UNIT 3 COMPETENCY MAPPING

Transcription

1 UNIT 3 COMPETENCY MAPPING Objectives After competion of the unit, you shoud be abe to: define competencies; state the need for and advantages of competency mapping; state the steps in competency mapping; be abe to map competencies for your own roe; and identify competency categories in terms of Technica, Manageria. Behavioura, and Conceptua competencies. Structure 3.1 The Need for 3.2 What is Competency? 3.3 History of Competencies 3.4 Who Identifies Competencies? 3.5 What Methodoogy is Used? 3.6 How are they Identified? 3.7 What Language to Use? 3.8. Who Can Do It? 3.9 Some Tips on How to Do It 3.10 Summary 3.11 Sef Assessment Questions 3.12 Further Readings 3.1 THE NEED FOR COMPETENCY MAPPING A term that has gained wider circuation in the management profession in recent times is. With goba economy and the word becoming a goba viage firms have become more aware of the need for having competent empoyees and deveoping distinguished competencies for every organisation. Thus competency mapping has gained currency. This need arose due to the foowing reasons: Increased costs of manpower. Need for ensuring that competent peope are avaiabe for performing various critica roes. Down sizing ad the consequent need to get a ot of things done with fewer peope and thus reduce manpower costs and pass on the advantage to the customer. Recognition that technoogy, finances, customers and markets, systems and processes can a be set right or managed effectivey if we have the right kind of human resources. The need for focus in performing roes- need for time management, nurturing of competence increased emphasis on performance management systems. And recognition of the strategic advantage given by empoyee competencies in buiding the core competencies of the organisation. 49

2 HRD: Concept and Systems Severa organisations have reaised the importance of this in the ast one decade and hence the rush for competency mapping and roe directories. In good organisations with competent HR managers, competency mapping shoud aready be in existence. Traditionay HR Directors and their top management have aways paid attention to competencies and incorporated them mosty in their appraisa systems. For exampe when L&T, LIC or NDDB, NOCIL, HLL, Bharat Petroeum etc. revised their Performance appraisa systems they focussed on the assessment of competencies. Roe anaysis was done and roe directories prepared by the Indian Oi Corporation in mid eighties. Competency mapping is important and is an essentia exercise. Every we managed firm shoud: have we defined roes and ist of competencies required to perform each roe effectivey. Such ist shoud be used for recruitment, performance management, promotions, pacement and training needs identification WHAT IS COMPETENCY? Any underying characteristic required performing a given task, activity, or roe successfuy can be considered as competency. Competency may take the foowing forms: Knowedge, Attitude, Ski, Other characteristics of an individua incudes: Motives Vaues Traits Sef Concept etc. Competencies may be grouped in to various areas. In cassic artice pubished a few decades ago in Harvard Business Review, Danie Katz grouped them under three areas which were ater expanded in to the foowing four: Technica or Functiona Competencies (Knowedge, Attitudes, skis etc. associated with the technoogy or functiona expertise required to perform the roe); Manageria (knowedge, attitudes, skis etc. required to pan, organise, mobiise and utiise various resources); Human (knowedge, attitudes and skis required to motivate, utiise and deveop human resources); and Conceptua (abiities to visuaise the invisibe, think at abstract eves and use the thinking to pan future business). This is a convenience cassification and a given competency may fa into one or more areas and may incude more than one from. It is this combination that are abeed and promoted by some firms as competency dictionaries. A competency dictionary of a firm gives detaied descriptions of the competency anguage used by that firm. It contains detaied expanations of the combinations of competencies (technica, manageria, human and conceptua knowedge, attitudes and skis) using their own anguage. For exampe Team work or Team Management competency can be defined in terms of organisation specific and eve specific behaviours for a given origination. At top eves it might mean in the case of one

