Oil & gas bpcl

Birla Institute of Management Technology

Summer Internship Project

I. Skill gap analysis of the Management Cadre in Two Job Groups of HRS North

II. Evaluation, Analysis and Redesign of the Training Calendar 2010-11

Company: Bharat Petroleum Corporation Limited, Noida

Industry Guide: Mr. Rajnish Kumar

Faculty Guide: Dr. Manosi Chaudhuri

Submitted by:

Chitra Chakraborty

PGDM 2009-11

Roll No. - 033

HR Major

SUMMER PROJECT CERTIFICATE

This is to certify that Ms. Chitra Chakraborty Roll No. 033, a student of

PGDM has worked on summer project titled “Skill gap analysis of the

Management Cadre in Two Job Groups of HRS North” and “Evaluation,

Analysis and Redesign of the Training Calendar 2010-11” at Bharat Petroleum

Corporation Limited, Noida after trimester-III in partial fulfilment of the

requirement for the programme. This is her original work to the best of my

knowledge.

Date Signature

Name of faculty: Dr. Manosi Chaudhuri

Seal

CERTIFICATE OF APPROVAL

The following Summer Internship Report titled ““Skill gap analysis of the

Management Cadre in Two Job Groups of HRS North” and “Evaluation,

Analysis and Redesign of the Training Calendar 2010-11”” is hereby approved

as a certified study in management carried out and presented in a manner

satisfactory to warrant its acceptance as a prerequisite for the award of Post

Graduate Diploma in Management for which it has been submitted. It is

understood that by this approval the undersigned do not necessarily endorse or

approve any statement made, opinion expressed or conclusion drawn therein but

approve the Summer Internship Report only for the purpose it is submitted.

Industry Guide Signature..............................

Name: Mr. Rajnish Kumar

Designation: Deputy Manager

ACKNOWLEDGEMENT

It has been a very rewarding experience working in the Human Resources department at

Bharat Petroleum Corporation Limited, Noida. During the course of my project I was always

guided in the right direction and this experience has helped me to grow more rational in my

thinking and approach.

I am extremely grateful to Mr. Sunil K. Bains, Manager, Employee Relations, Northern

Region, for giving me the opportunity to work on this project which helped me learn a lot and

integrate my theoretical knowledge with the practical workings of a corporation.

I am highly indebted to Mr. Rajnish Kumar, Deputy Manager, Employee Relations, Northern

Region, for taking over as my mentor after Mr. Bains transferred to a different department.

My special thanks to Ms. Mansi Dubey, Assistant Manager, Employee Relations, Northern

Region for helping me throughout my study. I am grateful to her for sharing her valuable

insights and knowledge.

I also extend my thanks to Ms. Ritu Mathur, Deputy Manager, Training and Development,

Northern Region for giving me an opportunity to work with an additional project.

I also sincerely thank my Faculty Mentor Ms. Manosi Chaudhuri, Associate Professor,

BIMTECH for guiding me throughout the project. Her expertise in the domain of Human

Resources led to the successful completion of this project.

I would also like to add that this project would not have been possible to conduct without the

support of all the members of the Human Resource Department. I would like to take this

opportunity to thank them all.

Table of Contents

S.No Particulars Page no.

1. Executive Summary

2. Objectives

3. Scope of the Project

4. Research Methodology

5. Industry and Company Profile

7. Competitor’s Profiles

8. Review of literature

9. BPCL’s HR structure

10. Findings and analysis

11. Conclusions

12. Recommendations

13. Limitations of study

14. Learning Experiences

15. Annexure

16. Bibliography

EXECUTIVE SUMMARY

The levels of excellence an organization reaches depends on the skill levels of its employees.

An organization can adopt new procedures and acquire new techniques but if its personnel

are not skilled enough to work with them, it all falls flat. Here lies the need for a skills gap

analysis. In today’s dynamic world change is indeed the only constant where new technology

is consistently replacing older ones. Thus it is imperative that employees’ skills be constantly

upgraded.

By applying skills gap analysis across a company it is possible to find out which skill and

knowledge shortfalls there are in an organization. It is then possible to target training

resources on those necessary skills that require the most attention. This should result in the

optimal use of resources in terms of improving the overall performance of the company.

Since the targets here are job groups A and B, the idea is to build a strong talent pool in the

company which will aid in career planning and pipelining. The individual employees will

then be benefitted in terms of being able to produce personal development and training plans,

support appraisals, and pay reviews. It can also be used to bolster morale by showing how

they have progressed over time.

Skills gap analysis will also be used to identify which staff members have most knowledge of

particular aspects of the business as well as those with skill gaps. Furthermore, it will aid

recruitment by identifying the candidate whose skills best match those needed to function

effectively in a particular role. Analysis will also allow benchmarking and encourage tutoring

and mentoring within teams.

The entire project was carried out in four phases:

1. Studyingied the HR profile of BPCL.2. Carryingied out surveys for target group and line managers.3. Identifying the areas in which training is required.4. RecommendingFormulate training programs relevant to the needs.

Through the surveys that were I conducted, I have been able to reach certain conclusions about the skill levels of the target group were assessed. I have also been able to

rRecommendations were offered about ways to overcome the skill gaps that the target group wasseems to be facing.

OBJECTIVES

As the title of the project suggests, the objective of this project is to identify and analyze the

gaps in skills required to perform the jobs in job groups A and B in the Human Resources

department. The project has been carried out to aid BPCL in future decision making in terms

of designing its training interventions. The main aim is to ensure that in this dynamic

environment their personnel’s’ skills are up-to-date.

The objectives of the project are the following:

1. To understanding the job descriptions of the various positions in job groups A and B

in HRS North and to create skills list for the same.

2. To analyse the manager’s list of the skills required and his rating of the employee skill

level.

3. To analyse the employee’s list of the skills required.

4. To identify the discrepancies between where skill levels of the employees should be

and where they are and to assess the skill gap.

5. To suggest interventions to bridge the skill gap.

SCOPE OF THE PROJECT

The skills gap concept is used in areas such as business, educational institutes, and sport. By

applying skills gap analysis across a company it is possible to find out which skill and

knowledge shortfalls there are in an organization. It is then possible to target training

resources on those necessary skills that require the most attention. This should result in the

optimal use of resources in terms of improving the overall performance of the company.

Since the targets here are job groups A and B, the idea is to build a strong talent pool in the

company which will aid in career planning and pipelining. The individual employees will

then be benefitted in terms of being able to produce personal development and training plans,

support appraisals, and pay reviews. It can also be used to bolster morale by showing how

they have progressed over time.

Skills gap analysis will also be used to identify which staff members have most knowledge of

particular aspects of the business as well as those with skill gaps. Furthermore, it will aid

recruitment by identifying the candidate whose skills best match those needed to function

effectively in a particular role. Analysis will also allow benchmarking and encourage tutoring

and mentoring within teams.

Benefits:

Ensure that staff requirements are understood and integrated with business needs.

