CPCD Project-Srimant Jha

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CPCD- Project report Srimant Jha Page 1

Performance Competency DevelopmentIn

ESB LIMITED

Submitted in partial fulfillment of the requirements for

Certified Performance Competency Developer(CPCD)

By

Srimant Jha

(Batch of 23-24th

March, 2013)


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I N D E X

S. No Content Page No.

1 About ESB Limited 3

2 Project Summary 12

3 Competency- An Introduction 13

4 Competency Mapping 24

5 Job Description for Manager- HR 46

6 JEA table for Manager- HRD 46

7 Behavioral anchored rating for Manager- HR 478 Job Description for Manager- Administration 53

9 JEA table for Manager- Administration 54

10 Behavioral anchored rating for Manager- Administration 55

11 Job Description for Manager- Sales 59

12 JEA table for Manager- Sales 61

13 Behavioral anchored rating for Manager- Sales 62

14 Job Description for Manager- Training & Development 66

15 JEA table for Manager- Training & Development 67

16Behavioral anchored rating for Manager- Training &

Development

67

18 References 72


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1. ESB Limited- An Introduction

1.1 HISTORY OF ESB

The genesis of ESB dates back to the 1940s when two brothers, Mr. H.P Nanda and Mr. Y.

Nanda launched a small agency house, ESB Agents Ltd. in Lahore. Over the years, ESB has

moved ahead of those times and has evolved into one of Indias largest conglomerates. In this

journey of over six decades, ESB has had the privilege of being associated with some of worlds

leading engineering and manufacturing spaces like Minneapolis Moline, Massey Ferguson,

Goetze, Mahle, URSUS, CEKOP, Ford Motor Company, J.C. Bamford Excavators, Yamaha,

Carraro, First Pacific Company, Hughes Communications, Jeumont Schneider, Dynapac etc.

These valued relationships, be it technological, marketing, are one of ESB highly cherished

experiences treasures, which have helped it inculcate best in class manufacturing practices and

also enabled it to emerge as a technologically independent world class engineering

organization.

The ESB Group is among Indias leading engineering conglomerates operating in the high

growth sectors of agri-machinery, construction and material handling equipment, railway

equipment and auto components.

Having pioneered farm mechanization in the country, ESB has played a pivotal role in the

agricultural growth of India for over five decades. One of the leading tractor manufacturers of

the country, ESB offers a comprehensive range of tractors, more than 45 variants starting from

25 to 80HP. Escort, Farmtrac and Powertrac are the widely accepted and preferred brands of

tractors from the house of ESB.

A leading material handling and construction manufacturer, they manufacture and market a

diverse range of equipmentslike cranes, loaders, vibratory rollers and forklifts. ESB today is the

worlds largest Pick n carry Hydraulic Mobile Crane manufacturer.


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ESB have been a major player in the railway equipment business in India for nearly five

decades. Our product offering includes brakes, couplers, shock absorbers, rail fastening

systems, composite brake blocks and vulcanized rubber parts.

In the auto components segment, ESB is a leading manufacturer of auto suspension products

including shock absorbers and telescopic front forks. Over the years, with continuous

development and improvement in manufacturing technology and design, new reliable products

have been introduced.

Throughout the evolution of ESB, technology has always been its greatest ally for growth. In the

over six decades of our inception, ESB has been much more than just being one of Indias

largest engineering companies. It has been a harbinger of new technology, a prime mover onthe industrial front, at every stage introducing products and technologies that helped take the

country forward in key growth areas. Over a million tractors and over 16,000 construction and

material handling equipment that have rolled out from the facilities of ESB, complemented by a

highly satisfied customer base, are testimony to the manufacturing excellence of ESB. Following

the globally accepted best manufacturing practices with relentless focus on research and

development, ESB is today in the league of premier corporate entities in India.

Technological and business collaboration with world leaders over the years, globally

competitive indigenous engineering capabilities, over 1600 sales and service outlets and

footprints in over 40 countries have been instrumental in making ESB the Indian Multinational.

At a time when the world is looking at India as an outsourcing destination, ESB is rightly placed

to be the dependable outsourcing partner of worlds leading engineering corporations looking

at outsourcing manufacture of engines, transmissions, gears, hydraulics, implements and

attachments to tractors and shock absorbers for heavy trailers and armored tanks.

In todays Global Market Place, ESB is fast on the path of an internal transformation, which will

help it to be a key driver of manufacturing excellence in the global arena. For this, it is going

beyond just adhering to the prevailing norms of today, but instead setting its own standards

and is relentlessly pursuing them to achieve their desired benchmarks of excellence.


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(EIFM) established at Bangalore. ESB Employees Ancillaries Ltd. (EEAL), a unique venture in

Industrial democracy comes into being.

1971- 1st

February, the first tractor FORD 3000 rolled out of the ESB factory. ESB diversify and

start manufacturing construction equipment.

1974- Crossing national boundaries, ESB exports for the first time. After winning a global

tender, 400 tractors were exported to Afghanistan, which was perhaps the worldslargest ever

airlift of tractors.

1976- Ford 3600, advancement in Farm Mechanization launched. Trial production of in-plant

manufacturing of engine parts (Block and head).

1977- ESB entered the domain of self-developed technology by setting up its first independent

R&D center. ESB Scientific Research Centre marked its beginning at Faridabad by developing its

own engines for E-27 and E-37. Due to constant technology absorption, indigenization level

touched 72% for FORD tractors. Second plant set up at Bangalore for manufacturing piston

assemblies.

1979- Collaboration with JCB excavators Ltd., UK, for manufacture of excavators.

1980- Forays into healthcare, ESB Hospital and Research Center set up in Faridabad.

1983- ESB Tractors Limited (ETL) established a state-of-the-art research and development

center to spearhead newer breakthroughs in Farm Mechanization. Line concept introduced for

engine block machining. 11,000 ton floating dry-dock ESB I launched.

1984- Signing of agreement with the Japanese bike giant Yamaha to manufacture motorcycles

with Yamaha technology. Collaboration with Jeumont Schneider, France, to manufacture EPBAX

systems. Collaboration with Dynapac of Sweden to manufacture vibratory road compactors.

1985- ESB Tractors Ltd. offered its first bonus issue. (1:1)

1988- Joint Venture with Class of Germany to manufacture harvester combines


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1990-91- First public issue in February 1991, oversubscribed four times. Shares listed on Delhi

and Bombay Stock Exchanges.

1993-FORD 3620 tractor launched.

1996- Disengagement of joint venture collaboration with New Holland and launch of

FARMTRAC Tractor.

1997- Joint Venture with Carraro of Italy for manufacturing and marketing of transmission and

axles. Joint venture with First Pacific Company of Hong KongEscotel Mobile Communications.

1998- POWERTRAC series of tractors launched. Memorandum of Understanding was signed

with Long Manufacturing Company, USA for setting up a joint venture in USA.

1999- MOU for Joint Venture with a Polish Company POL-MOT was signed for assembly,

manufacturing and marketing of Farm Machinery.

2004- Divested Escotel Mobile Telecommunications to Idea Cellular. TS16949 certification for

the Agri Machinery tractor industries largest ever order, awarded US$40 million order by

Tanzania. To open two offices and set up service support in African market.

2005- Divested ESB Heart Institute and Research Centre (EHIRC) to Fortis Healthcare.

2006- Divested in Carraro India Limited. Set up new manufacturing facility in Rudrapur for

manufacture of new range of railway equipment.

2010- ESB Limited joins hands with the government of the United Republic of Tanzania

Delivery of First lot of Farmtrac Tractors under the national 'Food Sufficiency Program' aimed at

making Tanzania a Food Surplus Country.

