Skill Matrix

1

PROJECT REPORT ON

SKILL MATRIX AND COMPETENCY MAPPING

SUBMITTED TO

Textron India Pvt. Ltd.

Global Village, RVCE Post,

Mylasandra, Off Mysore Road,

Bangalore -560 059, Karnataka, India.

&

BIRLA INSTITUTE OF MANAGEMENT TECHNOLOGY

GREATER NOIDA

BY

JOJAN V. JOSE

09DM050

2010

2

CERTIFICATE

This is to certify that the Project Report on

SKILL MATRIX AND COMPETENCY MAPPING

Is a bonafide work and it is submitted to

BIRLA INSTITUTE OF MANAGEMENT TECHNOLOGY, GREATER NOIDA

BY

JOJAN V. JOSE

09DM050

During the academic year 2009-2010

Under the guidance of

Dr. MANOSI CHAUDHURI

(Project Mentor)

BIRLA INSTITUTE OF MANAGEMENT TECHNOLOGY, GREATER

NOIDA

2009-2011

3

ACKNOWLEDGEMENT

I would like to take this moment to express my deepest gratitude to the group of people

without whose help and support I would not have been able to complete this project.

I wish to begin by thanking the management at Textron India Pvt. Ltd., especially Mr. N.R.

Mohanty (President, Textron India) and Mr. Suraj Chettri (Director, Human Resources) for

providing me this great opportunity to work in their esteemed organization. I would also like

to thank them for the help, support and guidance that they have provided me with during the

course of my project work.

I would also like to deeply thank my industry mentor Mr. Surjith Surendran (HR Generalist,

Textron) for his valuable insights and constant guidance and support.

I express my deep sense of gratitude to the management of BIMTECH for imparting me with

the required help. I would like to specially thank my college mentor Dr. Manosi Chaudhuri,

for her guidelines, support and motivation which have been a great help to me for this project.

A special thanks to all the employees of Textron India Pvt. Ltd., for providing me with the

data that I required for the making of the project.

I would also like to thank all those people who spent their valuable time in this project, and

all those people who directly or indirectly contributed in making this project a success.

4

Contents

1. Executive Summary 06

2. Company Profile 07

2. Introduction 17

3. Objective 18

4. Project Scope 18

5. Theory & Terminology 20

a. Skill Matrix 20

b. Competency Map 27

c. Other Designs for Skill Matrix 30

6. Research Methodology 38

a. Problem Definition 38

b. Research design 38

c. Sampling 39

d. Data Collection Techniques 39

7. Research Procedure 40

8. Observations & Results 45

9. Recommendations 46

10. Limitations 47

11. Conclusion 48

12. References 49

5

13. Bibliography 50

14. Annexure 1- Sample Soft Skill Matrices 51

15. Annexure 2 – Sample Technical Skill Matrices 60

16. Annexure 3- Sample Competency Maps 69

6

Executive Summary

The theme of this project can be stated as Training Need Analysis. The major objectives of

the project were:

Finding out the skill and competency levels of the employees of Textron India Pvt.

Ltd.

Comparing with the benchmarks and recording the data for further use.

Analysing training needs as per the recorded data.

In order to achieve the foresaid objectives, the tools those were devised and used for each

team were:

1. Skill Matrix

2. Competency Maps

The skill matrix was developed in consultation with the team leaders and rated by all the

members of the team. While the competency map was developed and rated with the help of

the skill matrix.

The major findings from the exercise were as follows (the findings are for all the 19 teams

which were included in the exercise):

The complete list of the skills that the organization as a whole possesses i.e. the skills

inventory of the organization.

The skill levels of each individual employee for each individual skill that is being

used by him/her.

The pin pointed areas/employees all through the organization that need to be focussed

upon for training purposes.

The employees who are capable of training other employees and the skills that they

specialize in.

The competency levels of the organization, the excess or the lack of it with detailed

information.

The commonalities of the skills among various teams so that these teams could be

clubbed together for the training purposes.

The exercise covered 135 employees and provided the organization with a tool to plan their

training programmes with. In this competitive scenario, giving the right kind of training to the

right employees does not only improve the efficiency of the organization but also cuts down

cost considerably.

7

Company Profile

Textron was founded in 1923, and has grown into a network of businesses with total revenues

of $14.2 billion, and approximately 37,000 employees with facilities and presence in 29

countries, serving a diverse and global customer base. Headquartered in Providence, Rhode

Island, U.S.A., Textron is ranked 173rd on the FORTUNE 500 list of largest U.S. companies.

Organizationally, Textron consists of numerous subsidiaries and operating divisions, which

are responsible for the day-to-day operation of their businesses ("Textron businesses")

Textron Inc. started as a small textile company in 1923, when 27-year-old Royal Little

founded the Special Yarns Corporation in Boston, Massachusetts.