3 organisation abiity identify utiise and synergize the contributions of a project team and at another eve it might mean abiity to inspire and carry aong the top management team incuding diversity management. In competency mapping a detais of the behaviours (observabe, specific, measurabe etc.) to be shown by the person occupying that roe are specified. 3.3 HISTORY OF COMPETENCIES A team of Educationists ead by Benjamin Boom in the USA in mid fifties aid the foundation for identifying educationa objectives and there by defining the knowedge attitudes and skis needed to be deveoped in education. The task force ead by Boom took severa years to make an exhaustive cassification of the educationa objectives that were grouped under the cognitive domain. David McCeand the famous Harvard Psychoogist has pioneered the competency movement across the word. His cassic books on Taent and Society, Achievement Motive, The Achieving Society, Motivating Economic Achievement and Power the Inner Experience brought out severa new dimensions of the competencies. These competencies exposed by McCeand deat with the affective domain in Boom s terminoogy. The turning point for competency movement is the artice pubished in American Psychoogist in 1973 by McCeand tited where in he presented data that traditiona achievement and inteigence scores may not be abe to predict job success and what is required is to profie the exact competencies required to perform a given job effectivey and measure them using a variety of tests. This artice combined with the work done by Dougas Brey and his associates at AT&T in the US where in they presented evidence that competencies can be assessed through assessment centers an on the job success can be predicted to some extent by the same has aid foundation for popuarization of the competency movement. Latter McBer a Consuting Firm founded by David McCeand and his associate Berew have speciaized in mapping the competencies of entrepreneurs and managers across the word. They even deveoped a new and yet simpe methodoogy caed the Behaviour Event Interviewing (BEI) to map the competencies. With increased recognition of the imitations performance appraisa in predicting future performance potentia appraisa got focused and Assessment centers became popuar in seventies. The setting up an Assessment center was in integra part of the HRD pan given to L&T by the IIMA professors as eary as in L&T did competency mapping and coud not start assessment centers unti much atter as it was not perceived as a priority area. Competency mapping is the process of identification of the competencies required to perform successfuy a given job or roe or a set of tasks at a given point of time. It consists of breaking a given roe or job into its constituent tasks or activities and identifying the competencies (technica, manageria, behavioura, conceptua knowedge, an attitudes, skis, etc.) needed to perform the same successfuy. Competency assessment is the assessment of the extent to which a given individua or a set of individuas possess these competencies required by a given roe or set of roes or eves of roes. Assessment centres use mutipe methods and mutipe assessors to assess the competencies of a given individua or a group of individuas. In order to enhance objectivity they use trained assessors and mutipe methods incuding psychometric tests, simuation exercise, presentations, in-basket exercises, interviews, roe-pays, group discussions etc. The methods to be used depend on the nature of competencies. 51

4 HRD: Concept and Systems 3.4 WHO IDENTIFIES COMPETENCIES? Competencies can be identified by one of more of the foowing category of peope: Experts, HR Speciaists, Job anaysts, Psychoogists, Industria Engineers etc. in consutation with: Line Managers, Current & Past Roe hoders, Supervising Seniors, Reporting and Reviewing Officers, Interna Customers, Subordinates of the roe hoders and Other roe set members of the roe (those who have expectations from the roe hoder and who interact with him/her). 3.5 WHAT METHODOLOGY IS USED? The foowing methods are used in combination for competency mapping: Interviews, Group work, Task Forces, Task Anaysis workshops, Questionnaire, Use of Job descriptions, Performance Appraisa Formats etc. 3.6 HOW ARE THEY IDENTIFIED? 52 The foowing steps may be foowed in competency Mapping: 1) Decide the roes for which the competencies need to be mapped. 2) Identify the ocation of the roes in the organisationa structure. This needs the carity of organisationa structure, defining the roe reationships (reporting authority, subordinates, peers etc.). Identify the roe set members of the roe hoder. The roe set members of the roe consists of a those who have expectations from the roe hoder, a those to whom the roe hoder has obigations to fufi. For exampe the roe set members of the Genera Manager in a company may consist of his boss the Vice President Commercia and Marketing who is his boss, Four Regiona Managers of Saes and Marketing who report to him, seven Managers in his office who are ooking after various products and are reporting to him (Product Manager x, y, z etc.), some major Deaers with whom the GM services, the Genera manager production, GM Quaity, the GM Personne, the GM finance, the MD who often asks for information directy from the GM, the advertising agency MD who deas with him etc. 3) Identify the objectives of the function or the department or the unit or section where the roe is ocated. 4) Identify the objectives of the roe. Why does the roe exist? What are the main purposes of the roe etc. detais. 5) Coect the Key Performance Areas (or KRAs, Tasks, etc.) of the roe hoder for the ast two to three years from the performance appraisa records. If they are not avaiabe get them written by the roe hoder or a sampe of the roe hoders if there is more than one roe hoder of the same roe. Aternatey coect the job descriptions if any of the roe to make a ist of a tasks and activities to be performed by that roe hoder. 6) Interview the roe hoder to ist the Tasks and activities expected to be performed by the Individua. Or get the roe hoder to ist a the activities he is expected to perform in his roe. Group them into a set of tasks. An activity is the description of a specific action to be undertaken by the individua roe hoder as part of the tasks he is expected to carry out by virtue of hoding the roe. Thus contacting a Deaer to coect outstanding or get his new requirements or get to know his eve of satisfaction with a particuar product given to him etc. are a specific activities. They may a fa under the broad task of Customer contacts for a