2012- ESB collaborated with Ferrari to design new range of Tractors which are far more

comfortable & fuel-efficient than existing range.


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1.2 KEY PLAYERS IN THE INDUSTRY

Mahindra & Mahindra TAFE ESB Limited New Holland Sonalika John Deere ACE Tractors Preet Tractors

1.3 ESB-AMG

OVERVIEW

1.3.1Background

In 1960, the parent company, ESB, set up the strategic Agri Machinery Group (AMG) toventure into tractors.

In 1965, first batch of tractors was rolled out under the brand name of Escort. In 1969, a separate company, ESB tractors ltd. was established with equity participation

of Ford Motor Co., Basildon, UK, for the manufacture of Ford Agricultural tractors in

India.

In the year 1996, ESB tractors ltd was formally merged with the parent company, ESBLtd.

Since inception, they have manufactured over 1 million tractors.


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1.3.2 Technologies

ESB AMG has three recognized and well-accepted tractor brands, which are on distinctand separate technology platforms.

Farmtrac: World Class Premium tractors, with single reduction and epicyclic reductiontransmissions from 34 to 75 HP.

Powertrac: Utility and Value-for-money tractors, offering straight-axle and hub-reduction tractors from 34 to 55 HP. India's No.1 economy range - engineered to give

spectacular diesel economy.

Escort: Economy tractors having hub-reduction transmission and twin-cylinder enginesfrom 27 to 35 HP. Pioneering brand of tractors introduced by ESB with unbeatable

advantages.

1.3.3 International Subsidiaries

ESB AMG has two international subsidiaries.

Farmtrac Tractors Europe Sp.z o.o.in Poland.

now cater to 41 countries1.4 PRODUCT AND MARKET

1.4.1 FARMTRAC

Farmtrac brand are the most powerful premium range of tractors that givemaximum productivity to the farmers.

Premium range- Powerful premium brand, 35-75 HP range. Exported to the most advanced markets in the world.


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Well accepted internationally for its versatility. Designed for the demanding requirements of progressive farmers.

Machine with powerful features for maximum efficiency.

1.4.2 POWERTRAC

Powertrac brand of tractors are the most fuel-efficient tractors in theirrespective categories that offer excellent value for money and have helped the

farmers improve their quality of life.

Value range- Value for money, fuel efficient, 30-55 HP range Indias no. 1 economy range- Diesel Savers Engineered to give spectacular diesel economy.

1.4.3 RAILWAY EQUIPMENT

An ISO 9001-20000 certified company, ESB manufacturers railway equipmentsas per international standards specified by UIC, AAR and Indian Railways.

Asias largest manufacturer of air brake systems, the conversion of vacuum brakestocks to air brakes and installation and commissioning of complete brake

systems on new builds are also undertaken by ESB.

1.4.4 DIVERSE PRODUCT RANGE

Shock Absorbers (Oil Dampers) for coaches, locomotives, EMUs, MEMUs, DMUs,Metro and Rail Cars.

Air brakes for coaches, Freight cars, DMU and OHE cars. Automatic/ Semi Permanent Couplers for EMUs, DEMUs, MEMUs


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Electro Pneumatic Brake Systems for EMUs and MEMUs Composition brake blocks for coaches, locomotives, freight cars and EMUs

Rail fastening systems for wooden, steel and concrete sleepers

Direct Admission Valves for vacuum braked coaches. Testing equipment for brake systems and shock absorbers Air brake accessories for passenger coaches, freight cars, locomotives and self-

propelled.

Metal to rubber bonded vulcanized components Automatic twist locks for container freight cars.


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Section I

2.PROJECT SUMMARY

2.1. Objectives of the project:

1. To understand about Competence & Competency Mapping.2. To design job elements & understand the Knowledge, skills & traits required to perform

job effectively. Job elements & required attributed are strictly based on organisational

context & it differs from organisation to organisation.

3. To anchored the desirable behaviours on rating scale via. Critical incident Technique &BEI.

4. A systems approach to cascade organization-wide goal alignment.2.2. Scope of the project:

This project will be done on one of the leading & oldest tractor manufacturing

organization of India. It has 7 manufacturing locations in Faridabad (Haryana). This

project was carried out in HR, Administration, sales & Training department of one of

their manufacturing facility where Components of Tractor parts are manufactured. This

plant belongs to Agri Machinery division. Other divisions of ESB are Railway Equipment

division & Auto parts division.

2.3. Summary of the project:

By analyzing the job, its elements & competency profiling, it was observed that fewcompetencies are applicable in most of the jobs. These competencies can be called as

Core competency or generic competency in organizational context. Some of them are:-

Critical Thinking Analytical Reasoning Creativity & Innovation Business Acumen Impact & Influence

These competencied reflects that industry has cut throat competition & innovative

measures need to be taken to gain competitive advantage in the market.


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3. Competency

3.1 Definition

A combination of knowledge, skills, attitude and personality of an individual as applied to a role

or job in the context of the present and future environment that accounts for sustained success

within the framework of Organizational Values.

Competencies include the collection of success factors necessary for achieving important

results in a specific job or work role in a particular organization. Success factors are

combinations of knowledge, skills, and attributes (more historically called KSAs) that are

described in terms of specific behaviors, and are demonstrated by superior performers in those

jobs or work roles. Attributes include: personal characteristics, traits, motives, values or ways of

thinking that impact an individuals behavior.

3.2 History

A team of Educationists lead by Benjamin Bloom in the USA in mid-fifties laid the foundation for

identifying educational objectives and thereby defining the knowledge, attitudes and skills

needed to be developed in education. David McClelland the famous Harvard Psychologist has

pioneered the competency movement across the world. His classic books on "Talent and

Society", "Achievement Motive", "The Achieving Society", "Motivating Economic Achievement"

and "Power the Inner Experience" brought out several new dimensions of the competencies.

These competencies exposed by McClelland dealt with the affective domain in Bloom's

terminology.

The turning point for competency movement is the article published in American Psychologist

in 1973 by McClelland, wherein he presented that traditional achievement and intelligence

scores may not be able to predict job success and what is required is to profile the exact

competencies required to perform a given job effectively and measure them using a variety of

tests.

Latter Mac Baer a Consulting Firm founded by David McClelland and his associate Berlew have

specialized in mapping the competencies of entrepreneurs and managers across the world.


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They even developed a new and yet simple methodology called the Behavior Event Interviewing

(BEI) to map the competencies.

3.3. Components of Competency

Competency has three major components which are as follows:

Knowledge Skills Attitude

Figure 3.1: Components of Competency

Self-Concept

Traits & Motives

Value

Attitude

Knowledge

Skill

Surface

Competencies

Most easily

Core

Competencies

Most difficult to


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3.3.1 Knowledge:

It refers to the information a person possesses about specific areas, knowledge comprises many

factors like memory, numerical ability, linguistic ability, and is, therefore, a complex

competency. It can be either:

Scientific KnowledgeTechnical KnowledgeJob Knowledge

3.3.2 Skill:

It represents intelligent application of knowledge, experience, and tools. This is the procedural

"know how" knowledge (what one can do), either covert (e.g., deductive or inductive

reasoning) or observable e.g. "active listening" skill in an interview. They are demonstrated

abilities or proficiencies, which are developed and learned from past work and life experience.