Textron Businesses:

Textron consists of numerous subsidiaries and operating units. These businesses are known

by familiar brand names, including Bell Helicopter, Cessna Aircraft, Greenlee and E-Z-GO,

among others. Every Textron business is intensely committed to delivering innovative,

market-leading solutions that ensure the success of our customers. Textron continues to

expand leadership positions in five core business segments:

Bell

Cessna

Textron Industrial Systems

Textron information Systems

Textron Finance.

8

Figure showing the various BU’s of Textron:

1

2

Bell

Helicopter

s

Textron Financial

Textron India GTC

Textron Systems Textron Industrial Cessna Aircraft

E –Z - Go Jacobsen Kautex Greenlee

Marine &

Land

Systems

Overwatch Defence

systems

Lycoming

Engines

AAI

Corporation

9

Bell Helicopter:

With more than 34,000 helicopters delivered to customers around the globe, Bell is teaming

with Boeing to introduce leading edge tilt rotor technology into aviation via the military V-22

Osprey. And they are translating this exciting technology into civilian aircraft such as the

BA609. In addition to these platforms, Bell manufactures a variety of models of military

and civil aircraft, such as our latest - the Bell 429.

Cessna Aircraft:

Cessna Aircraft Company is the world’s largest manufacturer of general aviation airplanes.

Headquartered in Wichita, Kansas, U.S.A, Cessna designs and manufacturers business jets,

utility turboprops and single engine piston aircraft. Some 192,000 Cessna airplanes have been

delivered to nearly every country in the world since the company was originally established

in 1927.

Citation Aircraft:

Cessna's Citation business aviation leadership spans 40 years. The company has delivered

more than 6,000 Cessna Citations, making it the largest fleet of business jets in the world.

Today, Cessna offers the most comprehensive line of business jets in the industry including

the Citation Mustang, Citation CJ1+, Citation CJ2+, Citation CJ3, Citation CJ4, Citation

XLS+, Citation Sovereign and Citation X.

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Propeller Aircraft:

In its 80-year history, Cessna has established the standard in the production of single and

multi-engine propeller aircraft by delivering more than 154,000 single engine pistons, 16,000

multi-engines and 1,900 Caravan turboprop aircraft. The propeller aircraft produced today are

the 162 Skycatcher, 172 Skyhawk, 172S Skyhawk SP, 182 Skylane, T182 Turbo Skylane,

206 Stationair, T206 Turbo Stationair, Corvalis and Corvalis TT and three models of the

Caravan single-engine turboprop utility aircraft.

Textron Industrial:

1) E-Z-GO:

E-Z-GO is the world's largest manufacturer of golf cars and utility vehicles, including the

number-one selling golf car in the world. E-Z-GO golf cars are found on more golf courses

around the world than any other brand.

E-Z-Go also produces dependable turf maintenance vehicles, heavy-duty industrial burden

carriers, versatile shuttle personnel carriers and rugged ST trail vehicles.

11

2) Jacobsen:

Jacobsen manufactures a full range of turf maintenance equipment and utility vehicles for

golf courses, sports fields, turf grass production and the large estate lawn care markets.

12

3) Greenlee:

A leader in wire and cable installation systems, Greenlee is the premier source for

professional wire and cable installation tools and test instruments. The product lines include

hole making, wire and cable termination, electrical and communications testing and

measurement, bending and pulling, and hydraulic tools

4) Kautex:

Kautex is a leading global supplier of plastic fuel systems, including plastic and metal fuel

assemblies. In fact, we pioneered the development of plastic fuel tanks. Kautex’s Clear

Vision System, which provides automotive windshield and headlamp cleaning, is rapidly

becoming the leading brand in the global market.

Kautex also manufactures blow-moulded ducting and fluid reservoirs, cooling pipes and

acoustic components.

13

Textron Systems:

Textron Systems, comprises of five businesses including subsidiaries and operating divisions,

is known for its unmanned aircraft systems, advanced marine craft, armoured vehicles,

intelligent battlefield and surveillance systems, intelligence software solutions, precision

smart weapons, piston engines, test and training systems, and total life cycle sustainment

services. In 2009, these businesses generated 18 percent of Textron's total revenues. This

segment has manufacturing facilities in 3 countries, and approximately 5,600 employees, of

which 2 percent are based outside the United States.

1) AAI Corporation:

AAI’s innovative aerospace and defence technologies include unmanned aircraft systems,

training and simulation systems, automated aerospace test and maintenance equipment,

armament systems, aviation ground support equipment, and logistical, engineering, and

supply chain services.

2) Lycoming Engines:

Currently, more than half the world's general aviation fleet, both rotary and fixed wing, is

powered by Lycoming piston engines. Lycoming produces the most complete line of

horizontally opposed, air cooled four, six, and eight cylinder aircraft engines available, with

power ranging from 100 to 400 HP.