Make sure that training and development activities exactly meet the needs of the

individual as well as the organisation.

Improve staff morale and support career development.

RESEARCH METHODOLOGY

This chapter provides an idea of the process used to carry out the project. Both primary and secondary data have been used during the course of this project. Survey Research methodology has been used via face to face interactions with the target group and their line managers. The research instruments used are questionnaires presented as annexure. Secondary data has been collected from the company’s intranet as well as the internet.

After getting an idea of the human resources setup in BPCL, I drafted a questionnaire was drafted for the target group on the relevant issues and a survey was conducted a survey. This survey was done face to face.

Based on preferential sampling, a target group comprising the staff in job groups A and B were selectedassigned to me.

The entire project was carried out in four steps –

Step I – Study of the HR setup and understanding the work profiles of the target group in particular from secondary sources.

Step II – Carrying out the survey of the target group and collecting primary data.

Step III – Carrying out the survey of their line managers.

Step IV – To analyze the data collected from both the surveys conducted and to draw meaningful inferences from the same. I also recommended wWays to remove any skill gaps and upgrade skill levels were also recommended.

Survey Research has been used because of the following reasons:

It is simple to administer.

Data obtained are reliable because the use of fixed-response questions reduces the

variability in the results that maybe caused by difference in interviewers

Interpretation of data and analysis are relatively simple.

Administrator, 23/06/10,

Reframe as per discussion

Can accommodate large sample sizes and generalize results.

INDUSTRY AND COMPANY PROFILE

Indian oil and gas industry has been evolving at a rapid pace during the last few years. The

players in the industry are preparing themselves to face the marketing conditions after the

dismantling of Administered Pricing Mechanism (APM) in 2002. The industry has been

witnessing two important developments during last two years. One is the adoption of global

strategies by domestic players (an example is the building of world-class capacity by

Reliance Petroleum at Jamnagar). Another important development is the increased focus on

natural gas. The government has also initiated several steps to increase the supply of natural

gas (for example, the Government has made an agreement with Iran for the supply of natural

gas).

The oil and gas industry has been instrumental in fuelling the rapid growth of the Indian

economy. India has total reserves of 775 million metric tonnes (MT) of crude oil and 1074

billion cubic metres (BCM) of natural gas as on April 1, 2009, according to the Ministry of

Petroleum.

BHARAT PETROLEUM CORPORATION LIMITED

Bharat Petroleum Corporation Limited (BPCL) is one of India's largest PSU companies, with

Fortune Global 500 rank of 287 (2008) and has Navratna status. Its corporate office is located

at Ballard Estate, Mumbai. Its interests are in downstream petroleum sector. It is involved in

the refining and retailing of petroleum products. Bharat Petroleum produces a diverse range

of products, from petrochemicals and solvents to aircraft fuel and specialty lubricants and

markets them through its wide network of Petrol Stations, Kerosene Dealers, LPG

Distributors, Lube Shoppes, besides supplying fuel directly to hundreds of industries, and

several international and domestic airlines.

Following nationalization in 1976, BPCL changed its gears and embarked upon a Rapid

growth path. Turnover, profitability and financial reserves grew by leaps and bounds. One of

the single digit Indian representatives in the Fortune 500 & Forbes 2000 listings, BPCL is

often referred to as an “MNC in PSU garb”. It is considered a pioneer in marketing

initiatives, and employs “Best in Class” practices. It is considered to be a pioneer in Indian

petroleum industry with various path-breaking initiatives such as Pure for Sure campaign,

Petro card, Fleet card etc.

The 1860s saw vast industrial development. A lot of petroleum refineries came up. An

important player in the South Asian market then was the Burmah Oil Company Ltd. Though

incorporated in Scotland in 1886, the company grew out of the enterprises of the Rangoon Oil

Company, which had been formed in 1871 to refine crude oil produced from primitive hand

dug wells in Upper Burma.

The search for oil in India began in 1886, when Mr. Goodenough of McKillop Stewart

Company drilled a well near Jaypore in upper Assam and struck oil. In 1889, the Assam

Railway and Trading Company (ARTC) struck oil at Digboi marking the beginning of oil

production in India.

While discoveries were made and industries expanded, John D Rockefeller together with his

business associates acquired control of numerous refineries and pipelines to later form the

giant Standard Oil Trust. The largest rivals of Standard Oil - Royal Dutch, Shell, Rothschilds

- came together to form a single organization: Asiatic Petroleum Company to market

petroleum products in South Asia.

In 1928, Asiatic Petroleum (India) joined hands with Burmah Oil Company - an active

producer, refiner and distributor of petroleum products, particularly in Indian and Burmese

markets. This alliance led to the formation of Burmah-Shell Oil Storage and Distributing

Company of India Limited. A pioneer in more ways than one, Burmah Shell began its

operations with import and marketing of Kerosene. This was imported in bulk and

transported in 4 gallon and 1 gallon tins through rail, road and country craft all over India.

With motor cars, came canned Petrol, followed by service stations. In the 1930s, retail sales

points were built with driveways set back from the road; service stations began to appear and

became accepted as a part of road development. After the war Burmah Shell established

efficient and up-to-date service and filling stations to give the customers the highest possible

standard of service facilities.

From Burmah Shell to Bharat Petroleum - On 24 January 1976, the Burmah Shell Group

of Companies was taken over by the Government of India to form Bharat Refineries Limited.

On 1 August 1977, it was renamed Bharat Petroleum Corporation Limited. It was also the

first refinery to process newly found indigenous crude Bombay High, in the country. Today

Bharat Petroleum Corporation Limited has got three refineries at Mumbai, Kochi and

Numaligarh. They are also on the verge of commissioning another refinery at Bina in

Madhya Pradesh. The refineries at Mumbai and Kochi (Kochi Refineries) have a capacity of

12 Million Metric Tonnes (MMT) and 9.5 MMTPA respectively for refining crude oil.

BPCL's subsidiary at Numaligarh has a capacity of 3 MMT. The Bina Refinery is would

operate at 6 MMTPA for the first year.

Bharat Petroleum produces a diverse range of products, from petrochemicals and solvents to

aircraft fuel and speciality lubricants and markets them through its wide network of Petrol

Stations, Kerosene Dealers, LPG Distributors, Lube Shoppes, besides supplying fuel directly

to hundreds of industries, and several international and domestic airlines.

The logo of Bharat Petroleum is shown on the left. It

represents yin and yang.

There have been many changes in BPCL in the recent

years. For example, there has been an introduction of

SAP software which has made all work go online. Plus

the dynamic profile that the company has fosters a need

for continuous training and development.

A few key numbers are:

2009 Sales (mil.): £18,418.8

1-Year Sales Growth: (6.1%)

2009 Net Income (mil.): £85.5

1-Year Net Income Growth: (72.6%)

COMPETITOR’S PROFILE

Although it carries the ancient Sanskrit name for India (Bharat), Bharat Petroleum Corporation Limited (BPCL) is a modern refining and distribution company. It vies with Hindustan Petroleum for the #2 slot behind Indian Oil.