3.3.3 Attitudes:

Attitudes are predispositions to other individuals, groups, objects, situations, events, issues,

etc. For example attitude to a particular occupation or type of machine or a particular

technology all influence our behavior. If a person does not have a positive attitude tocomputers or IT, he is not likely to use a computer. If he is not positive about the uses of ERP or

SAP, he is not likely to use the ERP or SAP. Attitudes determine the kind of things we choose

and whether we are likely to approach a particular situation or not or whether we are open to

try out the technology or meet the customer or sell a particular product with high motivation,

etc.

Attitudes decide our approach or avoidance behavior. They are normally conceptualized aspositive or negative. A positive attitude makes us to treat that object, technology, method,

situation, and person or group more positively and therefore we appreciate it and promote the

same.


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Knowledge and skills tend to be visible and relatively surface, characteristics of people. But

attitude, trait and motive competencies are more hidden deeper and central to personality.

Surface knowledge and skills are relatively easy to develop. But core motive and trait

competencies are at the base of the personality and are more difficult to assess and develop.

This has been depicted below in the form of an iceberg model.

Figure 3.2: Iceberg Model of components of competency

3.3.4 Who Identifies competencies?

Competencies can be identified by one of more of the following category of people:

Experts HR Specialists Job analysts Psychologists

Industrial Engineers etc.In consultation with: Line Managers, Current & Past Role holders, Supervising Seniors,

Reporting and Reviewing Officers, Internal Customers, Subordinates of the role holders and

other role set members of the role.


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3.3.5 Behavior Indicators

A Competency is described in terms of key behaviors that enable recognition of that

competency at the work place.

These behaviors are demonstrated by excellent performers on-the-job much more consistently

than average or poor performers. These characteristics generally follow the 80-20 rule in that

they include the key behaviors that primarily drive excellent performance.

Following are some key behavior indicators in an employee:

Independently researches for information and solutions to issues Ability to know what needs to be done or find out (research) and take steps to get it

done

Ask questions when not sure of what the problem is or to gain more information. Able to identify the underlying or main problem. Shows willingness to experiment with new things. Develops a list of decision making guidelines to help arrive at logical solutions.

3.4. Classification of Competencies

Competencies can broadly be classified into two categories

Basic Competencies Professional Competencies.

Basic competencies are inherent in all individuals. Only their degree of existence differs. For

example, problem solving is a competency that exists in every individual but in varying degrees.

Professional competencies are over and above the basic competencies, and are job

related. For example, handling a sales call effectively is a competency that a sales personnel

would be required to have.

Hence, it can be simply said that,


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Competencies = Basic Competencies + Professional Competencies

3.4.1 Types of Basic Competencies

The basic competencies encompass the following:

1. Intellectual Competencies: Those which determine the intellectual ability of a person.

2. Motivational Competencies: Those which determine the level of motivation in an individual.

3. Emotional Competencies:Those which determine an individual's emotional quotient.

4. Social Competencies:Those that determine the level of social ability in a person.

It has been proved by various scholars that all individuals have competencies. Only the

combination and degree of these competencies differ from individual to individual. Hence,

organizations have to identify the critical basic competencies required for individual employees

to deliver their best in their organization. The importance of mapping the competencies proves

critical for organizational success.


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These competencies have been presented below in the form of a grid.

Table 4.1: Basic Competencies

3.4.2 Types of Professional Competencies:

The professional competencies encompass the

Knowledge Experience Expertise gained by an individual employee.

Motivational Competencies:

o Continuous Learning

o Perseverance

o Achievement Orientation

o Time Management

Intellectual Competencies:

o Communication

o Creativity

o Analytical Ability

o Planning and Organizing

Social Competencies:

o Team Work

o Inter-personal Skills

o Responsibility

o Customer Satisfaction

Emotional Competencies:

o Initiative

o Optimism

o Self Confidence

o Leadership

o Managing Stress

o Managing Change


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3.5. Types of Organizational Competencies

The previous section classified competency as basic competencies and professional

competencies. This section analyses the types of competencies in an organization.

Competencies in organizations tend to fall into following broad categories:

Generic Competencies Managerial Competencies Functional/Technical Competencies

We now delve into greater depths of each of these.

3.5.1 Generic Competencies

Competencies which are considered essential for all staff, regardless of their function or level,

i.e. Communication, program execution, processing tools, linguistic, etc. These competencies

include broad success factors not tied to a specific work function or industry (often focusing on

leadership or emotional intelligence behaviors).

They can be represented as below, followed by a brief explanation of each of them:

Human Communication Team Working & Interpersonal Effectiveness Influencing Ability Achievement Orientation Networking Ability

Communication: Competency of Communication is defined as the set of human attributes

required to communicate ideas, thoughts and feelings clearly and correctly using oral or written

means.


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Team Working & Interpersonal Effectiveness: Competency of Interpersonal Effectiveness and

Team working is defined as the set of human attributes required to impact team or group

working to achieve the team objectives.

Influencing Ability: Competency of Influencing ability is defined as the set of human attributes

required to Impact the outcome of an interaction.

Achievement Orientation: Competency of Achievement orientation is defined as the set of

human attributes required to continuously seek and achieve higher goals.

Networking Ability: Competency of Networking Ability is defined as the set of human attributes

required to maintain contact and relationship with different people from different fields

Conceptual Creative Thinking Strategic Thinking Tolerance to non-compliance, non-congruence, non-conformance

Creative Thinking: Competency of Creative thinking is defined as the set of human attributesrequired to generate solutions.

Strategic Thinking: Competency of Strategic thinking is defined as the set of human attributes

required to visualize near and distant future conditions and develop appropriate organizational

response.

Tolerance to non-compliance, non-congruence, non-conformance: Competency of Tolerance

to non-compliance, non-congruence, non-conformance is defined as the set of human

attributes required to remain unfazed when encountered with unfamiliar and unacceptable

situations.

3.5.2 Managerial Competencies

Competencies which are considered essential for staff with managerial or supervisory

responsibility in any service or program.


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They are as presented below:

Customer Orientation Organizing Skills Cross functional Perspective Planning Skills Execution Skills Analytical Skills Decision Making

Delegation:

Leadership Developing and supporting subordinates for effectiveness

Customer Orientation: Competency of customer orientation is defined as the set of human

attributes required to understand and satisfy customers needs and requirements.

Organizing Skills: Competency of organizing is defined as the set of human attributes required

to establish, nurture and troubleshoot organizational processes and relationships for effectivedelivery of objectives.

Cross functional Perspective: Competency of Cross functional perspective is defined as the set

of human attributes required to understand ones own job in relation with other functions

within the organization.

Planning Skills: Competency of Planning is defined as the set of human attributes required to

understand inter relationships and requirements of different activities to be performed to

achieve the desired objectives.

Execution Skills: Competency of Job execution is defined as the set of human attributes

required to carry out the assigned activities to the satisfaction of the customer cost effectively.


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Analytical Skills: Competency of Analytical skills is defined as the set of human attributes

required to understand and interpret the data and information.

Decision Making: Competency of decision making is defined as the set of human attributes

required to decide the course of action under any situation.

Delegation: Competency of delegation is defined as the set of human attributes required to

empower the subordinates for effective operations.

Leadership: Competency of Leadership is defined as the set of human attributes required to

take responsibility for accomplishing the desired objectives.

Developing and supporting subordinates for effectiveness: Competency of Developing and

supporting subordinates is defined as the set of human attributes required to enable the

subordinates to be effective in the assigned job and contribute to the organization.

3.5.3 Functional/Technical Competencies

Specific competencies which are considered essential to perform any job in the organization

within a defined technical or functional area of work.

Business Awareness: Competency of Business Awareness is defined as the set of human

attributes required to take business decisions for achieving business objectives.