5 Manager Saes. The tasks ist may be as many as 15 to 20 for some roes and as few as five to six for other roes. There is no rigid rue about the number of tasks. It depends on how compex the roe is. It is usefu to start with as many tasks as possibe. 7) Interview the roe hoder to ist the actua knowedge, attitude, skis, and other competencies required for performing the task effectivey. The roe hoder shoud be asked questions ike: If you are to recruit some one to perform this task what quaities or competencies woud you ook for in him/her? What competencies do you think are required to perform this we? Whenever you had done a good job what quaities in you have heped you to do it we? Whenever you were not abe to do a good job what are the competencies or quaities you acked that you fet were preventing you from doing good job? Etc. It may be a good idea to prepare the roe hoder to understand the difference between knowedge attitudes and skis. These need to be isted for each task. The ist of activities shoud be used in isting the competencies. The critica activities determine the competencies needed to perform the task we. 8) Repeat the process with a the roe set members. If the roe set members are too many take those who are very critica. The boss subordinates and interna customers shoud be represented. 9) Consoidate the ist of competencies from a the roe hoders by each task. 10) Edit and finaize. Present it to the supervisors of the roe hoder and the roe hoder for approva and finaization. Appendix 3.1 iustrates what a competency mapping document ooks ike. Pease go through the same and answer the questions given at the end of the exercise. 3.7 WHAT LANGUAGE TO USE? Use technica anguage for technica competencies. For exampe: Knowedge of hydrauics. Use business anguage for business competencies. Exampe: Knowedge of markets for watch business or Strategic thinking. Use your own anguage or standard terms for Behaviour competencies. Exampe: Abiity to Negotiate, Interpersona sensitivity, Saes techniques. Too technica and conceptua knowedge aign to the organisation and peope may create more probems than hep. 3.8 WHO CAN DO IT? Competency mapping is a task which can be done by many peope. Now days a Management schoos and definitey those speciaizing in HR train the students in competency mapping. Recenty when the author taught a course on Management of Taent at the Indian Schoo of Business with two hours or introduction to the process of competency mapping the students (a with experience of more than two years) have done a great job of competency mapping for a set of roes. Any Masters in Management or Socia Sciences or an Empoyee with Equivaent Experience and Training can deveop these competencies. Conceptua Background and Understanding of the business is important. Famiiarity with Business, Organisations, Management and Behavioura Sciences is usefu. HR Managers, Management Graduates, Appied Psychoogists are quite quaified to do this. Most institutions speciaizing in HR train the candidates to do this. 53

6 HRD: Concept and Systems 3.9 SOME TIPS ON HOW TO DO IT? The foowing are some of tips to do competency mapping at ow cost: Pick up a job or a roe that is reativey we understood by a individuas in the company. Work out for this roe and give it as an iustration. For exampe. Saes Executive, Production Supervisor, Assistant HR Manager, Receptionist, Transport Manager, PR Manager, etc. are known to a and easy to profie. Work out competencies for this roe if necessary with the hep of job anaysis speciaist or an interna member who has knowedge of competency mapping. Prepare this as an iustration. Circuate these others and ask various departments to do it on their won. Circuate sampes of competencies done by others. Iustrate knowedge, attitudes, skis, vaues etc. Choose a sampe that does not use jargons. Expain the purpose. Interview of past successfu job hoders heps. Current incumbent who are doing a good job aong with their Reporting officers is a good enough team in most cases. Once prepared even on the basis of one or two individuas inputs circuate to other roe set members. Competency mapping is important and is an essentia exercise. Every we managed firm shoud: Have a cear organisationa structure We defined roes in terms of the KPAs or tasks and activities associated with each roe Shoud have mapped the competencies required for each roe Where appropriate or needed shoud have identified the generic competencies for each set of roes or eves of management And shoud use them for recruitment, performance management, promotion decisions, pacement and training needs identification. Competency mapping is essentiay an in-house job. Consutants can at best give the methodoogy and train up the ine managers and HR staff. Consutants cannot do competency mapping a by themseves because no consutant can ever have a the knowedge required to identify the technoogica, manageria, human reations and other conceptua knowedge, attitudes and skis required for a jobs in a firm. Where consutants are excessivey reied upon the data generated are ikey to enrich the consutants and consuting forms much more than the commissioning form it sef. The ower the consutant s invovement more the work needs to be done internay and higher the inteectua capita generation and retention within the organisation. Box 3.1: Case Study 54 Recenty I met a Genera Manager of firm manufacturing precision components for some sensitive machines. There are over a hundred categories of the components to be manufactured in this factory. The Genera Manager is a Mechanica Engineer by background and had neary 25 years of experience in that industry. When the new Performance Management System required him to identify his Key Performance Areas (KPAs) he had considerabe difficuty and has requested the HR department