14

3) Overwatch:

Overwatch is the leading provider of commercial, off-the-shelf image exploitation and

geospatial analysis software tools, and a world-class provider of multi-source intelligence

framework solutions for the warfighter, first responder and counterterrorism analysts.

4) Textron Defence Systems:

Textron Defence Systems develops and manufactures state-of-the-art smart weapons;

airborne and ground-based sensors and surveillance systems; and protection systems for the

defence, aerospace and homeland security communities

5) Textron Marine & Land Systems:

Textron Marine & Land Systems is a world leader in the design, production and support of

advanced marine craft, light armoured combat vehicles, turrets and related subsystems.

Textron Financial:

Textron Financial is a diversified commercial finance company that provides financing

programs for products manufactured by its parent company; Textron Inc. Current specialties

include Aviation Finance and Golf Equipment Finance. The company also manages a

portfolio of receivables which originated in various businesses, including Asset-Based

Lending, Distribution Finance, Golf Mortgage Finance, Resort Finance and Structured

Capital.

15

VISION AND STRATEGY:

Strategy:

Textron strategy is to create superior shareholder value by building world-class competencies

in:

Enterprise Management - building, deploying and leveraging world-class operating

capabilities through a focus on customers, people and processes

Portfolio Management - identifying, selecting, acquiring and integrating the right mix of

businesses that will drive higher performance while benefiting from our Enterprise

Management capabilities.]

Vision:

Textron's vision is to become the premier multi-industry company, recognized for our

network of powerful brands, world-class enterprise processes and talented people. Textron

continues to grow as an industry leader with strong brands such as Bell Helicopter, Cessna

Aircraft, Kautex, Lycoming, E-Z-GO, Jacobsen and Greenlee, among others.

Textron Six Sigma:

Textron have adopted a disciplined, data-driven approach to problem-solving and

performance improvement. In addition to the traditional Six Sigma elements of Variation

Reduction and Design for Six Sigma, Textron's approach includes the discipline of Lean

Manufacturing –- most commonly known through the Toyota Production System. This

unique combination of all three disciplines makes Textron Six Sigma a more comprehensive,

continuous improvement program than those with similar names implemented by other

companies.

Supply Chain Management:

Textron are building competitive advantage by addressing all aspects of the supply chain –

from raw materials to after-market service. Across the enterprise, they are leveraging their

purchasing, increasing their level of global sourcing from low-cost regions, and optimizing

their manufacturing footprint. Textron is also focused on building strong talent and material

16

savings processes as well as driving a broader implementation of the Lean systems,

processes, and tools of Textron Six Sigma to achieve more dramatic improvement within our

manufacturing operations.

Shared Services

Textron has internal shared service organizations to assist their businesses at a lower cost and

with greater speed and efficiency than a traditional decentralized model. These shared

services include Human Resources, IT and Finance, all of which are offering the benefit of

common services and resources across our diverse businesses.

CULTURE AND VALUES:

A Culture of Continual Improvement

Textron has transformed itself in recent years by applying Textron Six Sigma methods and

Lean processes to move closer to their goal of becoming the premier multi-industry company.

They use consistent processes and methods at their businesses around the globe – so no

matter where you are in the world, you’ll be speaking the same language as your colleagues.

Much of the innovation at Textron comes about through partnering and teamwork. Project

teams are made up of individuals from various functions or business units throughout Textron

who bring their skills together to achieve results.

A Vision of Inclusion

Textron actively recruits diverse individuals who bring rich experience, skill, talent,

perspective and culture to the company. The culture and values are rooted in the belief that

the success of the whole begins with the contributions of each individual.

"We need to maintain a culture that supports a balanced cross-section of men and women

from around the world. People have to want to come here and stay here, and they have to feel

good about it. They have to feel safe. We are fully committed to building an inclusive,

respectful culture so Textron can remain a strong, viable global company."

Scott Donnelly

President and Chief Executive Officer

17

Introduction

In this age of cut throat competition, companies around the world are looking for that one

thing that could give them the edge. And over the period of time they have come to realise

that the advantage that they were looking for are their employees. The human factor in

companies is way beyond important now as the companies have come to realise that a

fighting fit work force with the correct amount of motivation would do the wonders that

could not even be done by plain miracles.

This project deals with this factor of the corporate world. To keep the work force in the best

shape possible the keywords that come into play are “Training and Development”. It is a

critical requirement to train ones employees according to the demands of the job and also

according to the demands of the market and customers. But only with the correct knowledge

of where the employees stand in terms of their skills, can any organization decide upon what

training needs to be imparted to the employees.

This is where Skill Matrix and Competency Mapping comes into the picture. Skill matrix in

the most basic terms defines the skills and skill levels of each employee, as per his/her

perception and also as per the supervisor /team leader /manager’s perception.

While competency mapping deals with a pre defined set of competencies called Lominger

Competencies which it relates and links to the skill matrix ratings, so as to find out how good

the employees are.