Business Skills: Competency of Business Skills is defined as the set of human attributes required

to effectively perform the functional business processes.

Technical Skills: Competency of Technical Skills is defined as the set of human attributes

required to effectively perform the technical responsibilities of the job position. The technical

skills have to be primarily assessed through technical interview or written test.


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4.Competency Mapping

4.1 Definition

Competency mapping is the process of identification of the competencies required to perform

successfully a given job or role or a set of tasks at a given point of time. It generally examines

two areas:emotional intelligence or emotional quotient (EQ), and strengths of the individual in

areas like team structure, leadership, and decision-making.

It consists of breaking a given role or job into its constituent tasks or activities and identifying

the competencies (technical, managerial, behavioral, conceptual knowledge, an attitudes, skills,

etc.) needed to perform the same successfully.

4.2 Process

Competency mapping process is designed to consistently measure and assess individual and

group performance as it relates to the expectations of the organization and its customers. It is

used to identify key attributes (knowledge, skills, and behavior attributes) that are required to

perform effectively in a job or an identified process. Competency Mapping juxtaposes two sets

of data. One set is based on organizational workflow and processes. It starts with the clear

articulation of workflow and processes, including all quality and quantity requirements, inputs

and outputs, decision criteria, and most important, internal and external customer

requirements. The other set of data is based on individual and group performance capabilities.

It is collected through the utilization of a variety of assessment tools and procedures (which

may include a robust 360- degree feedback process) to assess the extent to which individuals

and groups can consistently demonstrate over time the competencies required to meet the

expectations. Where the output from the organizational maps meet the individual and group

performance capabilities, an overall trend line is created that identified where in the process

specific developmental opportunities exists, and with what specific population. Competency

Mapping process can be the foundation for aligning workflow and process outputs with critical

customer requirements with a foundation of required employee attributes and competencies.

It is further covered in greater details in section.
http://www.wisegeek.com/what-is-emotional-intelligence.htmhttp://www.wisegeek.com/what-is-emotional-intelligence.htm


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4.3. Need for Competency Mapping

With global economy and the world becoming a global village, firms have become more aware

of the need for having competent employees and developing distinguished competencies for

every organization. This need arose due to the following reasons:

Increased cost of manpower Need for ensuring that competent people are available for performing various critical

roles.

Downsizing adds to the consequent need to get a lot of thing done with fewer peopleand thus reduce manpower costs and pass on the advantage to the customer.

Recognition that technology, finances, customers and markets, systems and processescan all be set right or managed effectively if we have the right kind of human resources.

The need for focus in performing roles-need for time management, nurturing ofcompetence, increased emphasis on performance management systems.

And recognition of the strategic advantage given by employee competencies in buildingthe core competencies of the organization.

Several organizations have realized the importance of this in the last one decade and hence the

rush for competency mapping.

In good organizations with competent HR managers, competency mapping should already be in

existence. Traditionally HR directors and their top management have always paid attention to

competencies and incorporated them in their appraisal system. For example when L&T, LIC or

NDDB, HLL, Bharat Petroleum, etc. revised their performance appraisal systems, they focused

on the assessment of competencies

The following figure summarizes the need for competency mapping


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Figure : Need for Competency Mapping

Competency mapping therefore is important and is an essential exercise. Every well managed

firm should have well defined roles and list of competencies required for performing each role

effectively. Such list should be used for recruitment, performance management, promotions,

placement and training needs identification.

4.4. Areas of Implementation

The competency mapping can be applied to the areas depicted in the following diagram:


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Figure: Areas of Implementation of Competency Mapping

4.5. Recruitment and selectionCompetencies can be used to construct a template for use in recruitment and selection.

Information on the level of a competency required for effective performance would be used to

determine the competency levels that new hires should possess. Depending upon the accepted

definition, competency data may take the form of behaviors, skills, abilities and other

characteristics.

Competency based selection can be a way to gain competitive advantage. Some of these

advantages are listed below:

A firm that knows how to assess competencies can effectively hire the best at areasonable price, for example hire under priced but highly entrepreneurial MBAs from

lesser-known business schools.

There is high turnover due to high failure rate among new hires. The organization needsto identify new hires with the potential to become future managers or leaders.

A gap between the competencies needed and what the organization can hire forindicates the training new hires will need.


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A lengthy training period may transpire before new hires become productive. New hireswith the competencies to do a job become fully productive faster.

4.6. Training and DevelopmentIt involves identifying gaps and helping employees develop in the right direction. Knowing the

competency profile for a position allows individuals to compare their own competencies to

those required by the position or the career path. Training or development plans could focus on

those competencies needing improvement.

If the training programs can be aligned to the development needs emerging out of the appraisal

system and to the market led training needs they can contribute better to both individual and

business objectives. This can be achieved in the following manner:

Firstly determine the competencies for a particular position Secondly identify the competencies of the person holding that position By mapping the competencies, identify gaps in terms of the competencies for that role

and the competencies of the person doing that role to diagnose the training and

development needs.

Identify the most appropriate training and development methodology for each trainablecompetency

Accordingly, the person can be trained on those competencies only.

Competency based training programs clearly tell what should be the competency level of the

person entering the program. This would drastically reduce the training cost for the

organization.

4.7. Career and succession planningIt involves assessing employees readiness or potential to take on new challenges. Determininga person job fit can be based on matching the competency profile of an individual to the set of

competencies required for excellence within a profession. Individuals would know the

Competencies required for a particular position and therefore would have an opportunity to

decide if they have the potential to pursue that position or not.


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4.8. Rewards and RecognitionCompetency based pay is compensation for individual characteristics for skills and

competencies over and above the pay a job or organizational role itself commands. One way of

improving employee performance is by recognizing and rewarding effort. Competency pay is

the best way to do so. Rewarding employees for their ability to make the best use of their skills

and competencies in accordance with the organizations needs was the logic behind this once

popular HR tool.

Various elements are considered for arriving at compensation increase. Enhancement in

competencies has to be one of them. There is a need for competency based compensation

system

To attract more competent than average employees To reward for results and competencies developed To motivate employees to maintain and enhance their skills and competencies regularly

By rewarding employees who develop relevant competencies the organization can benefit by

improving its own capability to face the future

4.9. Performance Management SystemPerformance has two dimensions

Achieving business results Developing individual competencies

These days performance appraisal is seen by managers and employees as a bureaucratic

paperwork exercises that they do not take seriously because it has little impact on employee

development. Performance appraisals do not address the employees questions about skill

development or career advancement. Competency based performance management would: Focus on HOW of performance and not on WHAT of performance i.e. not on results

but how the results are achieved

Link to development of the individual and not just rewards


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Competency based PMS shift the emphasis of appraisal from organization results to employee

behaviors and competencies demonstrated and hence help identify development gaps.

4.10. Advantages of Competency Mapping

There are several advantages of competency mapping over traditional job analysis. The

following section analyzes each of them in relation to the company, the managers and the

individual employees. The section also gives a comparative view of the competency based

approach and the job analysis approach.

4.11. For the company

The advantages of competency mapping for the companies or organizations are as follows:

Establishes expectations for performance excellence Improved job satisfaction and better employee retention Increase in the effectiveness of training and professional development programs

because of their link to success criteria.

