARENESS

COMMUNICATION

: DEPUTY GENERAL MANAGER  : FUNCTIONAL : ADMINISTRATION

1.15: JOB TITLE COMPETENCY TYPE DEPARTMENT

competency assessment of functional skills (Administration)

TECHNICAL 6 4 PLANNING AND

2

ORGANISING

INITIATIVE

0

present requireme

CONTROLLING

1.16 JOB TITLE

BUDGET MANAGEMENT

: DEPUTY GENERAL MANAGER 

49

COMPETENCY TYPE DEPARTMENT

: FUNCTIONAL : ESTATE

competency assessment of functional skills (Estate)

BUSINESS AWARENESS 5 4 3 PLANNING AND

2

ORGANIZING

1

COORDINATION present

0

BUDGET MANAGEMENT

requirem

TECHNICAL

CHAPTER 7

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RESEARCH FINDINGS

The important findings of this study are 1) 2) 3) 4)

Identifica Identification tion of of competenc competency y levels levels of employe employees. es. Discove Discovery ry of compet competency ency gaps. gaps. Identi Identifi ficati cation on of train training ing needs needs.. A step towards towards successi succession on planning planning by identifyi identifying ng their KPA’s KPA’s and rating rating their performance.

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CHAPTER 8

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SUMMARY AND CONCLUSION

In the present chapter investigator would like to give a summary and conclusions of the obtained results

. After a thorough study of the topic following objectives were framed:

de scriptions for the various functions (designation wise) 1.) To develop job descriptions 2.) To identify the KPA’S (Key Performance Areas) of the desired levels In four departments 3.) Develop a competency dictionary 4.) Establish proficiency levels required for each competency identified for a particular   position. 5.) To develop a competency model as applicable for the various managerial positions at MMTC 6.) To prepare the employees for succession plan by improving their KPA’s through  proper training.

For framing job descriptions and specifications data was obtained from employees with the help of carefully structured forms. After obtaining the data from the sample of  employees, the data was carefully analyzed and job descriptions and specifications were framed. After After framin framing g the job descri descripti ption on and specif specifica icati tion on a compet competenc ency y framew framework ork was developed for each job position under study .There were 10 competencies for each job   posit position ion.. Out of these these 10 compet competenci encies es 5 were were the general general compet competenci encies es that that was common to all the four departments (Human Resource Development, Estate, Personnel and Admini Administr strati ation) on) and 5 were were the functi functional onal compet competenci encies es which which was depart department ment specific. A five point scale was developed to rate the competencies and determine the levels. It was found that training is required in all the four departments at every level. The details about the people who require training is given in the following chart.

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hrmba.blogspot.com allmbastuff.blogspot.com for moreproject reports, notes etc. PEOPLE WHO REQUIRE TRAINING IN GENERAL SKILLS:

DEPARTMENT

LEVELS 

Deputy General Manger/Senior  Manager 



Deputy Manager/Manager 

PERSONNEL

COMPETENCY TYPE General

COMPETENCY NAME 

Interpersonal



Strategic Orientation Team Management Leadership Team Work  Initiative

 

HUMAN RESOURCE DEVELOPMENT







ADMINISTRATION

Deputy General Manger/Senior  Manager 

Deputy General Manger/Senior  Manager  Deputy manager/Manager 



Deputy General Manager/Senior  Manager 



Deputy Manager/Manager 

 

Deputy Manager/Manager 



ESTATE

General

 

General

 

General

Interpersonal Strategic Orientation Team Work  Communication



Team Management



Information Management Initiative

     

Leadership Team Management Interpersonal Decision Making Strategic Orientation

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PEOPLE WHO REQUIRE TRAINING IN FUNCTIONAL SKIILS:

DEPARTMENT

LEVELS 

PERSONNEL 

HUMAN RESOURCE DEVELOPMENT



COMPETENCY TYPE

Deputy General Manger/Senior  Manager  Deputy Manager/Manager 

Functional

Deputy General Manger/Senior  Manager 

Functional

COMPETENCY NAME 

Selection



Retention



Planning and Organizing Communicatio n Business Awareness

 



Deputy Manager/Manager 

   



ADMINISTRATION



Deputy General Manger/Senior  Manager 

Functional

 

Planning And Organizing Performance Improvement Motivation Change Orientation Planning and Organizing Controlling



Problem Solving



Planning and Organizing



Record Keeping

Deputy manager/Manager 

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 

Deputy General Manager/Senior  Manager 



Deputy Manager/Manager 

ESTATE

Functional



Controlling Coordination

Recommended Direction For Future Research In Competency Mapping

It would be useful to direct future research on the following lines: •

Attempt to overcome the limitations based on a Job-Organization-Environment in the context of time approach to mapping future ready competencies. This method is called JOE (T) method. The method seeks to 

To take a comprehensive view the role of job characteristics, organizational finger prints and impact of environment on the organization.  Consider elements of future roles of the organization. •

•

Objectively assigning priorities (or weights) to various impacting behaviors of a competency based organization finger print. Balancing weights to be given to current and future focused competencies in different environmental contexts.

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BIBLIOGRAPHY

REFERENCES  INTERNET 

Search engines GOOLGE and YAHOO. WORKSHOP:

A workshop on Competency Mapping held at MMTC Limited conducted by Mr.R.K. Mohanty (Consultant)

 BOOKS 

Competency Mapping Education Kit module 3 and 4-T V Rao Handbook Of Competency Mapping - Seema Sangi

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