Top competitors of Bharat Petroleum are the following:

Hindustan Petroleum Corporation Limited Indian Oil Corporation Limited

Reliance Industries

Hindustan Petroleum Corporation Limited

HPCL is a Fortune 500 company, with an annual turnover of Rs. 1,16,428 Crores and

sales/income from operations of Rs 1,31,802 Crores (US$ 25,618 Millions) during FY 2008-

09, having about 20% Marketing share in India and a strong market infrastructure.

Corresponding figures for FY 2007-08 are: Turnover of Rs 1, 03,837 Crores

and sales/income from Operations of Rs.1, 12,098 Crores (US$ 25,142 Million).

HPCL operates 2 major refineries producing a wide variety of petroleum fuels & specialties,

one in Mumbai (West Coast) of 6.5 Million Metric Tonnes Per Annum (MMTPA) capacity

and the other in Vishakhapatnam, (East Coast) with a capacity of 7.5 MMTPA. HPCL holds

an equity stake of 16.95% in Mangalore Refinery & Petrochemicals Limited, a state-of-the-

art refinery at Mangalore with a capacity of 9 MMTPA. In addition, HPCL is constructing a

refinery at Bhatinda, in the state of Punjab, as a Joint venture with Mittal Energy Investments

Pte.Ltd.

HPCL also owns and operates the largest Lube Refinery in the country producing Lube Base

Oils of international standards, with a capacity of 335 TMT. This Lube Refinery accounts for

over 40% of the India's total Lube Base Oil production.

HPCL's vast marketing network consists of 13 Zonal offices in major cities and 90 Regional

Offices facilitated by a Supply & Distribution infrastructure comprising Terminals, Aviation

Service Stations, LPG Bottling Plants, and Inland Relay Depots & Retail Outlets, Lube and

LPG Distributorships. HPCL, over the years, has moved from strength to strength on all

fronts. The refining capacity steadily increased from 5.5 MMTPA in 1984/85 to 13

MMTPA presently. On the financial front, the turnover grew from Rs. 2687 Crores in 1984-

85 to an impressive Rs 1, 16,428 Crores in FY 2008-09.

What HPCL is doing on the training front?

At HPCL, they believe – "The mind is not a vessel to be filled, but a fire to be ignited" as said

by Plutarch.

"Arousing passion and emotional involvement is the best possible way to align the employees

around a common purpose." With this objective, HPCL embarked upon a process of

Organizational Transformation called Project ACE - Achieving Continuous Excellence.

Project ACE was conceived to develop a co-created vision shared by the organizational

members at large, thereby transforming HPCL into an innovative and learning organization

where employees continuously acquire new skills and capabilities to excel, and achieve

outstanding business results.

While Project ACE enabled formalization of strategies, a need was felt for a robust tool to

help execute these strategies. Measurement is the key to ensure that the strategies translate

into business results.

With this philosophy, Balanced Scorecard (BSC) was introduced as a strategic initiative for

clear articulation of measurable business outcomes and cascading it to different levels of the

organization. Moreover, in order to establish strong linkage with the Performance

Management System, and to create a BSC conducive culture, the appraisal format was

redesigned in line with different perspectives of BSC.

Accordingly, officers set targets for each of the perspectives of Balanced Scorecard viz.

Financial

Customer

Internal Processes and

Learning and Growth

Benchmarking:

When it comes to benchmarking, they believe “The value of achievement lies in the

achieving” as said by Albert Einstein.

Mobilising the potential of the Project ACE and Balanced Scorecard initiatives, it was

made sure that every employee was empowered to think beyond boundaries and challenge

themselves and each other. This flows from the belief that innovation can come anytime from

anyone.

To encourage novel ideas and to be competitive, the competencies of employees need to be in

line with the international standards. Towards this end, another major HR initiative

– Competency Mapping and Development was embarked upon at HPCL. Under this

initiative, the Behavioural and Technical Competency Framework has been finalized.

Development Centres for key position holders are conducted to identify the competency gaps.

These gaps are systematically addressed through Individual Development Plans, which are

drawn up at the end of every Development Centre. This initiative is linked to the Learning

and Growth Perspective of Balanced Scorecard initiative. All training programs are linked

to the competencies defined in various frameworks and gaps identified in the Development

Centres.

This is also integrated with our recruitment process, where the interviewers are trained to

conduct competency based interviews. Inputs from development centres are also used for

career and succession planning.

Performance Management

In their endeavour to effectively analyze the performance of their training and mentoring

programs, they have developed robust and objective performance management processes

which strive to effectively tread through their employees’ hopes and aspirations. It is all

about endorsing an empowering environment which takes you to your best. And they make

sure you get valuable feedback, coaching, and knowledge from the people their employees

work with.

Career progression at HPCL is ensured through objective appraisal of performance. Their

performance appraisal process is based on Balanced Scorecard Approach and is more than

just assessment. It enables the employees to identify and develop their strengths and

weaknesses and align them towards organizational objectives through counselling, mentoring

and additional inputs through specific training programmes.

With the competencies being mapped and competency gaps identified, employees are in

a learning and growth mode and it has become a way of life at HPCL.

They are fully committed to enhancing the skills and competencies of their employees, and

also, enrich their personal growth and development. Capabilities are recognized and

opportunities for further learning are provided. Their training programs are at par with the

best and strive to galvanize a person into a thorough professional with which he can realize

his potential.

HPCL has a state of art learning centre at Nigdi, Pune called HP– MDI which is a certified

ISO 9002 institute where a wide range of Functional / Behavioural / Managerial programmes

are conducted. Carefully designed and developed, these programmes are conducted by

experts drawn from reputed academic institutes to Management Consultants. The institute's

library is a treasure house that contains works on a variety of subjects covering all the aspects

of management. The institute has a well equipped gymnasium, tennis court and indoor sports

for recreation. Each morning, Yoga sessions are also conducted under the guidance of Yoga

gurus.

HPCL has also developed an e-learning portal using which employees can enhance their

technical and behavioural competencies through numerous e-learning modules. These

interactive modules are content rich and also enable the employee to evaluate these on the

knowledge acquired.

An Interactive Training Portal with complete schedule and the details of the various training

activities conducted across the country is available. This portal has provisions to enabling

employees to nominate themselves for the programs of their interests, online.

Towards Employee Delight

The welfare of their employees is the key theme in their organization. The benefits they offer

them are on par with the best available.

These are:

VDA (Variable Dearness Allowance), HRA (House Rent Allowance), CCA (City

Compensatory Allowance) etc. and other perquisites as applicable to particular grade are also

provided.

Perquisites: They have a comprehensive medical insurance program that covers the whole

array of medical expenses for the employee and his dependants. The employee’s growth in

the company will be complemented by his own self-development. Their educational refund

plan offers the employee the support in pursuing the course of his interest. Their study leave

policy also includes a time-off to pursue higher studies related to employee’s profession.