Provides a common understanding of scope and requirements of a specific role Provides a common, organization wide standard for career levels that enable

employees to move across business boundaries Help companies raise the bar of performance expectations Help teams and individuals align their behaviors with key organizational

strategies

4.12 For Managers

The competency mapping provides following advantages to the managers:

Identify performance criteria to improve the accuracy and ease of the selection process

Provide more objective performance standards Easier communication of performance expectations Provide a clear foundation for dialogue to occur between the managers and employees

and performance, development and career-oriented issues


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4.13 For employees

The employees in an organization get the following advantages by competency mapping:

Identify the behavioral standards of performance excellence Provide a more specific and objective assessment of their strengths and the tools

required to enhance their skills

Enhances clarity on career related issues Helps each understand how to achieve expectations

4.14 Traditional Job Analysis versus Competency Approach

Job Analysis leads to.

Long list of tasks and skills / knowledgerequired to perform each of those

tasks.

Data generation from subject matterexperts; job incumbents.

Effective performance.

Competency model leads to.

A distilled set of underlyingcharacteristics.

Data generation from outstandingperformers in addition to subject

matter experts and other job

incumbents.

Outstanding performance.

Table 9.1: Job Analysis versus Competency Approach


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4.15. Disadvantages of Competency Mapping

In spite of the several advantages offered by competency mapping, there are few drawbacks to

the approach. Some of these are discussed below:

1. A problem with competency mapping, especially when conducted by an organization isthat there may be no room for an individual to work in a field that would best make use

of his or her competencies.

2. If the company does not respond to competency mapping by reorganizing itsemployees, then it can be of little short-term benefit and may actually result in greater

unhappiness on the part of individual employees.

3. If too much emphasis is placed on 'inputs' at the expense of 'outputs', there is a risk thatit will favor employees who are good in theory but not in practice and will fail to achieve

the results that make a business successful.

4. They can become out of date very quickly due to the fast pace of change inorganizations and it can therefore be expensive and time consuming to keep them up-

to-date. .


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4.16. Model of Competency Mapping

4.16.1 Definition

A competency mapping model is an organizing framework that lists the competencies required

for effective performance in a specific job, job family (e.g., group of related jobs), organization,

function, or process. Individual competencies are organized into competency models to enable

people in an organization or profession to understand, discuss, and apply the competencies to

workforce performance.

The competencies in a model may be organized in a variety of formats. No one approach is

inherently best; organizational needs will determine the optimal framework. A common

approach is to identify several competencies that are essential for all employees and then

identify several additional categories of competencies that apply only to specific subgroups.

Some competency models are organized according to the type of competency, such as

leadership, personal effectiveness, or technical capacity. Other models may employ a

framework based on job level, with a basic set of competencies for a given job family and

additional competencies added cumulatively for each higher job level within the job family.

4.16.2 Developing the model

The following are the steps involved in designing and developing the competency mapping

model:

Strategizeassess business needs, evaluate contextual drivers, engage stakeholders andset goals.

Initiate identify methodologies, develop project plans, review existing data, benchmarkcompetencies, and collect competency data.

Model analyze and synthesize data, identify competencies and develop models, andvalidate models.


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Pilot develop implementation and evaluation plans, develop and initiate competencyapplications, and continuously communicate activities.

Link link to all human resources system components, and phase in implementation ofother competency' based applications.

Evaluateestablish and evaluate measures, and continuously improve the system.

Figure: Stages in Developing an Organization Wide Competency Model

These steps have been segregated in view of implementing the model and are depicted in the

following figure:

Stage 1

Data Gathering &

Stage 2

Data Analysis

Stage 3

Validation

Study Identified Jobs

Identify major

categories of skills

Identify Probable

competencies

Review list of probable

Competencies

Construct Competency

Definitions

Assign proficiency

levels

Content Validation

session

Reinforce proficiency of

critical competencies

Refine competency

definitions, if necessary


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Figure: Steps for implementing the Competency Mapping model

Identify Departments and Organization Hierarchy

Conduct Semi Structured Interview

Obtain Job Descri tion

Pre aration of List of Skills

Indicate Proficienc Levels

Generate List of Com etencies

Validate com etencies & Proficienc levels

Pre are com etenc matrix

Ma in of Com etenc


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CPCD- Project Report Srimant Jha Page 36

Following is a brief description of each of these steps:

Step 1: Identify departments for competency mapping

Decide and select the departments within the organization which we would like to include into

our study. The departments should be chosen based on their criticality and importance to the

organization.

Step 2: Identifying hierarchy within the organization and selection of levels

Study the organization hierarchy across each of the selected departments.

Step 3: Obtain the job descriptions.

For all the levels at every department obtain each roles job description. Job descriptions are a

basic human resources management tool that can help to increase individual and organizational

effectiveness.

For each employee, a good, up-to-date job description helps the incumbent to understand:

their duties and responsibilities; the relative importance of the duties; and, how their position

contributes to the mission, goals, and objectives of the organization.

For the organization, good job descriptions contribute to organizational effectiveness by:ensuring that the work carried out by staff is aligned with the organizations mission; and,

Helping management clearly identify the most appropriate employee for new duties and

realigning workloads.

Step 4: Preparation of semi structured interview

In structured interviews, carefully planned questions are asked individually of job incumbents,

their managers, or others familiar with the job. Benchmarking interviews with other

organizations are especially useful in achieving a broader view of the job or determining whichcompetencies are more universally deemed necessary for a particular job. However, it is

important to be cautious in applying the information collected from other organizations as

there are many variables such as work environment, culture, and differences in job

responsibilities that may limit the relevance of the information.


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Step 5: Scheduling of interviews

Obtain a list of employees from respective department heads and accordingly schedule

interviews. A minimum of 5 candidates are to be interviewed at each level in each department.

Step 6:Recording of interview details

The candidates answers and opinions have to be recorded in as much detail as possible for

further reference during the project.

Step 7:Preparation of a list of Skills

As per the interview and the details that were generated from the candidate, generate a list of

skills observed for the job. Thereon a list of identified competencies should be drawn for each

interviewed candidate.

Step 8: Repeat for next levels and functions.

The interviews and appropriate recording of answers should be done at all remaining levels and

other departments within the Torrent Research Center.

Step 9:Make the list of the competencies required for the department for each level and each

function giving behavioral indicators.

For each position at each department a list of competencies observed from both the job

description and the semi structured interview (list of skills) should be drawn up.

Each competency should be given a name and an appropriate definition that clearly indicates its

meaning and essence.

Step 10:Validate identified competencies and proficiency levels with Head of Departments.

Confirm competency definitions with respective Head of Departments and obtain from the

required proficiency levels of each competency that is ideal for each role. Also locate any

missing competencies.


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Step 11:Preparation of competency matrix

Prepare a matrix defining competencies required and corresponding proficiency levels for each

level across all departments.

Step 12: Mapping of competencies

Map the competencies of selected employees against the competency matrix as per their

employee level and department. Here an employees actual proficiency level of a particular

competency would be mapped against the target proficiency level.

4.16.3 Data Collection Methods

One of the major steps in developing the model for competency mapping is to collect the data.

This sub-section discusses some of these methods in detail.

4.16.4 Literature Review

A preliminary approach to defining job content and identifying required competencies is to

conduct a review of the literature to learn about previous studies of the job or similar jobs.

Quite often, no previous studies have been conducted. However, if they do exist, they can be

extremely helpful in providing an introduction to the job and a preliminary list of competenciesto consider. Sources of published literature include books, professional journals, association

magazines, theses, and dissertations. Unpublished studies may be available from professional

associations, consulting firms, colleges and universities that offer training programs for your

target job, and through the Internet. The quality of these studies will vary widely and they need

to be critically evaluated before use.