These exercises are not meant to rank employees or for compensation purposes. In a nutshell,

this is not an exact exercise as performance appraisal. As in performance appraisal there is a

more in depth analysis at 180, 270 or 360 degrees. But in this case, all that is being done is a

compilation of the ratings in order to have a base on which to plan and schedule the training

programs for a whole year.

The analysis done in this project is majorly manual. The idea again being finding out areas of

weakness and strength in each of the departments according to the bench mark levels set as

per the discussions with the supervisor /team leader /manager. The analysed sheets are colour

coded so that they can work as a tool for many purposes. Also the competency map is also

made in a manner such that it can be used as it is to help plan.

18

Objectives

The theme of the project is Training Need Analysis, based on an exhaustive compilation and

analysis of employee skill levels. It is an essential exercise for the organization as it needs to

be aware of the competency levels of the employees, so that it can train and develop them,

thus improving the Organizational Competency Levels as a whole. This is vital for any

organization that intends to survive and stay above the intense competition that exists in the

industry today.

The various objectives of the project are enlisted below:

1. To create a list of skills required in the various business units and for different job

descriptions.

2. To understand the manager’s perspective of the employee skill level and performance.

3. To understand the employee’s own perspective of the skills that he/she possesses.

4. To identify the various points where there is a certain need of training.

5. To use the Skill Matrix to map as many competencies as possible for the business

units.

Project Scope

This project is an important one when looked at from the Organization’s perspective. That is

because at any given time, the motto of the organization as concerned with the employees is

generally that they become more and more skilled and competent so that they can contribute

better to the organization’s growth and sustenance. This project gives the organization a lot of

concrete data regarding the employee skill levels which can be further used to plan the

training content for the employees.

Regarding the area that is covered by the project it is as follows:

The project was performed for all the employees of Textron India Pvt. Ltd.,

Bangalore.

The employees were divided into 19 separate teams as per their area of work.

19

The two main matrix that are to be covered for all are the soft skills matrix and the

technical skills matrix

The competency map would cover 12 of the Lominger competencies that can be

related to the organization and the skills mentioned as in the soft skills matrix.

Other than these, 3 other general competencies are also mapped according to the

records of the organization.

20

Theory and Terminology

This section is majorly divided into two categories which explain the topics given below in

detail with samples:

1. Skill Matrix

2. Competency Map

Skill Matrix

The skill matrix is a tool for determining a lot of skill related aspects of the organization and

its employees. The skill matrix can be used to identify the following:

The skills required for working in any particular team or position.

Identify the Skill Inventory of the Organization

The level of skills (Ratings)

The Required/ Preferred level of skills

The combination of skills that could be formed (Competencies)

The points where skill improvement is required

The people who could impart training on certain specific skills (Experts)

The skill matrix can be designed in various ways as per the requirement of the organization

and the results that are expected out of the matrix. This specific matrix is designed to scale

each employee on the various skills that are chosen as per the requirement of Textron India

Pvt. Ltd.

The X-Axis of the matrix contains the names of the employees of a particular team while the

Y-Axis contains the names of the skills. There are two separate kinds of skill matrix that are

used in this project: - the Soft Skill Matrix and the Technical (Hard) Skill Matrix. The Skills

mentioned on both of these kinds vary.

Samples of these skill matrices are given below:

21

SOFT SKILL MATRIX (SAMPLE)

Rat

ing

1W

eak

2A

vera

ge

3G

ood

4P

rofic

ient

5Ex

celle

nt( T

rain

er)

Ben

chm

ark

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

S.NO.

EMP.NO.

NA

ME

Written

Oral

Presentation

Listening

Telephone

Meeting Management

Behavior Flexibility

People Perception

Leadership

Group Process

Persistence

Negotiation/Conflict

Management

Team Player

Persuasiveness / Influence

Stress Mgmt.

Innovation / Creativity

Adaptability

Energy

Initiative

Professional Development

Personal Development

Time Management

Integrity

Planning

Follow up

Problem Analysis

Project Management

Decisiveness

Judgment

Organizational

Sensitivity/Perception

Delegation

Employee Development

Performance Coaching

Performance Management

Participative Management

Cultural Perception

1E

MP

LOYE

E 1

2E

MP

LOYE

E 2

3E

MP

LOYE

E 3

4E

MP

LOYE

E 4

5E

MP

LOYE

E 5

6E

MP

LOYE

E 6

7E

MP

LOYE

E 7

8E

MP

LOYE

E 8

9E

MP

LOYE

E 9

Per

sona

l / M

otiv

atio

nal

Adm

inis

trat

ive

Man

ager

ial

SAM

PLE

SK

ILL

MA

TRIX

RA

TIN

GS

TO

BE

FO

LLO

WE

D

BE

NC

HM

AR

K R

ATI

NG

S F

OR

EA

CH

SK

ILL

SO

FT S

KIL

L N

AM

ES

EM

PLO

YEE

NA

ME

S (S

PE

CIF

IC T

EA

MS

)