Their responsibility towards employees doesn’t stop at compensation alone. They offer all

possible help to facilitate employee’s settling down. They provide housing and vehicle loans

at a very nominal interest rate that will help in securing employee’s family’s future. Their

other benefits include furniture and computer advance, home lease facility, accommodation at

a very minimal charge depending upon availability and a host of allowances and insurance

schemes to make the employee’s stay in their company comfortable. All these in addition to a

host of deferred benefits like provident fund, gratuity and pension plan.

Sub departments:

While they do not have any specific sub divisions in their HR department, they do have the following titles for the work they do:

1. Performance Management

2. Training

3. Industrial Relations

4. Hr marketing

5. Competency mapping and development

6. Manpower planning and recruitment

In their efforts to nurture merit and enable people to bring out their best, they place a

premium on innovation and give their people the freedom to think differently. They

encourage individuals to take on increased responsibility and thereby contribute to the

success of the company. Hard work and contribution never go unnoticed at HPCL; if an

employee’s, or his team’s performance, is of unrivalled standards and has led to substantial

savings, his contribution shall be rewarded with “Outstanding Achievement Award ". It’s in

recognition of the employee’s unrelenting and steady performance. HPCL values loyalty and

rewards it suitably. Employees who have been a part of the corporation for more than 15

years are rewarded for their service since they have proved to be a major force behind their

successful journey.

Indian Oil Corporation Limited

Indian Oil is an Indian public-sector oil and gas company. It is India’s largest commercial

enterprise, ranking 105th on the Fortune Global 500 list in 2009. Indian Oil and its

subsidiaries account for a 47% share in the petroleum products market, 40% share in refining

capacity and 67% downstream sector pipelines capacity in India. The Indian Oil Group of

Companies owns and operates 10 of India's 19 refineries with a combined refining capacity

of 60.2 million metric tons per year.

Indian Oil operates the largest and the widest network of fuel stations in the country,

numbering about 17606 (15557 regular ROs & 2049 Kissan Sewa Kendra). It has also started

Auto LPG Dispensing Stations (ALDS). It supplies Indane cooking gas to over 47.5 million

households through a network of 4,990 Indian distributors. In addition, Indian Oil's Research

and Development Centre (R&D) at Faridabad supports, develops and provides the necessary

technology solutions to the operating divisions of the corporation and its customers within the

country and abroad. Subsequently, Indian Oil Technologies Limited - a wholly owned

subsidiary, was set up in 2003, with a vision to market the technologies developed at Indian

Oil's Research and Development Centre. It has been modelled on the R&D marketing arms of

Royal Dutch Shell and British Petroleum.

Success is people driven. Building competencies through training is one of the core strengths

of Indian Oil. The Indian Oil Institute of Petroleum Management- a centre of excellence for

nurturing future leadership, situated on the outskirts of New Delhi, conducts advanced

management education programmes in collaboration with premier business schools and top

line professionals. Indian Oil operates 18 training centres across the country for up-skilling,

re-skilling and multi-skilling of employees in its pursuit of corporate excellence.

Indian Oil has been serving as a source of technical support and expertise to petroleum

companies of carious countries across the globe. Some of these countries, which have

partnered for excellence, include Sri Lanka, Kuwait, Bahrain Iraq, Abu Dhabi, Tanzania,

Ethiopia, Algeria, Nigeria, Nepal, Bhutan, Maldives, Malaysia and Zambia.

http://en.wikipedia.org/wiki/Faridabad

http://en.wikipedia.org/wiki/Royal_Dutch_Shell

REVIEW OF LITERATURE

Any organization needs a skills management program in place. Skills Management is the practice of understanding, developing and deploying people and their skills. Well-implemented skills management should identify the skills that job roles require, the skills of individual employees, and any gap between the two.

In the early 1970’s, industrial psychologists and human resource managers were seeking ways to better predict job performance. There was significant evidence to show that personality and personality testing was very poor at predicting job performance (about 10% success rate was achievable). At the same time, a number of studies showed that traditional academic aptitude, knowledge tests, school grades and credentials did not predict job performance.

Dr David C. McClelland, Professor of Harvard University published a paper in 1973 titled “Testing for Competency Rather Than Intelligence” which launched the competency movement in psychology. Over 30 years of research, experience and consulting work have demonstrated that competencies are the best method to define and predict outstanding job performance. They are also free from bias against race, sex or socioeconomic factors.

Competencies are personal characteristics that differentiate levels of performance in a given job, role, organization, or culture. In other words Competencies are defined as personal characteristics that lead to superior performance. Competencies include skills, knowledge, attitudes, motives and other personal attributes that allow managers to perform at an excellent standard.

Below is the iceberg competency model which depicts the various levels of competency characteristics, with skill and knowledge forming the tip of the iceberg. The underlying elements of competencies are less visible but they largely direct and control surface behavior. Social role and Self-concept exist at a conscious level; Traits and Motives exist even further below the surface, lying closest to the person’s core.

SkillKnowledge

Social Role, ValuesV Self Image

TraitMotive

Necessary for topperformance but notsufficient to beoutstanding

Characteristicsthat providemotivation andlead to longerterm success

As seen in the iceberg there are six basic types of competency characteristics, and they exist at different levels of consciousness within people. The upper levels are easy to see, but they rarely predict or determine outstanding performance. The deeper levels of competencies - traits and motives - tend to drive people’s long-term behavior and, thus, their long-term performance.

Skill- the ability to perform a certain physical or mental task, e.g., a dentist’s physical skill to fill a tooth without damaging the nerve.

Knowledge- the information a person has in specific areas, e.g., knowledge of basic accounting principles, knowledge of human anatomy etc.

Social Role- the image a person projects to others, the “outer self,” e.g., being a leader or a follower. It reflects a person’s values - what he or she believes is important to do.

Self Image- the way a person sees himself or herself - the “inner self”, or internal concept of identity, e.g., seeing oneself as a teacher or leader.

Traits- are relatively enduring characteristics of a person’s behavior, either cognitive or psycho-social, e.g., being a good listener, or being able to recognize patterns across seemingly unrelated elements.

Motives- are natural and constant thoughts and preferences in a particular area (i.e., Achievement, Affiliation, and Power) that drive, direct, and select a person’s outward behaviour, e.g., continuously wanting to achieve and make things better.

The first two are relatively easy to develop and acquire; training is all that is required. However, the last two are the core of one’s personality and are more difficult to assess and develop; it is therefore more cost-effective to select for these characteristics. Self- image competencies lie somewhere in-between; attitudes and values such as self-confidence and self-esteem can be changed with training and positive developmental experiences, although with more time and effort.

Competencies determine whether someone is well-matched or not so well-matched with his or her job or role. The better the match, the more effective and satisfied a person will be in carrying out what the job or role requires. Because different jobs have widely differing demands, the competencies that contribute to outstanding performance will differ from job to job. For example, the job of an individual contributor in a computer company will require a different set of competencies from the job of an executive in a service company.