4.16.5 Focus GroupsIn focus groups, a facilitator works with a small group of job incumbents, their managers,

supervisees, clients, or others to define the job content or to identify the competencies they

believe are essential for performance. A series of focus groups is often conducted to allow

many people in the organization to provide input. There are different approaches to conducting


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focus groups. Typically, the facilitator will use a prepared protocol of questions to guide a

structured discussion. Expert panels are a special type of focus group in which persons who are

considered highly knowledgeable about the job and its requirements meet to develop a list of

competencies required for success.

4.16.6 Behavioral Event Interviews

In behavioral event interviews (BEI), top performers are interviewed individually about

what they did, thought, said, and felt in challenging or difficult situations. The competencies

that were instrumental in their success are extrapolated from their stories. Often, average and

low performers are also interviewed to provide a comparison. The interviewer will ask

questions such as: Tell me about a time when you had an extremely challenging client or

Give me an example of a situation at work in which you had to make a difficult decision.

4.16.7 Surveys

In surveys, job incumbents, their supervisors, and perhaps senior managers complete a

questionnaire administered either in print or electronically. The survey content is based on

previous data collection efforts such as interviews, focus groups, or literature reviews. The

respondents are typically asked to assign ratings to each listed job element or competency. Forexample, respondents may be asked how critical a competency is to effective job performance,

how frequently the competency is used on the job, the degree to which the competency

differentiates superior from average performers, and if the competency is needed on entry to

the job or can be developed over time. Survey respondents are usually asked to provide in

writing any additional information that they feel is important.

4.16.8 ObservationsIn this data collection method, the research team visits high performing incumbents and

observes them at work. The more complex the job and the greater the variety in job tasks, the

more time is required for an observation. For a very routine job in which the same task is

repeated over and over throughout the day, an observation of a couple hours might suffice. For


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very complex jobs, observation of a week or more may be required. If the job changes based on

work cycles, seasons, or other factors, the observations may have to be conducted over a

period of weeks or months. The observation process may include asking employees to explain

what they are doing and why. Sometimes observations of average and low performers are also

conducted to establish

a basis for comparison. The competencies required for effective performance are then inferred

from the observations by persons who are experts in competency identification.

4.16.9 Work Logs

In the work log method of data collection, job incumbents enter into logs or diaries their daily

work activities with stop and start times for each activity. Depending on the complexity and

variety of the job, incumbents may be asked to make log entries for several days, weeks, or

months.

4.16.20360 degree feedback

Its a process whereby an individual (the recipient) is rated on their performance by people

who know something about their work (the raters). This can include direct reports, peers and

managers and in some cases customers or clients, in fact anybody who is credible to theindividual and is familiar with their work can be included in the feedback process. This is usually

in addition to completing a self-assessment on performance. The resulting information is

presented to the individual with the aim of helping them to gain a better understanding of their

skills and development areas. Each source can provide a different perspective on the

individuals skills, attributes and other job relevant characteristics and thus help to build up a

richer, more complete and accurate picture than could be obtained from any one source.

4.17. Process of Competency Mapping

Competency mapping requires a lot of planning and efforts of the HR department as its a

lengthy and a time consuming process. It is essential to lay down the entire plan first, and then

take it forward.


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Figure: Process of Competency Mapping

Preparation of

Collection

Analysis Findings


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The diagram explains the flow of the Competency Mapping Methodology. Each of the stages is

explained in detail below:

4.17.1 Laying Down Of Objectives

Before conducting any research it is very essential to understand the reason or the objectives

one is planning to establish through the research. Therefore it is vital to list down the objectives

which will help to plan the exercise in accordance with the objectives and ultimately establish

what we desire to arrive at.

The objectives of Competency Mapping are as follows:

To establish a Competency Model, which will create a benchmark for all theemployees in the organization and will help in performing all HR functions more

efficiently.

To map the competenciesof the existing employees and understand where theyfall low or average in comparison to the competencies essential for their job/role.

This will help in identifying training and development needs for the employees.

4.17.2 Preparation of the Questionnaire

The data required for competency mapping for the middle management is collected byundertaking JOB EVALUATION which includes the preparation of a Role Profile

Questionnaire. This questionnaire is designed keeping in mind the objectives of the project.

The questions are framed in such a way so as to derive accurate and appropriate responses

relevant to the project.

There are various tools of Competency Mapping for the employees as discussed earlier in the

report. The application of these tools is visible in the questionnaire. These tools include:

Rank Order Rating Behavioral Event Interview


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Rank Order Rating is used to find out which competencies are required for each job/role and

their order of importance to each profile. The Behavioral Event Interview is a set of open ended

questions to find out the STARs (Situation, Task, Action and Results).

Once the questionnaire is prepared, the responses are collected from the employees belonging

to the middle level management by a one on one interaction with each respondent.

4.17.3 Collection of Responses

This stage consumes the maximum time. As the employees to be interviewed belong to the

middle management, they are usually pre-occupied with their work and therefore it becomes

difficult for them to spare time for the questionnaire. Hence this stage takes almost a month to

complete.

4.17.4 Analysis

Once the data is collected from all the employees belonging to the middle level management,

the data is then analyzed manually.

To establish the Competency Model, the analysis is based on the ratings provided by each

employee to the different competencies. The highest rated competencies form the criticalcompetencies in the model and the others follow in the other categories.

Another technique used is called the Opportunity Algorithmwhich is used to map the current

competencies of the employees in relation to the competencies rated by the employees in

question 2. The Opportunity Algorithm was introduced by the Harvard School of Business and is

one of the most successful formulae used by many big organizations. The Opportunity

Algorithm is explained in brief below:

4.17.4 The Opportunity Algorithm

How can a company discover and prioritize the most promising skills and opportunities in their

Human Resources to achieve their desired goals/objectives.


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Executives struggle with this question every day and an outcome based on research offers a

surprisingly simple answer. The best outcomes spring from those skills that are important to the

job/role but are not satisfied entirely or that are partially satisfied by the existing job/role

holders. Selecting the richest areas of opportunity from a long list of outcomes is critical since

chasing the less promising ones is a drain on ones resources. Fortunately, a simple

mathematical formula known as Opportunity calculation makes it possible to discover the

most promising areas. The formula [Importance + (Importance Satisfaction) = Opportunity]

yields highly accurate results. The companies ask the job/role holders to quantify on a scale, the

importance of each desired outcome (skill) and the degree to which it is currently satisfied (how

they assess themselves on each of the desired outcome). Those rankings are inserted into the

formula, resulting in an overall opportunity score.

After the application of the formula one arrives at various opportunity scores for each of the

job/role holders. The highest score depicts the skills which the job/role holder should give his

immediate attention and look for improvement in those areas. The job/role holder then looks

at the second highest score and sharpens those skills later, after successful improvement in the

first area where he scored the highest score. These scores will differ from individual toindividual and from job/role to job/role.

4.17.5 Findings

With the help of the Opportunity Algorithm and the ratings provided by the employees, the

Competency Model and the Competency Scorecard for each employee can be established.


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Section-2

5. Job Description

Job Element Analysis

&BARS for each role


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5.1 Job Description of Manager- HR

Job Title: Manager- HR

Reporting to: GM- HRD, Admin. & Finance

Primary Responsibilities:-

Manage the operational and fiscal activities of the department to include: staffinglevels, budgets, and financial goals.

Plan and develop systems and procedures to improve the operating quality andefficiency of the department.

Analyze and document business processes and problems. Develop solutions toenhance efficiencies.

Coordinate and implement solutions from process analysis and general departmentprojects.