Com

mun

icat

ion

Inte

rper

sona

lSP

AC

E F

OR

PR

OV

IDIN

G R

ATI

NG

S

22

TECHNICAL (HARD) SKILL MATRIX- (SAMPLE)

Ratin

g

0No

Kno

wle

dge

1Ju

st A

war

e/No

vice

2Ca

pabl

e W

ith A

ssis

tanc

e

3Fu

lly C

ompe

tent

4Ex

pert

(Tra

iner

)

Ben

chm

ark

33

33

33

33

33

33

32

33

32

33

33

32

33

33

2

S.NO.

EMP.NO.

NAM

E

Automotive

Sheet metal

Hydraulic

Casting & Machining

GD&T

Tol Stake-up

Linear Analysis

Non-Linear Analysis

Weldments

ECO View / e Edit

ECO Closing

Oracle 11i View

Oracle 11i Exporting

Data Management

Adobe Illustrator

Adobe Frame Maker

Product Knowledge

Authoring Skill

Web Development

Unigraphics NX-6

Surface Modeling

Parametric Modeling

User Defined Function

UG Routings

UG Customization

MS Excel

MS Power Point

MS Project Plan

Team center application

TCe Customization

1EM

PLO

YEE

1

2EM

PLO

YEE

2

3EM

PLO

YEE

3

4EM

PLO

YEE

4

5EM

PLO

YEE

5

6EM

PLO

YEE

6

7EM

PLO

YEE

7

8EM

PLO

YEE

8

9EM

PLO

YEE

9

SAM

PLE

TEC

H S

KIL

L M

ATR

IX

RAT

ING

S TO

BE

FOLL

OW

ED

BEN

CH

MAR

K R

ATIN

GS

FOR

EAC

H S

KIL

L

TEC

HN

ICAL

SK

ILL

NAM

ES

EMPL

OYE

E N

AMES

(SPE

CIF

IC T

EAM

S)

SPAC

E FO

R P

RO

VID

ING

RAT

ING

S

23

The skills names used in the technical skill matrix vary for each team and are mainly

populated by discussing with the Team Leaders for each specific team. While the soft skills

matrix used has a common set of skills for all the teams. These skills are mainly divided into

five types:

1. Communication

2. Interpersonal

3. Personal/Motivational

4. Administrative

5. Managerial

The meanings of the terminology used for the soft skills are given below:

Communication Skills

Written – The capability of the individual to clearly communicate via any written mode of

communication like letter, memo, emails etc. This mainly refers to the clarity, correctness

and effectiveness of the communication.

Oral- The capability of the individual to clearly communicate via oral mode of

communication like discussion, lecture etc. This mainly refers to the clarity,

correctness and effectiveness of the communication.

Presentation- The capability of the individual to clearly present his/her thoughts,

opinions and ideas to another person or group of people. This mainly refers to the

clarity, correctness and effectiveness of the communication.

Listening- The capability of the individual to listen, grasp and understand whatever is

spoken to him/her. The ability to recall the same when needed with correctness and

completeness also gives an insight into the listening effectiveness.

Telephone – The capability of the individual to communicate clearly, effectively and

correctly via a telephone.

Meeting Management – The capability of the individual to plan, inform and conduct a

meeting. This involves all the aspects of a meeting like location, atmosphere, agenda,

and involvement. The individual should be capable enough to bring together the right

people at the right time to discuss and bring out results in a focussed and efficient

manner.

24

Interpersonal Skills

Behaviour Flexibility- The capability of the individual to change his/her behaviour

according to the situations and circumstance to bring out a favourable result or

solution. Especially needed when dealing with other employees.

People Perception- This refers to the level of understanding that the individual has

regarding the people he/she might be working with or might be in acquaintance with.

The understanding of how others think, behave and act is a part of this skill itself and

is an integral part for team building or leading a team.

Leadership- The capability of the individual to lead a certain group of people to

achieve a desired result or goal. This skill deals with empowering, guiding,

motivating and controlling the team so as to get a combined effort towards goal

attainment.

Group Process- The capability of the individual to work in and as a part of a group.

This skill mainly refers to the cohesiveness or abrasiveness that might be created by

the individual and the effect of the same on the group.

Persistence- The capability of the individual to have and impart a never dying attitude

to all around. The skill means to identify the resolute character that the individual

might possess.

Negotiation/Conflict Management- The capability of the individual to handle a

conflict situation. This is the most important interpersonal skill and thus is more

weighted. The individual must have the presence of mind and the clarity of thought

and words in order to calm down a nasty situation and bring the wheels back in

control.

Team Player- The capability of the individual to get along with the team and work as

an integral part of it for the benefit of the whole team. This measures the spirit that an

individual brings to the team.