7 to hep. I was caed in to hep him and the other top eve managers to assist in identifying their KPAs. As I discussed with this manager it became very cear that year after year he has been doing his job without paying any attention to what he is doing, why he is doing, if the same job can be done by some one ese with ess cost, and what is a better and cost effective way of doing this job. The GM said that he has been doing a good job a these years without knowing what KPAs are and he saw no reason to identify KPAs now when he had been considered as a successfu manager. We sat together and started accounting for his time. I requested him to ist a the activities he normay does in a month to account for his 200 hour of work in the factory. As we went aong he reaised that neary 70% of his time goes into meetings (25% straight away into the daiy production panning meetings he has every day in which a his eight DGMs are present). As we were discussing I reaised that whie is a great technica person, his communication skis are not up to mark. I asked him that if he had been abe to cut down the meeting management time by haf an hour a day how much woud it save in terms of time to the company. His response was, straight 150 hours at the rate of 300 meetings in a year. I corrected him to say that this is 150 hours of his time but taking into account that another eight DGMs are invoved in his daiy meetings it woud mean a straight 1200 hours of the time and the company can have an additiona DGM for that cost. One can see how much more benefit it wi give to the company if this GM s communication skis are improved. Neither he nor his company reaised the importance of meeting management or communication skis or skis associated with team work as essentia competencies needed to do the GM or DGMs job we. They recruited him and continued to have him for his technica competence. Unti such time this is reaised organisation continue to operate with minima efficiencies and ignorance. (Reproduced from The Art and Science of by T. V. Rao, TVRLS, Ahmedabad) A manager is expected to give anywhere between 2000 to 2,400 hour of his active time in a year for the organisation. What is he/she expected to do in these 2,400 hours. What are the recurring and non-recurring activities? How can they be meaningfuy grouped? What are the critica competencies required to perform these tasks and activities? These are basic questions to be answered in eary stages of an organisation. From the above incident the foowing essons can we draw about organisations: 1) Organisations can and do function without isting the KPAs and activities of managers, the competencies required to perform these activities or tasks/roes and continuousy assessing and buiding the competencies of their managers. Unfortunatey severa organisations seem to manage without a we documented ist of KPAs and competencies required to perform these. Organisations seem to be content with isting a few Leadership Competencies articuated in test books and treating them as the most important deveopment needs and in the process forget the fundamentas. 2) By adequate probing into how does an individua spend his/her time in a year it is possibe to construct or reconstruct the KPAs, or activities. 3) It is from these KPAs and activities competency requirements can be drawn. 4) Such competency requirements may give new insights into the effective performance of the roe and are usefu in recruiting and training individua for exampe if the above Genera Manager resigns we may be abe to decide the kind of person required to manage occupy the roe we. Or if the current incumbent is not performing his roe, appropriate training and other Interventions coud be 55

8 HRD: Concept and Systems used. Roe mapping and competency mapping are the first requirements for an effective management of any organisation. 5) Competency mapping is a simpe way of identifying the competencies required to perform a given job. Normay competency mapping is done for aready existing jobs. If competencies are to be mapped for newy designed jobs the designers are ikey to suppy that information as there are yet no roe incumbents SUMMARY To sum up, in this unit we have gained some insight into the concept of competency mapping, deveopment of this concept, methodoogy of performing this and how to perform this efficienty SELF ASSESSMENT QUESTIONS 1) Expain the concept of competency mapping siting its deveopment. 2) State the steps of competency mapping with suitabe exampes. 3) Write an essay on the effective functioning of competency mapping FURTHER READINGS Pareek, U. and T.V. Rao (2004). Designing and Managing Human Resources Systems, Oxford & IBH, New Dehi. Lynton, R.P. and Udai Pareek (2000). Training for Organisationa Transformation. 56

9 Appendix 1 : Iustrative Exampe 1 Organisation TVRLS Mission To provide research based and cuturay reevant consutancy services in Organisationa Design, Structure and Dynamics, Behaviour Systems, Human Resources Deveopment and OD and assist organisations in becoming gobay competitive. To invent and popuarise oca products and services in the above areas at affordabe prices. To professionaise HRD in India and assist every one reaising and impementing their HRD roe as CEOs, HODs, Managers, parents, teachers, trustees, poiticians, government functionaries, change agents and any other roe hoders. Vision To be the best known Behaviour Systems company (HRD, OD and Appied BS) gobay and with own products and services based on Indian research and Indian reaities. Vaues OCTAPACE vaues internay and a its externa deaings. (Openness, Coaboration and Networking, Trusting and trustworthy, Authentic, Proactive, Autonomous, Confronting issues and Experimenting. Research vaues and vaues of science and positive attitude professionay and functionay. Roe Anaysis and 1) Roe/Position Consutant 2) Purpose of the Roe To constanty keep in touch with and earn about the changing customer needs in the above areas (organisationa structuring, OD, change management, HRD, persona, interpersona and group behaviour dynamics), design and offer products and services to suit these needs and requirements of the cients and potentia cient groups and conduct the business of the firm in a profitabe manner and in tune with the vaues of the organisation. 3) Roe Set Members Chairman TVRLS, MD TVRLS. Other consutants, Research staff Cients (varied from time to time), Advisory Board members, 57