Direct staff in the development, analysis, and preparation of reports. Supervise staff in accordance with company policies and procedures. Conduct interviews, hire new staff, and provide employee orientation. Coach and provide career development advice to staff. Establish employee goals and conduct employee performance reviews. Responsible for staff scheduling to include: work assignments/rotations, employee

training, employee vacations, employee breaks, overtime assignment, back-up for

absent employees, and shift rotations.

Assist staff to resolve complex or out of policy operation problems. Coordinate with Human Resources for appropriate staffing levels. Schedule and conduct department meetings. Responsible to meet department productivity and quality goals. Communicate with Supervisors, Managers, and Vice Presidents on Department

operations.

Complete human resource paperwork. Other duties as assigned.

5.2 Job element analysis table for Manager- HR

Job Elements Knowledge Skills Behavioral Traits

Recruitment &

Selection

Knowledge about job

analysis, recruitment

process, psychometric

Interviewing Skills Impact & Influence


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tests, selection

methods, human

psychology.

Compensation &

Benefits

management

Knowledge about Job,

compensation and

benefits as per industryaverage, market

situation, PF, Gratuity

acts etc.

Communication skills,

Negotiation skills

Result orientation

Social awareness

Performance

appraisal of

employees

Awareness about

various appraisal rating

methods & financial

implications.

Analytical skills, IT

Skills

Analytical Reasoning

To initiate

Organizational

development &change activities

Knowledge about

Business situation,

vision, mission, corevalues, OD Models,

change process.

People management

skills,

Convincing &Influencing skills

Business acumen,

Leadership ability

To ensure legal

compliance under

various labour laws

Knowledge about

labour laws

Interpersonal skills Networking,

Relationship Building

5.3 Behavioral Anchored Rating Scale (BARS) for Manager- HR

Competency Level A

(Threshold)

Level B Level C Level D

(Differentiator)

Impact &

Influence

(Gaining support

from and

convincing others

to advance theobjectives of the

organization)

Uses appeals to

reason, data,

facts and

figures. Uses

concrete

examples,

visual aids anddemonstrations

to make a

point.

Describes the

potential

impact of own

actions on

Anticipates the

effect of ones

approach or

chosen rationale

on the emotions

and sensitivities

of others.Adapts

discussions and

presentations to

appeal to the

needs or

interests of

others. Uses the

Assembles

coalitions, builds

behind-the-scenes

support for ideas

and initiatives.

Develops an

extensive networkof contacts. Uses

group process

skills to lead or

direct a group.

Designs

strategies that

position and

promote ideas

and concepts to

stakeholders.

Uses indirectstrategies to

persuade, such

as establishing

alliances, using

experts or third

parties. Gains

support by


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others and how

it will affect

their

perception of

self.

process of give-

and-take to gain

support. Builds

relationships

through fair,

honest andconsistent

behavior.

capitalizing on

understanding

of political

forces affecting

the

organization.

Social Awareness Awareness

about industry

trend

Understands

business

situation,

external

environment &

human needs

Understands basic

human

psychology,

changing trends of

human needs &

industry trend.

Understands

different phases

of basic, self-

esteem & meta

needs. Able to

blend thoseneeds with its

capability &

external

environment

Analytical

Reasoning

(Interpreting,

linking, and

analyzing

information inorder to

understand issues)

Breaks down

concrete issues

into parts and

synthesizes

succinctly.

Collects and

analysesinformation

from a variety

of appropriate

sources.

Identifies the

links between

situations and

information.

Analyses

complex

situations,

breaking each

into its

constituent

parts.Recognizes and

assesses several

likely causal

factors or ways

of interpreting

the information

available.

Identifies

connections

betweensituations that

are not

obviously

related.

Integrates

information from

diverse sources,

often involving

large amounts of

information.

Thinks severalsteps ahead in

deciding on best

course of action,

anticipating likely

outcomes.

Develops and

recommends

policy framework

based on analysis

of emergingtrends. Gathers

information from

many sources,

including experts,

in order to

completely

understand a

Identifies

multiple

relationships

and disconnects

in processes in

order to identify

options andreach

conclusions.

Adopts a

systems

perspective,

assessing and

balancing vast

amounts of

diverseinformation on

the varied

systems and

sub-systems

that comprise

and affect the

working


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problem/situation. environment.

Thinks beyond

the organization

and into the

future,

balancingmultiple

perspectives

when setting

direction or

reaching

conclusions

(e.g., social,

economic,

partner,

stakeholderinterests, short-

and long-term

benefits,

national and

global

implications).

Result orientation

(Commits to

delivering resultson time and to the

agreed standards

through effective

objective setting

and monitoring

and by taking

personal

responsibility for

achieving them)

Understands

the broad

businessdirection and

links this to

daily activities.

Understands the

broad business

direction andlinks this to daily

activities.

Has some

understanding

of the factors

impacting the

business and

where the

business is

heading.

Understands the

key economic

drivers affectingthe business.

Remains alert to

political,

economic,

technological and

other

developments

that may impact

the business.

Pushes forchanges in the

business to take

advantage of

opportunities.

Understands

where the

business is

Understands the

economic

drivers inindustry and

how value is

created at all

levels in the

organization.

Pro-actively

scans the

market place for

information on

political,economic, and

technological

and other

developments

outside the

normal

boundaries of


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heading and how

it is positioned.

the business.

Understands

how the

organization is

positioned for

the futurerelative to its

environment.

Drives to take

advantage of

opportunities.

Team Building

(Actively

participating as a

member of a team

to move the teamtoward the

completion of

goals)

Participates

willingly with

the team by

doing his/her

share of theteams' work.

Works well

within the

team

environment to

establish

constructive

ideas or

solutions that

meet

organizationalobjectives.

Assists in

establishing a

strong

commitment

amongst work

group

members.

Makes positive

commentsabout the

abilities and

potential of

individual team

members.

Communicates

information

about the

business to

managementand employees.

Actively

organizes

activities aimed

at building team

spirit.

Encourages

others to see

themselves as

part of the

team.Genuinely

values others'

input and

expertise. Self-

directed and

takes the

initiative in

achieving team

goals.

Identifies theinformation and

operational

resources

required for the

team to work

effectively.

Takes action

outside daily work

routine to build

commitment to

the team as afocus. Models

teamwork in own

behavior.

Facilitates a

beneficial

resolution of

conflicts.

Promotes the

team's

achievement in

the largerorganization.

Uses strategies

to promote

team

effectiveness

across thebusiness such as

providing

information to

other areas of

the organization

to help make

decisions

collaboratively

and sharing

resources to

solve mutualproblems.

Networking & Seeks Seeks out the Seeks Builds networks


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Relationship

Management

(Building and

actively

maintaining

workingrelationships

and/or networks

of contacts to

further the

organizations

goals)

information

from others

(e.g.,

colleagues,

customers).

Maintainspersonal

contacts in

other parts of

the

organization

with those who

can provide

work-related

information.

expertise of

others and

develops links

with experts

and information

sources.Develops and

nurtures key

contacts as a

source of

information.

Participates in

networking and

social events

internal and

external to theorganization.

opportunities to

partner and

transfer

knowledge (e.g.,

by actively

participating intrade shows,

conferences,

meetings,

committees,

multi-stakeholder

groups and/or

seminars).

Cultivates

personal networks

in different partsof the

organization and

effectively uses

contacts to

achieve results.

Initiates and

develops diverse

relationships.

with parties that

can enable the

achievement of

the

organizations

strategy. Bringsinformal teams

of experts

together to

address

issues/needs,

share

information and

resolve

differences, as

required. Usesknowledge of

the formal or

informal

structure and

the culture to

further strategic

objectives.