The easiest to assess are the ones above water on the Iceberg Model: skills and knowledge. These are the kinds of competencies, such as extent of education, job experience, and areas of expertise, that are presented in résumés. On the other hand, motives (e.g., Achievement, Affiliation, and Power Motivation) are the most difficult competencies to assess. As we have seen, motives exist at the unconscious level, and we rarely get feedback on what motivates us. So, we may not even know or understand our motives ourselves. However, there are certain behavioral indicators that come from and are associated with the various competencies. For example, a person who has the competency characteristics of Achievement Orientation will tend to set challenging goals for himself or herself and others. That behavior is the outward indicator of that particular competency. Behavioral indicators of competencies can be identified through Behavioral Event Interviews or, in some cases, through questionnaires.

Similarly, all competencies can be developed, some more easily than others. The most important thing is that competencies can be taught. But some competencies need extensive developmental effort over an extended period (as do motives), and some are limited as to the degree of development possible (as is intelligence). In general, the competencies that are harder to see are harder to develop. That is, the level of consciousness at which a competency exists is not related only to how easily it can be assessed, but also to how easily it can be developed. Thus, motives are extremely difficult to develop, while acquiring a set of simple skills may only require taking a single class.

When people fail to demonstrate the behaviours related to a competency, it may not be because they don’t possess the competency, but rather because there are external or internal obstacles that make showing the behavioural evidence of a competency difficult.

To develop a competency, or to show it more, it helps to identify whether the key issues standing in the way of competency expression are external or internal, and then to focus efforts at competency development.

External Issues- A major reason for someone not displaying a competency can be the environment or culture in which he or she works. If the expression of a competency is discouraged or not permitted, it takes extra effort to show it. Some of these issues can be resolved through discussions with your manager; others may relate to having a different set of cultural assumptions, which may mean reconsidering your own focus as well as that of others.

Internal Issues- The internal obstacles to expressing a competency may have to do with a person not understanding the situation (knowledge), seeing the display of a competency behavior as inappropriate (social role), or simply not enjoying displaying that particular competency behavior (motive).

The Iceberg Model can help identify exactly what is missing within you or keeping you from demonstrating a competency, and what is necessary in order to develop a competency. Listed below are some key questions based on the Iceberg Model that can guide your thinking about how you want to develop the competency. Different levels of the iceberg require different kinds of development; for example, adding a skill and changing the way you see your social role require different methods of change.

Iceberg Level Questions to Ask Yourself Sample Development Actions

Knowledge Do I know enough to act? Am I missing information?

Research study, observation, asking questions, books

Skills Do I have the ability or training to act? Can I act effectively?

Skill training, courses

Social Role, Values

Do I know the part to play? Do I see this as appropriate? Is this the right thing to do here?

Choosing new roles to play, examining values in the context of the situation

Self-Image Do I see myself doing this? Is this me? Is this important to me?

Reordering personal priorities, defining and adopting a new self-image

Trait Do I have the enduring, reliable patterns of behaviour needed to do this?

Organized practice of trait behaviours, establishment of systems to substitute

Motive Do I enjoy this? Does it get me energized?

Long-term organized practice of motives, thoughts, and behaviours

Any competency can be acquired or developed by using the step-by-step Competency Acquisition Process below. Although some steps are harder than others for some competencies, this basic process works for acquiring or developing any competency, to a greater or lesser degree.

1. Recognition- “I know it when I see it.” You recognize the competency when it is there or when someone demonstrates it, but cannot explain it or replicate it.

2. Understanding- “I know what it is.” You can explain a competency at this step in the process; you know what to do, what a person thinks about when acting, or what is missing, even though you may not be able to do it yourself.

3. Self-Assessment- “I see how much I have of it.” This is the comparison between where you are now and where you will be when you have acquired the competency. Accurate, objective feedback is vitally important here, so that you can make a realistic assessment of what you bring and what stands in your way. People’s views of themselves are rarely accurate enough to yield a reliable self-assessment regarding a difficult competency.

4. Experimentation- “I am doing it.” This includes experimentation and hands-on practice of the competency, preferably in a “safe” context, where it does not threaten overall job performance. Development tasks and on-the-job assignments are useful here.

5. Skill Practice- “I am doing it on the job.” Once the competency has been practised adequately, it can be integrated into daily performance on the job. A goal-setting process is helpful in making long-term plans for how to do this. This is also an opportunity for the manager to take part in a person’s development.

6. Feedback- “I know how I am doing.” It is critical to get objective feedback on how well you have begun to demonstrate a new competency, to advance and enhance the process of development over time. Feedback creates a realistic self-assessment, which drives the next steps for development. This is an opportunity to obtain outside help from peers, the manager, employees, or others.

The skills involved can be defined by the organization concerned, or by third party institutions. They are usually defined in terms of a skills framework, also known as a competency framework or skills matrix. This consists of a list of skills, and a grading system, with a definition of what it means to be at particular level for a given skill.

To be most useful, skills management needs to be conducted as an ongoing process, with individuals assessing and updating their recorded skill sets regularly. These updates should occur at least as frequently as employees' regular line manager reviews, and certainly when their skill sets have changed.

Skills management systems record the results of this process in a database, and allow analysis of the data.

Skills management provides a structured approach to developing individual and collective skills, and gives a common vocabulary for discussing skills. As well as this general benefit, three groups of employees receive specific benefits from skills management:

Individual Employees: As a result of skills management, employees should be aware of the skills their job requires, and any skills gaps that they have. Depending on their employer, it

may also result in a personal development plan (PDP) of training to bridge some or all of those skills gaps over a given period.

Line Managers: Skills management enables managers to know the skill strengths and weaknesses of employees reporting to them. It can also enable them to search for employees with particular skill sets (e.g. to fill a role on a particular project).

Organization Executives: A rolled-up view of skills and skills gaps across an organization can enable its executives to see areas of skill strength and weakness. This enables them to plan for the future against the current and future abilities of staff, as well as to prioritise areas for skills development.

Skill matching and skill-gap analysis: One of the major benefits of a competence management system is that people can be matched with specific jobs or roles as they arise. Skill matching is invaluable, for example, when a project leader asks for assistance in building a team for a new assignment.

A skills gap analysis is an evaluation tool for determining training needs of an individual, group or organization. The analysis reveals the differences between the required and the existing skill levels and the recommended strategies for reducing the differences or closing the gap.

Tools

Performance assessments, questionnaires, interviews and group discussions are main tools for assessing current skill levels. Projections, company goals and long-term plans inform what the desired skill levels are.

Evaluation

Comparing the two findings reveals the gaps in competencies. Skill areas evaluated include responsibilities, duties, tasks, functions and knowledge.

Recommendations

Details of the gap in skill levels inform discussions among trainers, managers and employee representatives to determine the nature of the training program needed.

Advantages

Identifying employees' training needs and the ways of meeting those needs helps managers in planning, time management and budget considerations. With targeted training, employees receive job satisfaction, the company optimizes its human resources and production levels are likely to improve.