10 HRD: Concept and Systems Administrative staff (Executive secretary, MDP Coordinator, Accountants Officer), Academics in HRD, Students and Facuty from educationa institutions (Management, Socia Work etc.) 4) KPAs Learn about the current products and services aong with history, rationae and experiences so far. Design new products and services Conduct research and trias and constanty evauate their efficiency, effectiveness and ROI Documentation Office Administration Business deveopment: Convincing cient system (CEOs, HRD Managers, and Line managers, Trustees etc.) to use various services and HR systems and other interventions and derive benefit from theses. Assist organisations and managers to use the product and services. Conduct training programs and offer consuting services in order to make the products and services avaiabe to various users and enabe them to derive the maximum ROI on them. Financia management Cuture buiding Deveopment of Juniors 5) Activities, Competencies and Behaviour Indicators (First Draft) KPA Activities Learn about current products and services aong with current status history etc. Read a TVRLS pubications Read books on 360 Degree, PMS, HRD Audit, ADCs, OD, Visit the web sites of TVRLS and read a materia Contribute to the web site Read a issues of 2020, Perceptions, and HRD Audit newsetter Take charge of one of the newsetters for the pubication Read one consuting report each on 360, HRD audit, competency mapping, cimate survey or OD, ADC Read a the programs offered by TVRLS from its inception 58 Competency Basic Knowedge of HRD, OB, Organisationa structuring and OD. Desire to earn Reading speed Writing speed Abiity to understand concepts and modes Abiity to conceptuaize

11 Behaviour Indicators Is abe to name the standard textbooks in OB, OD and OS and mention the contents or broad tites of these books. Can expain the basic concepts of OB, OD, and HRD (what is OB, what is OD, OD interventions, differentiation and integration etc.). Reads a book with speed and is abe to summarize the essence in two hours a internationa journa artice of ten pages of moderate difficuty. Has read at east three contemporary books in any of the above areas in the ast one year. Can mention the concepts of integrated HRD systems as outined by Pareek and Rao. Has buit at east one of his own mode or concepts or has a pet theory or mode. Can name 80% of the pubications of TVRLS. Can give a presentation on TVRLS products and services without missing any of them. Design New Products and services Interviews existing cients or potentia cients to understand their needs. Surveys iterature and web resources. Identifies existing products to suit heir needs. Identifies gaps and opportunities. Conceptuaizes the new product (a program, a new concept, a new service, a new intervention etc.). Deveops the products. Shares his ideas and views internay and tests out ideas and views with potentia cients groups or in professiona forums. Writes about them and eaborates the ideas. Offers service on an experimenta basis and coects feedback. Abiity to conceptuaize; Creativity and originaity in thinking Abiity to conceptuaize and design a project, MDP or any other consuting intervention. Designs innovative programs. Expresses enthusiasm to experiment when ever a new idea is communicated to him. Eaborates ideas and works out detaied impementation pan mentay the minute an idea is mentioned to him. Designs a newsetter, an MDP, a consutant service, a workshop a conference, a paper, or any other service or product. Conduct research and trias and constanty evauate their efficiency, effectiveness and ROI Design research projects to study the effectiveness of various HR interventions (360 Feedback, Assessment centers, cimate surveys, PMS. Coaching and mentoring etc.). Conduct research using secondary data. Design questionnaires and other methods of data coection. Write papers Pubish research papers. Design and organise conferences to disseminate findings. 59

12 HRD: Concept and Systems 60 Knowedge of research methods (Survey research, experimenta research, observation, experimenta designs etc.) Knowedge of statistics (centra tendency, variabiity, r, rho, reiabiity, vaidity, norms, anaysis of variance etc.) Data anaysis skis (abiity to use various statistics approximatey) anayze secondary data Abiity to design research studies and draw inferences from statistics Abiity to write papers Knowedge of scientific writing Scientific writing skis Can mention various steps in psychometric test construction Can differentiate measures of centra tendency from those of variation Designs questionnaires on a given topic Defines the essentia eements of standardization of tests and questionnaires as reiabiity, vaidity, norms etc. Can state the various psychometric properties of tests and other instruments. Differentiate vaidity and reiabiity Critique the research methodoogy sued in paper Writes artice scenicay Cites references accuratey Suggest data anaysis methods for existing data Points out various research opportunities and anaysis types for a givens set of secondary data in 360 feedback, ADCs, PMS, OC or ESS etc. Documentation Makes power point presentations on his own Writes artices and papers Summarizes 360 feedback data Maintain records about the test scores and assessment scores of candidates Assists in writing books and artices Prepares notes and other materia for 2020, or perceptions or HRD audit newsetter Writes HRD audit reports Prepares trend reports for 360 data of a company or departments Suggests ways of anayzing 360 data and drawing concusions Writes down KPAs or KRAs of cient groups Prepares consuting reports on any theme ike Cimate survey, PMS, Organisationa diagnosis etc. Abiity to write reports Power point presentation skis Presentation skis Scientific writing skis. Writes papers Writes reports Makes power point presentations Pubishes books and artices