Persuasiveness / Influence- The capability of the individual to persuade and influence

the other members of the team, department or the organization. The image and

authority that an individual can build up in front of the other employees is a critical

factor for this as it directly influences how others perceive the individual.

25

Personal / Motivational Skills

Stress Management- The capability of the individual to keep his/her cool in a stressful

situation and not let it affect the quality or the quantity of work that is being

accomplished. This is directly linked to the decision making skills as well as the mind

should not be subdued by the stress while taking critical decisions.

Innovation / Creativity- The capability of the individual to bring forth new and varied

ideas which could be used directly or indirectly for the betterment of the organization,

its processes, people or customer.

Adaptability - The capability of the individual to quickly get in line with the

circumstances as they are and then yield out of it the best results possible. The

individual should have the physical and mental flexibility in order to be able to adapt

to the conditions and work in them.

Energy- The capability of the individual at all times to keep a good energy level

which would keep him/her going strong and also would motivate the people that

surround as well. The individual should not bring in disinterest, boredom, lethargy or

any such negative energy attitudes to the work place as it could affect others as well.

Initiative- The capability of the individual to take the first step in any issues that

might require him/her to do so. This could be a new venture, a stand against incorrect

procedures or practices, or any such activities.

Professional Development- The capability of the individual to constantly improve

his/her work’s efficiency, quality and scope. The individual should always strive to

better self in the profession that he/she might be pursuing.

Personal Development- The capability of the individual to constantly improve his/her

self as a person. This deals with discipline, concern, values etc. The individual should

not only grow as a professional but should also try to improve as a person.

Time Management- The capability of the individual to make the most efficient and

optimum use of the time that is allotted to him/her. Wasting time or slogging without

results is a negative to this skill. The individual should be capable of planning and

executing in strict accordance to schedules.

Integrity- The capability of the individual to adhere to a strict moral and ethical code.

The individual should be unbiased and a steadfast follower of values at the work

place.

26

Administrative Skills

Planning- The capability of the individual to understand the on goings and plan the

future courses of actions accordingly. The individual should be capable of covering

all aspects of the issue while planning.

Follow up- The capability of the individual to keep tracking the progress of any

activity and push through the bottle necks that might hinder the process.

Problem Analysis- The capability of the individual to understand the problem in its

completeness. The individual must be able to see the bigger picture while he/she

should also give attention to minor nuances and details.

Project Management- The capability of the individual to plan, organize, execute and

monitor the on goings of a complete project. This would include man, machine,

material and money.

Decisiveness- The capability of the individual to quickly understand the situation at

hand and take a decision based on logic and experience. The quality of the decision is

of great importance as it is the deciding factor.

Judgement- The capability of the individual to judge the situation at hand correctly so

as to come down to a quality decision.

Organizational Sensitivity/Perception- The capability of the individual to understand

the organization and its working in the complete sense. The individual should be clear

about the organizations vision, mission, goal, values and culture. He/she should also

be very clear about the role that he/she plays and the importance of his/her actions to

the organization as a whole.

Managerial Skills

Delegation- The capability of the individual to successfully allot the correct work to

the correct people so as to bring up the efficiency of the team and the organization as

a whole.

Employee Development- The capability of the individual to develop his/her

subordinates professionally and personally in order to strengthen the team and also

develop the employees as assets.

Performance Coaching- The capability of the individual especially the team leaders

or managers (mentors) to guide their subordinates in improving their performance.

27

Performance Management- The capability of the individual to manage the

performance of their subordinates in all aspects. This deals not only with improving

the skills, but also correcting mistakes, planning goals etc.

Participative Management- The capability of the individual to get into the team that

he/she leads and manage them being one of them and not as their leader. This skill

improves the level of the trust that the employees have in the manager and thus the

manager is able to keep the team motivated.

Cultural Perception- The capability of the individual to understand all the culture

based issues and situations that could arise in his/her team and be prepared to prevent

it or face it. The manager should have the understanding of different cultures and their

ways and beliefs, in order to successfully be able to acquire this skill.

Competency Map

Competency can be defined as a group of skills taken together to achieve a desired task. In

this project the competencies used are taken from the Lominger’s set of competencies (119

defined competencies). There are 13 such competencies and 2 general competencies. The

exercise has been performed for all the teams and the competencies used are based on the soft

skill matrices, except the 2 general competencies which have been mapped using company

employee records.

The competencies are mapped according to a legend prepared after discussion with the

mentors which is given further ahead. According to that legend the skills are segregated and

averaged out to give a competency rating. Then the competency rating is compared according

to the scale given below:

RATING SCHEME USED

Average rating of all the skills included 0 to <1.5 1.5 to <2.5 2.5 to <3.5 3.5 to <4.5 4.5 - 5

Rating Given Weak Average Good Proficient Expert

28

The legend used for mapping the competencies is given below:

Sr N

oCO

MPET

ENCY

Technical Skill Matrix /

Employee Records

Written

Oral

Presentation

Listening

Telephone

Meeting Management

Behaviour Flexibility

People Perception

Leadership

Group Process

Persistence


Management

Team Player

Persuasiveness /

Influence

Stress Mgmt.