Additional Usage

A skills gap analysis may also reveal employees' competencies or lack thereof that could point to the need for replacement, promotion or pursuit of personal growth. An employee may use knowledge of a skills gap to seek continuing education at an external training facility.

For individuals, and for the company as a whole, skill-gap analyses are extremely useful for business planning. It gives employees an opportunity to identify gaps between the requirements of a new role and their existing skills.

Similarly, it is very important for the company to have an overview of the skills needed to bridge the gap between what the company wants to deliver and what it is able to deliver. The system can support management by creating graphical overviews for competency profiles.

BPCL’s HR Setup

BPCL’s Human Resources department is divided into two parts, Human Resource Development and Human Resource Services. Human Resource Development is a part of the corporate office in Mumbai. HRD formulates the policies and lays down the procedures to implement them. Human Resource Services, as the name suggests is the services wing of HR in the company. They deal with the implementation of the policies and follow the guidelines of HRD. Every region has a separate HRS department viz. Northern, eastern, western and southern. The HRS department in the northern region has the following format:

Mr. M.V.Prabhakaran

Chief Manager HRS North

Mr. Mukesh Nangia

Senior Manager (Benefits Administration)

Mr. Lalit Watts

Senior Manager (Guest Relations)

Mr. Satish Kumar Gupta

Manager (Administration)

(Admin Facilities)

Mr. Rajnish Kumar

Deputy Manager (Employee Relations)

Ms. Ritu Mathur

Deputy Manager (Training and Development and Separations)

There are four departments viz. Employee Relations, Administration, Benefits Administration, Guest Relations and Training and Development. There are non – management staff attached with every department.

The Benefits Administration sub department has the following structure:

Benefits Administration, as the name suggests, is concerned with the administration of benefits provided by the company to its employees. Ben-admin North deals with a variety of benefits. These mainly include the following:

Mr. Mukesh Nangia

Sr. Mgr (Ben-Admin)

Mr. Kamal Kant

Deputy Manager

Mr. Saurabh Bhatnagar

Assistant Manager

Ms. Kamaldeep

Secretary

Ms. Madhu Neera Kerketta

Assistant Manager

Mr. Daleep Kumar

Secretary

1. Salary Administration

2. Vehicle loan

3. Home loan

4. Transfer Expenses

5. Medical reimbursement etc.

The Administration sub department has the following structure:

The administration department mainly takes care of providing facilities to the employees in the office and in the housing complex. These services mainly include the following:

1. In the office:

Mr. Satish Kumar Gupta

Manager

Mr. Ajoy Singh

Dy. Manager

Mr. Mickey P Singh

Dy. Manager

Mr. Dipankar Saha

Assistant Manager

Mr. Ashwini Kumar

Executive

Ms. Rinki Jaiswal

Executive

Mr. S. K. Taneja

Executive

a. Electrical Systems

b. Housekeeping

c. Horticulture

d. Arrangements for conferences, meetings etc.

2. In the housing complex

a. Electrical systems

b. Security

c. Maintenance of facilities like gym, swimming pool etc.

The Guest Relations sub department has the following structure:

The Guest Relations department basically caters to the employees needs with the idea of treating them like guests. They undertake the acquiring and maintenance of guest houses and holiday homes. The department also takes care of official transportation need of the company. Thus the main activities of the department are:

1. Ticket booking

2. Maintenance of holiday homes and transit flats.

Mr. Lalit Watts

Sr. Manager

Mr. Vinay Mehndiratta

Secretary

Mr. Nadeem Khan

Dy. Manager

Mr. Khalid Ahmed

Assistant Manager

The Employee Relations sub department has the following structure:

The employee relations department takes care of a number of issues. Main amongst them are:

1. Manpower planning – a. Transfers

b. Redeployment etc.

2. Performance management for non-management staff

Mr. Rajnish Kumar

Dy. Manager

Mr. Rajesh Kapoor

Executive

Ms. Mansi Dubey

Assistant Manager

3. Court cases against the company

The Training and Development and Separations sub department has the following structure:

The training and development and separations department takes care of mainly the following:

1. Training programs formulation and implementation

Ms. Ritu Mathur

Dy. Manager

Mr. Kapil Rohtagi

Assistant Manager

2. Overseeing the training programs

3. Taking care of the separation i.e. Retirement, death.

FINDINGS AND ANALYSIS

The study was done on thirteen employees of job groups A and B. The study included two sets of preliminary questionnaires created for two sets of respondents. One was for the target group of the thirteen employees and the other for their line managers. These two questionnaires along with observation technique were used to gather data. After the preliminary data collection, input was taken on the importance, required proficiency and current proficiency.

Following are some preliminary findings of the study:

1. SAP knowledge was given highest preference by both the target group and the line managers.

2. The line managers felt that the trainings were well received. However, the effect of the behavioural trainings wore off after a few months, two months on an average. This is corroborated by the skill gap in behavioural skills (refer to graph in next section).

3. The department is working on reducing paperwork; this would require that the personnel are well versed with advanced computer skills including both MS Office applications and SAP.

4. There was an emphasis on behavioural skills. However now the focus needs to shift to functional skills. For this purpose there is a need to identify and quantify the skills and skill levels required.

5. This does not mean less emphasis on behavioural skills as all the line managers emphasized it is of utmost importance. But it seemed that the behavioural trainings were not taken seriously. The attitude towards behavioural trainings needs to change in order for it to be effective.

6. Some employees feel that their job roles do not do full justice to their potential. In such cases job rotation can be performed to give them a sense of achievement and motivation.

7. However there was no case of role ambiguity or role conflict found.

8. Personnel want to go in for various courses viz. Advanced Negotiation Skills etc. It is advised that they meet with their line managers once in three months to discuss the potential courses they might opt for.

Findings on the basis of rating survey:

The following two formulae were used on the data collected:

1) Weighted Proficiency Gap Index:

0<= ∑Importancei (Profiency Requiredi – Current Proficiencyi) <=4

∑Importancei

This gives the gap between proficiency required and current proficiency while taking the importance as a weight. The limits come out to be zero and four. The lower limit is zero as the minimum skill gap is zero, thus multiplied by importance it gives us zero. The maximum is 4 as the minimum proficiency can be one so taking the difference in the bracket i.e. four common and cancelling the numerator by the denominator, we get the value four.

Next we divide the weighted Proficiency Gap Index by 4(max gap) to get the gap percentage.

2) Training Needs Analysis (TNA) Index:

∑ Average Importance * Gap

No. Of individuals

This gives the TNA index for each skill. They are then sorted in descending order to show which skills need more attention.