13 Prepares papers for present action in conferences and for academic journas Business deveopment: Convincing cient system (CEOs, HRD Managers, and Line managers, Trustees etc.) to use various services and HR systems and other interventions and derive benefit from theses. Contacts potentia cients Suggests new interventions for existing cients Identifies new opportunities and areas of improving performance and buiding sustainabe or asting organisationa processes for cient groups Keeps in touch with cient groups to understand their needs and ideas Reviews the impact of ingoing projects and identifies areas of improvement Keeps in touch with CEOs, HRD Managers etc. Responds to queries and doubts of cients and potentia cients Prepares proposas Gets information from cient groups to identify needs and prepare proposas Studies the proposas of previous cients Gather information about competitors and others consutants Bench marks various products and services with other service providers Keeps in touch with new deveopments in the fied Project proposa witting skis Project management skis Negotiation skis Financia acumen Knowedge of the subject (OB, OS, OD, HRD) Abiity to identify cient needs on the basis of imited data suppied by the cient Envisages accuratey a the steps invoved in designing and impementing: 360 degree program, PM, OD, Cimate surveys, ADCs, HRIS etc. Prepares accuratey proposas for cient Does not miss any steps in proposa preparation Makes proposas with imited data Asks right kind of questions to eicit data for proposas making Expains rationae behind the financias Is abe to point out various ways of getting ROI on HR interventions Keeps in touch with other service providers and their work Surfs the net and has information of the atest deveopments on the above mentioned areas Negotiates projects and financias successfuy with potentia cients Office administration. Intimates Executive secretary about various projects Maintains a records Liaises with the accounts manager and executive secretary and MDP coordinator Keeps track of and reminds payment schedues Ensures coection of fee and other reimbursements Interpersona skis Coordination skis 61

14 HRD: Concept and Systems 62 Team work and team management skis Knowedge of the TVRLS cuture and vaues Points out wastefu expenditure Suggest systems to reduce costs Maintains cordia reations with a administrative staff Keeps communicating various activities an business opportunities to office staff Assist organisations and managers to use the product and services. Participates in deivering services Lectures Designs programs Designs other interventions Suggests anayses methods for anayzing and presenting 360 data Designs new exercises (in-baskets, roe-pays, etc.) for assessment centers Designs PMS formats Coets bench marking data from the net. Books, other peope, companies and other sources Prepares PPts. Prepares ecture notes Designs workshops, seminars, and other programs Deivers ectures Designs diagnostic toos Uses diagnostic toos Interviews cients and cient groups Administers psychometric tests Interprets data and provides feedback Discusses issues an probems with cients and cient groups Carifies issues and probems with cients and cient groups Assists in preparing impementation schedues and mechanism Conducts HRD audit Makes presentation of the findings Abiity to design and operationaize (deiver) a 360 Degree feedback program Abiity to design and administer a ADC for given group Abiity to design and impement a PMS Abiity to evauate training needs and design training inputs HRD audit skis Knowedge of HRD, OD and OS thorough knowedge Knowedge of OD interventions and change management Networking skis Team work Customer orientation Financia management skis Project management skis

15 Designs 360 toos for a given popuation Asks right kind of questions to design toos Conducts BEI Conducts interviews and eicits information Designs in-baskets, roe-pays etc. Designs simuation exercises Identifies the advantages of 360 DF Counters the criticism on 360 DF successfuy Points out differences in the 360 phiosophy of TVRLS and contrasts it with that of the others Knows RSDQ mode and promotes the same Can tak of the advantages of RSDQ mode Taks of the inventions of TVRLS Distinguishes between HRD audit and PCMMM Points out to cost saving mechanisms Names the need for MOU and the advantages of the same Reminds cients on payment schedues Uses internet to search for new deveopments and existing products Makes suggestion to improve products Gives various steps in a given project Prepares time schedues for various projects Conduct training programs and offer consuting services in order to make the products and services avaiabe to various users and enabe them to derive the maximum ROI on them. Designs training Prepares materia for training Surfs internet and down oad materia for training Read newspapers and journas and note the MDPs being offered Understand the cient needs Ask for information on the training needs when working with a cient Design ectures Prepares training schedues and time tabes Prepare handouts and other training materia Search ibraries and books for preparing reading materia Abiity to design a training workshop on any given topic or theme Knowedge of the process of designing training program Training management skis Networking skis Anaytica skis Knowedge of HRD and their currency Knowedge of the cient groups and their requirements Knowedge of training evauation methods 63

16 HRD: Concept and Systems Designs a training program once the theme is given Identifies effectivey the training needs for a given group of cients Uses interview and observation methods to identify training needs Points out to training opportunities Financia management Financia acumen Cost consciousness Abiity to pan and cacuate financias Deveopment of Juniors Expaining to juniors Abiity to invest in deveoping juniors Abiity to differentiate how much and when and on whom to invest Guides and expains to juniors Reviews their performance Differentiates the deviants and investment-worthy peope from those who are opportunist Cuture Buiding Conducts surveys for in-house review and renewa Points out to norms an vaues Cutura sensitivity Commitment to TVRLS vaues Understanding of the TVRLS vaues and appreciation for the same Points out to aberrations in vaues professed and practiced Expains to juniors the rationae behind decisions in terms of vaues and norms Expains octapace and iustrates each vaue accuratey 6) Summary of the Competencies Ideay the foowing tabe shoud be constructed from the inputs of Tabe 1 above. In this case it has not been done. The foowing tabe is based on the views of one person and is meant to be an iustration. This wi enabe you to compare aso the two methods: systematic competency mapping versus Out of the hat Competency Mapping from an expert The foowing Nomencature coud be used for indicating the eve of competency required: Leve 1: Basic = Famiiarity and genera knowedge eve, Exposure eve, Leve 2: Some Experience and working Knowedge = some breadth and depth of knowedge and experience Leve 3: Expert = Fu Knowedge and skis and the capacity to guide, Quite competent in the fied. Leve 4: Guru = Highest eve of competence. Exceed in a and is a teacher to a. 64 Competency Category Competency Functiona Knowedge of Management and its Functions (Leve 1); Organisationa structure and Dynamics (Leve 3);