Business acumen

(Understanding

and utilizingeconomic,

financial, and

industry data to

accurately

diagnose business

strengths and

weaknesses,

identifying key

issues, and

developingstrategies and

plans )

Understands

the broad

businessdirection and

links this to

daily activities.

Understands the

broad business

direction andlinks this to daily

activities.

Has some

understanding

of the factors

impacting the

business and

where the

business is

heading.

Understands the

key economic

drivers affectingthe business.

Remains alert to

political,

economic,

technological and

other

developments

that may impact

the business.

Pushes forchanges in the

business to take

advantage of

opportunities.

Understands

where the

business is

Understands the

economic

drivers inindustry and

how value is

created at all

levels in the

organization.

Pro-actively

scans the

market place for

information on

political,economic, and

technological

and other

developments

outside the

normal

boundaries of


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heading and how

it is positioned.

the business.

Understands

how the

organization is

positioned for

the futurerelative to its

environment.

Drives to take

advantage of

opportunities.

Leadership ability

(Leadership is an

interpersonal

influence

directed towardsthe achievement

of a goal or goals)

Recognizes

conflicts and

acts

accordingly.

Senses theneed to assign

duties to

people and

delegating.

Takes

advantage of

most

opportunities,

could do more

to leverage

them throughothers.

Encourages a

participative

approach and

initiative

In case of

conflict, remains

calm and thinks

of logical ways

to solve theproblem

Clear about who

should be given

which tasks

Coaches people

when required

and open to

give advice

when asked.

Inspires trust

and credibilityamong others

Finds the root

cause of the

problem and

informs his

superiors of thesame and

generates

alternatives

Assigns

responsibility to

different people

according to their

capability and sets

deadlines for the

same

Recognizes theareas that require

improvement in

subordinates,

gives them

suggestions, which

they implement.

Maximizes self

and other's

contribution for

the organizationby creating value

Foresee the

conflicts and

tries to minimize

the same before

it arises, thustakes necessary

steps

Gives them

freedom to work

within the

framework.

Monitors that

correct decisions

are made and

time lines are

adheredCan spot talent

in individuals.

Gives excellent

feedback.

Highly sought

after as a

mentor

One of the most

proactive at

recognizingbusiness

opportunities

and creating a

vision that

excites and

motivates

others.


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5.4 Job Description of Manager- Administration

Job Title: Manager- Administration

Reporting to: GM- HRD, Admin. & Finance

Primary Responsibilities

To be responsible for the day to day running of the office including supply management,liasing with property management

Carry out general administrative and office managerial word processing creating and maintaining filing systems dealing with telephone and email enquiries keeping diaries and making appointments for staff arranging meetings and taking minutes invoicing Type and word-process various documents and electronic information. Create financial and statistical tools and reports using spread sheets. Manage, organise, and update relevant data using database applications. Communicate and provide information by relevant methods internally and externally to

assist and enable organizational operations and effective service to connecting groups.

Analyse and interpret financial statistics and other data and produce relevant reports. Interpret instructions and issues arising, and then implement actions according to

administrative policies and procedures.

Research and investigate information to enable strategic decision-making by others. Arrange and participate in meetings, conferences, and project team activities. Approve decisions, requests, expenditure and recommendations on behalf of senior

people in their absence, according to agreed guidelines and policies.

Adhere to stated policies and procedures relating to health and safety, and qualitymanagement.

Adhere to procedures relating to the proper use and care of equipment and materialsfor which the role has responsibility.

This job description sets out the duties of the post at the time it was drawn up. Such duties may

vary from time to time without changing the general character of the duties or the level orresponsibility entailed.

Essential skills and knowledge required

The ability and confidence to communicate effectively both verbally and in writing Possess good interpersonal skills, e.g. tact, sensitivity, ability to listen, to be assertive at

times.


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Ability to work to deadlines and targets can prioritise tasks under pressure. The ability to work quickly, flexibly, effectively and positively in response to requests

made at short notice.

Flexible and adaptable, comfortable with juggling a range of tasks in a fast-moving,dynamic start-up environment

Pro-active, ability to work under own initiative without direction The ability to prioritise and organise own workload in an effective and accurate manner,

whilst working within broad guidelines.

Reliable and trustworthy Good organisational skills and able to pay attention to detail Minimum three years of experience of working in an office environment. The ability to contribute to and work effectively within a team environment. Excellent IT skills i.e. competent in the use of Microsoft Office applications especially

Word, PowerPoint, Explorer and Excel.

Previous experience of using a database, including the production of reports, or theability to learn these skills

Willing to take on additional tasks as required and learn new skills Willingness and ability to undertake training needed in order to fulfil the changing

requirements of the job.

Ability to be discrete and maintain high levels of confidentiality.

5.5 Job element analysis table for Manager- Administration

Job Elements Knowledge Skills Behavioral Traits

To manage day to day

office activities

Knowledge about

office management

Planning & organizing

skills

Interpersonal

effectiveness

To be able to

troubleshoot in case

of office emergency

Knowledge about

operations

management,

effective coordination

& problem

anticipation

Problem solving skills Creativity &

innovation

Manpower planning

in administrative for

proper utilization of

resources

Knowledge about

staffing, organizing,

work cycle.

Analytical skills Critical Thinking,

stewardship of

resources

Budgeting of office

administration & its

Knowledge about

costing, Inventory

Negotiation skills Business acumen,

Impact & influence


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monitoring of

inventory & control

management, vendor

management

Organize and

participate in

meetings related to

project managementactivities

Knowledge about

project management

Communication skills Team work

5.6 Behavioral Anchored Rating Scale (BARS) for Manager- Administration

Competency Level A

(Threshold)

Level B Level C Level D

(Differentiator)

InterpersonalEffectiveness Demonstratestrust in team

colleagues. Helps

other team

members to

achieve targets.

Supports team

decisions. Builds

open and honest

relationships

with others.

Understandsimpacts of their

actions on others

and on

organization and

displays a

positive

approach. Gives

open and

constructive

feedback toothers in team

and managers.

Takes ownership

of and find ways

to meet personal

development

needs and takes

Adopts an openparticipative

communication

style. Coaches

individuals and

teams to meet

organizational

and personal

objectives.

Provides

opportunities for

individuals tolearn and

develop.

Provides and

seeks

constructive and

consistent

feedback and

gives people the

freedom to do

their work

Demonstratesleadership

credibility by

being visible and

living the values.

Facilitates

individual

learning and

development

within the

process area.

Actively seeksand gives

feedback. Builds

effective

relationships

with others and

presents ideas

persuasively and

confidently

Acts in a mannerconsistent with

the values of the

organization and

influences others

to adopt them.

Demonstrates

approachability

at all times.

Seeks feedback

from and gives

feedback toothers. Actively

facilitates the

acquisition and

sharing of

knowledge and

skills throughout

the organization.

Builds effective

relationships

with others andpresents ideas

persuasively and

confidently


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responsibility for

own actions

Creativity &

innovation

(Is willing to try

new ways ofworking and turn

ideas into action

so that the

organization is

capable of

adapting to the

changing

business

environment)

Seeks

opportunities to

achieve better

outcomes. Usescommon sense

to create

solutions.

Makes

improvements in

own area

Creates

opportunities

and minimizes

potentialproblems by

introducing

something new

or different.

Applies known

solutions and

concepts in

novel ways.

Has a continuous

improvementfocus

Actively

encourages

employee

innovations,improvement

initiatives and

value-added

activities.

Publicly acclaims

successful

innovations.

Anticipates and

prepares for a

specificopportunity that

is not obvious t

Documents

CPCD Project-Srimant Jha