Ben-Admin Functional Skill Requirement Sample A:

Skill Importance Proficiency Current Average TNA Index

Required Proficiency Importance

Knowledge of company policies

5 5 2 4. 7 4. 7

Application of company policies

5 5 2 5 5

Knowledge of industry standards

3 3 1 3.3 2.2

SAP Proficiency

4 5 2 4 4

Knowledge of SAP

4 4 2 4.3 2. 9

Information gathering w.r.t. employee needs

4 4 1 4 4

Change communication

4 4 2 4 2. 7

Domain knowledge

5 4 2 4. 7 3. 1

General Awareness

3 4 1 3 3

Assimilation of training information

4 4 2 4 2. 7

Application of training in work

4 4 2 4 2.7

Weighted Proficiency Gap Index

2.47

Gap % 61.67%

In order of need for trainingSkill TNA Index


5


4. 7

SAP Proficiency

4


4

Domain knowledge

3. 1

General Awareness

3

Knowledge of SAP

2. 9


2. 7


2. 7


2. 7


2. 2

Ben-Admin Functional Skill Requirement Sample B:

Skill Importance

Proficiency Required

Current Proficiency

Average Importance

TNA Index


5 5 4 4.7 1.6


5 5 4 5 1.7


4 4 3 3.3 1.1

SAP Proficiency

4 5 4 4 1.3

Knowledge of SAP

5 4 3 4.3 1.4

Information gathering w.r.t.

4 5 3 4 2.7

employee needsChange communication

5 5 3 4 2.7

Domain knowledge

5 5 4 4.7 1.6

General Awareness

3 4 3 3 1


4 4 3 4 1.3


4 4 3 4 1.3


1.19

Gap % 29.69%

In order of need of trainingSkill TNA Index


2.7


2.7


1.7


1.6

Domain knowledge

1.6

Knowledge of SAP

1.4

SAP Proficiency

1.3


1.3


1.3


1.1

General 1

Awareness

Ben-Admin Functional Skill Requirement Sample B:

Skill Importance Proficiency Required

Current Proficiency

Average Importance

TNA Index


4 4 3 4.7 1.6


5 4 3 5 1.7


3 3 1 3.3 2.2

SAP Proficiency

4 5 3 4 2.7

Knowledge of SAP

4 5 3 4.3 2.9

Information gathering

4 4 3 4 1.3

w.r.t. employee needsChange communication

3 3 2 4 1.3

Domain knowledge

4 5 4 4.7 1.6

General Awareness

3 3 2 3 1


4 3 3 4 0


4 4 3 4 1.3


1.17

Gap % 29.17%

In order of need of trainingSkill TNA Index

Knowledge of SAP

2.9

SAP Proficiency

2.7


2.2


1.7


1.6

Domain knowledge

1.6


1.3

Change 1.3

communicationApplication of training in work

1.3

General Awareness

1


0

Employee Relations Functional Skill Requirement Sample A:


Current Proficiency

Average Importance

TNA Index


5 5 4 5 2.5


5 5 4 5 2.5

Team Player 5 5 3 5 5

Ability to lead a team

4 5 3 4 4

Foresightedness

5 5 4 5 2.5

Written communication

5 5 5 5 0

Task management

5 5 5 5 0

Performance check of procedures

4 5 4 4.5 2.25

Knowledge of relevant laws

5 5 4 5 2.5

Reception to training

5 5 3 5 5

Presentation Skills

5 5 3 5 5

Drafting Skills 5 5 4 5 2.5


1.169811321

Gap % 29.25%

In order of need of trainingSKILL TNA Index

Team Player 5


5

Presentation Skills

5


4


2.5


2.5

Foresightedness

2.5


2.5

Drafting Skills 2.5


2.25

Written 0

communicationTask management

0

Employee Relations Functional Skill Requirement Sample B:

Skill Importance

Proficiency Required

Current Proficiency

Average Importance

TNA Index


5 5 3 5 5


5 5 4 5 2.5

Team Player 5 5 4 5 2.5


4 5 3 4 4

Foresightedness 5 5 4 5 2.5


5 5 3 5 5

Task management

5 5 4 5 2.5


5 5 4 4.5 2.25


5 5 4 5 2.5


5 5 4 5 2.5

Presentation Skills

5 5 4 5 2.5

Drafting Skills 5 5 3 5 5


1.3

Gap % 31.48%

In order of need of training

Skill TNA Index


5


5

Drafting Skills 5


4


2.5

Team Player 2.5

Foresightedness 2.5

Task management

2.5


2.5


2.5

Presentation 2.5

SkillsPerformance check of procedures

2.25

On the basis of behavioural skills only the gap has been calculated since the focus was on functional skills.

Ben-Admin Behavioural Skill Requirement Sample A:


Current Proficiency

Ability to work in a team 4 5 2

Developing People 4 4 1

Conflict Management 3 4 2

Innovative Problem Solving 4 4 1

Negotiation 3 3 2

Persuasiveness 3 3 1

Problem Analysis 3 4 1

Achievement Orientation 4 5 2

General Awareness 3 3 1

Assertiveness 3 4 1

Ability to say 'No' 4 5 2

Communication Skills 5 5 1

Listening skills 3 3 1

Persistence 3 4 2

Adaptability 4 4 2

Dependability 5 5 2

Dedication 4 5 2

Passion for work 5 5 3

People Skills 4 4 2

Holistic approach to work 4 4 2

Stress Management 4 3 2

Delegation 3 3 1

Decisiveness 4 4 1

Planning 4 5 2

Innovation/Creativity 3 4 2

Leadership 3 4 1

Behaviour Flexibility 3 4 2


2.5

Gap % 62.37%

Ben-Admin Behavioural Skill Requirement Sample B:


Current Proficiency

Ability to work in a team 4 5 2


Conflict Management 4 4 2

Innovative Problem Solving 4 5 2

Negotiation 4 4 2



Achievement Orientation 4 5 4


Assertiveness 3 4 3


Communication Skills 4 5 3


Persistence 4 4 3

Adaptability 4 3 3

Dependability 4 5 5

Dedication 4 5 4


People Skills 5 4 2

Holistic approach to work 4 4 3


Delegation 4 4 3

Decisiveness 4 4 4

Planning 4 4 4

Innovation/Creativity 4 5 2

Leadership 4 4 3

Behaviour Flexibility 4 5 2


1.45

Gap % 36.34%

Ben-Admin Behavioural Skill Requirement Sample C:


Current Proficiency

Ability to work in a team

5 5 2


Conflict Management

4 4 1

Innovative Problem Solving

4 4 2

Negotiation 5 5 3



Achievement Orientation

5 5 3


Assertiveness 4 4 2


Communication Skills

4 5 3


Persistence 4 4 1

Adaptability 3 3 1

Dependability 5 5 2

Dedication 4 5 2


People Skills 4 3 2

Holistic approach to work

4 4 2


Delegation 3 3 3

Decisiveness 4 4 3

Planning 4 5 2

Innovation/Creativity

4 4 3

Leadership 4 4 1

Behaviour Flexibility

4 5 1


1.9

Gap % 47.69%

Employee Relations Behavioural Skill Requirement Sample A:


Current Proficiency


4 5 3


Conflict Management

4 5 4

Innovative Problem Solving

5 5 4

Negotiation 4 5 3




5 5 5


Assertiveness 3 4 5



5 5 4


Persistence 5 5 5

Adaptability 4 5 4

Dependability 5 5 5

Dedication 5 5 5


People Skills 5 5 3


5 5 4


Delegation 5 5 3

Decisiveness 5 5 4

Planning 5 5 3


4 5 4

Leadership 4 5 3


5 5 3


1.04

Gap % 26.02%

Employee Relations Behavioural Skill Requirement Sample B:


Current Proficiency


5 5 4


Conflict Management

4 5 4

Innovative Problem 4 5 4

SolvingNegotiation 5 5 3




4 5 4


Assertiveness 4 4 4



5 5 4

Delegation 5 5 3


Persistence 4 5 4

Adaptability 5 5 4

Dependability 5 5 4

Dedication 5 5 4


People Skills 5 5 4


5 5 3


Delegation 5 5 3

Decisiveness 5 4 3

Planning 5 5 4


4 5 4

Leadership 5 5 4


5 5 4


1.12

Gap % 28.22%

CONCLUSION

There are significant skill gaps in both the functional and behavioural domain.