Adaptability

Energy

Initiative

Professional

Development


Time Management

Integrity

Planning

Follow up

Problem Analysis

Project Management

Decisiveness

Judgement

Organizational

Sensitivity /

Perception

Delegation

Employee

Development

Performance

Coaching

Performance

Management

Participative

Management

Cultural Perception

1TE

CHNI

CAL /

PROF

ESSIO

NAL E

DUCA

TION

2WO

RK H

ISTOR

Y / R

EQUI

REME

NTS

3CO

MMUN

ICAT

ION

SKILL

S

4AC

TION

ORIEN

TED

5DE

ALIN

G WI

TH AM

BIGU

ITY

6BU

SINES

S ACU

MEN

7CO

NFLIC

T MAN

AGEM

ENT

8CR

EATIV

ITY

9CU

STOM

ER FO

CUS

10FU

NCTIO

NAL /

TECH

NICA

L SKI

LLS

11IN

TEGR

ITY / T

RUST

12OR

GANI

ZATIO

NAL A

GILIT

Y

13PE

ER R

ELAT

IONS

HIPS

14PE

RSON

AL LE

ARNI

NG

15PL

ANNI

NG

29

The General and Lominger Competencies that are used in this project are defined below:

Technical/ Professional Education- This competency is mapped according to the

employee records of qualification levels and the company requirements.

Work History/ Requirements- This competency is mapped according to the employee

records of work experience levels and the company requirements.

Communication Skills- This competency deals with all modes of communication i.e.

written, oral, listening, presentation etc.

Action Oriented- This competency defines the focus of the individual towards his/her

actions and the goals that need to be achieved.

Dealing with Ambiguity- This competency defines the capability of the individual to

deal with ambiguous situations with clarity and presence of mind.

Business Acumen- This competency deals with the levels of knowledge possessed by

the individual regarding the various different aspects of the business.

Conflict Management- This competency covers the capability of the individual to deal

calmly and cautiously with conflict situations to bring out a solution and good results.

Creativity- This competency defines how an individual is able to bring in new ideas

and concepts into the work place and also implement it with success.

Customer Focus- This competency deals with the ways and means in which the

individual is able to keep the customer satisfied.

Functional / Technical Skills- This competency includes all the skills covered in the

Technical skill matrix.

Integrity / Trust- This competency covers the factors that decide the integrity of an

individual and the levels of trust that he/she enjoys among peers and others.

Organizational Agility- This competency is about the level of energy and alertness

that an individual possesses to go through the tasks with ease.

Peer Relationships- This covers all the aspects of the relationship that an individual

enjoys with his/her peers in the organization.

Personal Learning- The ability of an individual to constantly improve self.

Planning- The ability of the individual to plan with completeness and clarity.

30

Other Designs for Skill Matrix

A skill matrix is a tool which is not predefined in a hard and fast manner. It is a flexible tool

and can be designed for use in specific purposes. The skill matrix that has been used in this

research is the basic Employee Vs Skills Matrix as shown below:

But this is not the only way in which a skill matrix can be designed.

A few examples of how the skill matrix could be designed in other manners are covered in

this section. The major types of designs that have been covered here are:

Skill comparison matrix for teams using similar kinds of skills

Skill comparison matrix for the same team but at different times/ time intervals

360 degree ratings for a far more accurate employee skills assessment

Skill comparisons for employees based on achievements

There could be many more ways in which one could design the matrix and it is purely

organization specific. The organizations needs and what it expects out of the exercise are the

factors which directly influence the design of the skill matrix. The above mentioned designs

have been thought of using such organizational needs only.

S.N

O.

NAME

Sk

ill 1

Sk

ill 2

Sk

ill 3

Sk

ill 4

Sk

ill 5

Sk

ill 6

Sk

ill 7

Sk

ill 8

Sk

ill 9

Sk

ill 1

0

Sk

ill 1

1

Sk

ill 1

2

Sk

ill 1

3

Sk

ill 1

4

Sk

ill 1

5

Sk

ill 1

6

Sk

ill 1

7

Sk

ill 1

8

1 Emp A

2 Emp B

3 Emp C

4 Emp D

5 Emp E

6 Emp F

7 Emp G

8 Emp H

9 Emp I

31

Now we could look at the designs in a little more detail. The sample templates which give a

clearer idea as to what the results would look like are given along with each design and

description.

Skill comparison matrix for teams using similar kinds of skills

So far we had only seen the skill matrix which would compare the skills with reference to

each individual employee. Now for example for a common set of skills which is used for all

the teams across the organization a comparing chart could be prepared which would give a

clearer idea as to which team stands where.