17 Persona and Interpersona Dynamics (eve 3); Group Dynamics and Team work (Leve 3); OD and Change Management (Leve 3); Change Interventions (Leve 3); HRD (Leve 4); HRD Interventions incuding Performance Appraisas, Coaching and Mentoring, 360 Degree Feedback (Leve 3); Assessment Centers (Leve 3); HRD Audit (eve 3) Roe of HRD, Personne and Training Departments (Leve 2); Seection and Recruitment (Leve 2); Knowedge of research Methods (Leve 3); Functiona Skis Skis in estimating Recruitment and retention costs, ROI on PMS, 360 DF, Training, OD, PMS, Taent, and other Interventions (eve 2) Abiity to evauate structures and their functionaities an dysfucntionaities (Leve 2) Diagnostic skis deaing with confict interpersona, interroe, interdepartmenta etc. (eve 3) Intervention designing skis for PMS, OD, 360 DF, Assessment centers (Leve 3); Skis to design the HRD Departments, their structures, roes, roe reationships, and their inter-inkages (eve 3); Designing skis for organizationa structuring and designing new structures (Leve 2); Anaytica skis: abiity to anayze the probems and their sources and suggest soutions with overa impications between parts and the whoe (Leve 2); Functiona Attitudes Respect for A functions (Leve 3) Appreciation of the compexity in service departments ike HR and the mistakes made in the past (Leve 2) Appreciation of the CEOs and their roe and imitations (Leve 2); Positive attitude to change agent roes the HR peope can pay (Leve 2) Restessness and impatience to make HR as the job of every one (Leve 3) Scientific thinking and research attitude (Leve 3) Manageria Knowedge of basic fiancés, How to make a budget, how Knowedge to cacuate the time costs of consutants, knowedge of proposas, tendering methods and requirements (Leve 3) Knowedge of Consutancy agencies, consutants and consuting firms (Leve 2) Scheduing techniques for projects(leve 3) Manageria Skis Abiity to formuate a project (Leve 3) Abiity to understand the cient requirements and transate into a proposa (Leve 3); 65

18 HRD: Concept and Systems 66 Proposas making skis (Leve 3); Budgeting skis (Leve 3); Negotiation skis (Leve 3); Project panning and management skis (Leve 30); Time management (Leve 3); Scheduing skis (Leve 3); Office management skis (Leve 3) Writing skis (Leve 3); Documentation skis (Leve 3); Managerias Time consciousness (respect for time of sef and others) Attidudes refected in punctuaity and desire to maintain timeines etc. Leve 3); Cost consciousness respect for costs of sef and customer and vauing human inputs (Leve 3); Customer centeredness (positive attitudes to customers) (Leve 3); Positive attitude to scheduing, panning, organising and other manageria interventions (Leve 3); Positive attitude to management discipine, managers (Leve 3); Professionaism and professiona management (Leve 3); Positive attitude to HRD staff (Leve 3); Positive attitude to competencies, competent peope and change (Leve 3); Human Reations A knowedge on persona, Interpersona and group Knowedge dynamics (Leve 2); Human Reations Abiity to work as member of the team (Leve 3); Attitudes and Skis Negotiation skis (Leve 3); Interpersona sensitivity (Leve 3); Team work (Leve 3); Empathy and empathic attitude (Leve 3); Sociabiity (Leve 2); High activity eve (Leve 3); Punctuaity (Leve 3); Sincerity (Leve 3); Openness (Leve 4); Trustworthiness (Leve 4); Initiative and other OCTAPACE Vaues (Leve 4); Mentoring skis (Leve 3); Coaching abiity and attitudes (istening, probing, mirroring etc.) (Leve 3); Motivationa Profie High achievement Moderate affiiation High Infuencing motivation (Institutiona power) High extension motivation Moderate nurturance need Low dependence and High independence Moderate need to contro