Looking at the results of the behavioural skill requirement samples, the focus should not be removed from them.

Further data testing needs to be done by in house personnel to deal with confidentiality concerns.

The list of skill gaps has been given in descending order.

RECOMMENDATIONS

Following are recommendations based on the interactions with the employees and their line managers. These are some points in particular:

1. Benefits Admin:

A basic course in understanding medicine as for personnel dealing with the medical benefits section. It would help familiarize them with new and

upcoming aspects in the field of medicine. This would also help determine the validity of claims and also suggest correct and cost saving procedures to the employees of BPCL. This can be done by arranging a seminar by medical professionals. BPCL has ties with many hospitals. These contacts can be used to upgrade our personnel’s knowledge. It can be arranged by sending the personnel and counterparts of other regions to an informative seminar like this.

An interaction with counterparts in the other regions can lead to a better performance as it will give a window into how things take place elsewhere.

Presentation and excel skills need to be stressed upon. The employee already has a basic knowledge of these and so needs to go in for an advanced course.

Also, employee’s knowledge and level of interaction with the non – management staff can be utilized by having them conduct a computer skills workshop for them thereby saving the cost of hiring outsiders and making sure the training is well-received.

Personnel interested in hard core SAP training. This can be used to help out with problems in the SAP system.

2. Admin:

A refresher course on e tendering for admin personnel would be beneficial for the organization.

A course in “Green Building Construction” has been suggested by the seniors. Seeing as the world is becoming more ecologically conscious, this would benefit the organization in its upcoming construction projects.

A course in “Rehabilitation and repair of old buildings” and “Retrofitting existing buildings with earthquake resistance”.

3. Employee Relations:

Active work on statutory compliances and making all locations fully compliant is going on. Apart from this, send personnel to out of company seminars and talks about the same and related subjects. This would lead to knowledge sharing and also interacting with similar companies would help us gauge where we stand in the industry and also give us an insight into how other companies are handling the same problems that we are facing.

4. Guest Relations:

Have Guest Relations personnel participate in stress management workshops once in 3 months. They need communication skills course, and an intermediate finance course. They may be sent on a tour of a travel management company to see their work and gauge where they stand vis a vis a professionally run travel unit.

The paperwork has varying levels of importance, so based on the levels of importance, some of it can be filtered out and given to a clerical staff. This will ensure that the big-ticket items get the attention they deserve and the smaller items do not come in the way of processing the former.

Moreover some other recommendations are:

There is a need to create an Individual Development Plan for every employee so that it is known what to prepare the employee for next. Since some employees want to be part of something transformational and not just transactional they can be part of the team that does this. BPCL’s closest competitor has enforced this system and it would do well for the company to follow this path if it is to compete.

Some reallocation of job roles has taken place and the employees who have now been assigned certain jobs are new to them and this might slow down the speed of processing. Thus, members of the non – management staff that took care of the respective matters should pass on the knowledge by means of a seminar.

Job rotation is not performed very often in the organization which could benefit immensely. This practise should be started not just within the department but also with other departments wherever there is a match. For example, admin personnel who are connected with tendering and contracting can be rotated with engineering department.

People tend to adopt a laidback attitude because they are not sure how their performance is being judged. So bring in more transparency in the evaluation system to enable employees to know how exactly their performance is affecting their appraisal.

Conduct an employee satisfaction survey in the housing complex to gauge satisfaction levels and find out other possible areas of improvement. Also use this opportunity to manage expectations of employees by letting them know the limits to which service can be provided.

Send personnel for exhibitions where tiles, geysers, flooring etc are exhibited.

Communication skills have been stressed on time and again. These trainings should not be taken lightly and pre and post questionnaires should be circulated to gauge the efficacy of the trainings.

Time and task management courses have been emphasized time and again. These courses would lead to better functioning of the departments according to the line managers.

LIMITATION S OF THE STUDY

Variation from required skill is difficult to detect due to sensitivity and confidentiality issues.

Industry standards were difficult to gauge.

LEARNING EXPERIENCE

The experience at Bharat Petroleum was a great learning experience. The culture, structure,

processes and functions at BPCL provide a different dimension to Business growth and

development.

I am It was really very fortunate to have undertaken an my internship at BPCL which gave an

exposure exposed me to the practical HR concepts and their applications.

BPCL gave me an opportunity to work on certain confidential aspects of the company as well.

Annexure I

Questionnaire for target group

1. What is your work profile?

2. Who according to you is the customer of your department?

3. What do you think is the impact of your job on the overall department?

4. What do you think is the impact of your job on the company?

5. What do you think are the skills required for your job profile?

6. Do you think you require any specific courses to perform your job more efficiently?

7. Is there any role ambiguity when it comes to your job description?

8. Is there any role conflict when it comes to your job description?

9. Do you think you have the skills required for the next job role?

10. What are the future goals and challenges that your department faces and are you ready for them?

Annexure II

Questionnaire for line managers


This should be the next question


Reframe


Reframe

1. What are the major tasks/activities carried out by your department?

2. What is the plan that you have for the next few years?

3. What is the vision that you have for your department i.e. what do you aim to achieve in the long run?

4. Who are your team members?

5. What job groups do they fall into and what is their experience level?

6. What do you think are the skills required for the job profiles of your subordinates?

7. Do you conduct/send your team for skill enhancement programs on a regular basis?

8. What is the frequency of sending the team for such programs and what are those programs?

9. Do you think these programs have helped in enhancing their job performance or their potential?

10. What program-functional (on the job training, software/new technology/materials/accessories/product knowledge/interiors/logistics/cafeteria/security) and behavioural do you suggest and at what frequency?

Bibliography

1. http://superperformance.com/hrskills.php


Add the word ‘training’

2. http://www.hindustanpetroleum.com/en/UI/HRLearningAndDevelopment.aspx

3. www.exploreHR.org

4. http://www.ehow.com/facts_5925583_skills-gap-analysis_.html

5. BPCL intralink

Add References of books also