19 Sef Concept and other Traits Conceptua compexities High confidence eves High sociabiity High Trustworthiness High Emotiona stabiity Very high degree of creativity and creative thinking High degree of probem soving skis High optimism High degree of vision for the function: HR and its impact on the future organisations, its understanding of the reationship between investments in peope and economic deveopment of a nation or an organisation or a team (Leve 2); Abiity to see the ong terms benefits of investing on peope (Leve 3); Phiosophy of investing on peope (Leve 3); Abiity to see the arge picture (Leve 3); Phiosophica sense to see the inks between management and ife and how management science can make ives of peope easy and contribute to peace and prosperity at individua, team and societa eve (Leve 3); Abiity to see the need for and the uses of service organisation in infuencing the economy (Leve 3); Conceptuaising and commitment to professionaisms and professiona management infuence on the economy and human kind (Leve 3); Conceptuaizing competencies to see HR beyond corporate sector (Leve 3); Conceptua skis: Theory buiding: Abiity to buid theories and modes and Functiona theories (Leve 2); Abiity to design research, experiments and simuations (Leve 2); Forecasting skis: Abiity to forecast the impact of interventions in the ong term on the organisation (Leve 3); (Leve 2); Abiity to understand the inkages between function and their impact on the organisation and impact of various sectors of the economy on the country, reationships between parts and whoe (Leve 3); Reading and assimiating abstract things and phiosophy of management styes etc. (Leve 2); Activity A 1) Identify the differences in Tabe 5 and Tabe 6. Is there any vaue addition in both these tabes as compared to traditiona way of identifying competencies? Which is better? How do you think that they can be arrived? 2) Assess yoursef on how much of these competencies you have? How do you think that the competencies can be assessed? 3) Design a system of identifying training needs. 67

20 HRD: Concept and Systems 4) Design a performance appraisa system for consutants. 5) How do you think you can identify training needs for a given set of consutants? 6) Assess how ready is your organisation for competency mapping Activity B How ready is your organisation to go for TVRLS, Ahmedabad Answer the foowing questionnaire using the three point scae Yes No Doubtfu or some times true and some times not 68 How ready is your organisation to go for Exercise I to get a good ROI? TVRLS, Ahmedabad (reproduced from Towards 2020: Newsetter of TVRLS 2003) 1) Are you in a business where there is high competition for taented peope in market pace? 2) Has your organisation experienced any set backs in the recent past due to ack of competent peope? 3) Has your organisation missed any business opportunities in the recent past due to ack of competent peope to hande any one or more functions or territories or ines of business etc? 4) Does your top management beieve that competencies can be deveoped through continuous effort and interventions? 5) Does your top management wiing to invest time and effort in buiding the competencies of your empoyees on a continuous basis? 6) Does your top management beieve in buiding a competency based organisation? 7) Do you intend to recruit peope on the basis of competencies needed to perform each job? 8) Do you or your organisation intend to coach empoyees for future careers in your own organisation or Do you aready have a competency based coaching scheme? 9) Do you prefer to have we aid out career paths (or improve those you aready have)? 10) Does your top management beieve that the success of your organisation depend on having competent managers? 11) Have you suffered an draw backs, profit, production, marketing, customer etc. osses, share market down turns etc. due to turn over or peope at the top? 12) Is your training based on scientific or at east systematic identification of competency gaps and competency needs? 13) Does you performance appraisa have a measure of competencies separatey for each individua eve or function or group of jobs (top, midde, R&D etc.) 14) Do your promotion poicies require some form of competency assessment? 15) Does your organisation have adequate avenues to recognize and retain peope through mechanisms other than promotions?

21 16) Does your top management beieve in using muti-rater assessment or 360 degree feedback for empoyee deveopment? 17) Is the team work in your organisation of high order? Are the top eve managers capabe of performing their integrating roes we (roes that ink one department to other, one function to another one individua to another and ensure synergy and team work?) 18) Does your organisation vaue taent and exceence? 19) Does your organisation have a cuture of using task forces and work groups for various exercises? 20) Is your organisation good in execution of projects once taken rather than abandoning them in the midde? 21) Does your organisation encourage innovations and scientific way of doing things? 22) Is your organisations systems driven and vaues systems rather than being rampant with ad hocism and convenience based decision making? Scoring Count 0 (zero) points for each item you answered No and 1 (one)points for each item you answered Doubtfu and 2 points to those items you answered Yes Add the tota points The higher the score the more your organisation is ikey to have a bigger ROI from competency mapping. Scores above 30 points (at east 15 items are answered on the affirmative) indicate a high degree of readiness to get a high ROI and scores above 22 indicate moderate degree of benefits from competency mapping. This questionnaire is ony suggestive. Get this questionnaire fied by your Senior or top eve managers and use the survey data to convince your top management to undertake the competency mapping exercise. If your scores are ow you need to work on improving the preparedness of the organisation for such interventions. We beieve that every organisation that undertakes wi benefit immensey from it if the outcomes are sued for recruitment, performance panning, performance appraisas, identifying deveopment needs, induction, pacement, career panning, promotions, training and mutirater feedback etc. 1 T V Rao Learning Systems, Interna document, Prepared for cassroom discussion in program of Indian Schoo of Business, Hyderabad, February 17 and 18,