Horizontal Axis - This axis holds all the Skill Names which are common to the teams and thus

can be used to compare the teams

Vertical Axis - This axis holds all the Team Names which are to be compared.

Benefits of such a matrix:

Concise report as to where each team stands

Pin points the areas to be worked upon for each team

The ratings can be done via a team meeting, so during the brainstorming the team

itself clears out where it stands and thus it’s an eye opener

Areas of strengths of each team is highlighted (Can be used for bringing up other

teams)

Areas of weakness of each team is highlighted (Can be worked upon by the team, and

help can be sought from other teams which are better)

32

Sample template:

Skill comparison matrix for the same employee/team but at different times/ time

intervals

We have now seen the comparison of employees and skills, and also teams and skills. Now if

we assume that an organization is a continuously learning one and needs to keep a constant

tab on the progress of the employees. This could be true for smaller growing organizations

which need to grow fast and strong but also have lesser number of employees so the task is

not that tedious or exhausting. Thus a comparison chart could be prepared for each employee

based on the improvements over a period of time. It could be monthly, quarterly or half

yearly and could use more extensive rating scales.

Horizontal Axis - This axis holds all the Skill Names which are the points on which the

employee will be rated all through.

Vertical Axis - This axis holds all the Time periods of comparison.

S.N

O.

TEAM NAMES

kill 1

Sk

ill 2

Sk

ill 3

Sk

ill 4

Sk

ill 5

Sk

ill 6

Sk

ill 7

Sk

ill 8

Sk

ill 9

Sk

ill 1

0

Sk

ill 1

1

Sk

ill 1

2

Sk

ill 1

3

Sk

ill 1

4

Sk

ill 1

5

Sk

ill 1

6

Sk

ill 1

7

Sk

ill 1

8

1 TEAM A

2 TEAM B

3 TEAM C

4 TEAM D

5 TEAM E

6 TEAM F

7 TEAM G

8 TEAM H

9 TEAM I

KNOWLEDGE Modelling Analysis Softwares

SKILL COMPARISON FOR TEAMS USING SIMILAR SKILLS

33


It helps in following up of the skill updates

It shows whether the employee/team is improving, stagnant or becoming worse

Tests could be used for the exact ratings which would remove all bias and the by

products of office politics.

The employee/team will be motivated to continuously work on improving

his/her/their skills as it’s a constant rating process and is being kept for the record.

Would help in the final performance appraisal process as a reference if prepared and

recorded accurately.

Sample template:

360 degree ratings for a far more accurate employee skills assessment

This idea was actually suggested by one of the employees of Textron India Pvt. Ltd., while

the ratings were being collected. It is a very time consuming exercise with a lot of scope of

MATRIX FOR Employee A

S.N

O.

TIME PERIOD

Sk

ill 1

Sk

ill 2

Sk

ill 3

Sk

ill 4

Sk

ill 5

Sk

ill 6

Sk

ill 7

Sk

ill 8

Sk

ill 9

Sk

ill 1

0

Sk

ill 1

1

Sk

ill 1

2

Sk

ill 1

3

Sk

ill 1

4

Sk

ill 1

5

Sk

ill 1

6

Sk

ill 1

7

Sk

ill 1

8

1 MARCH

2 APRIL

3 MAY

4 JUNE

5 JULY

6 AUGUST

7 SEPTEMBER

8 OCTOBER

9 NOVEMBER

10 DECEMBER

11 JANUARY

12 FEBRUARY


SKILL COMPARISON FOR THE SAME EMPLOYEE AT DIFFERENT TIME INTERVALS

34

mistakes being committed. But if done accurately, the quality of ratings that could be

generated will be very high. The rating of each employee for each other team member will be

taken, rather than just the team leader ratings as done in this research. That is why it’s called

the 360 degree rating scheme. All the data will be then consolidated for the teams specifically

and the final result would yield a massive analysed collection of the skills inventory, with a

fairly accurate assessment of the skill levels.

Horizontal Axis - This axis holds all the Skill Names which are the points on which the

employee will be rated all through.

Vertical Axis - This axis holds all the Employee Names that belong to the same team, but in

each template the person who is rating the other members will be listed first. A special

template needs to be prepared for each employee as such.


Its far more exhaustive research

The quality of the outputs is much better

The analysis will provide further more details to the managers to work upon

Could also point out the employee psychologies to an extent

If used properly, could also define the employee relations for the specific teams.

Could become a powerful reference for the performance appraisal process if executed

and recorded accurately.

Could be also used to find out which teams bond better and which don’t, thus relate

efficiency directly to team cohesion.

35

Sample templates:

S.N

O.

TEAM NAME

Sk

ill 1

Sk

ill 2

Sk

ill 3

Sk

ill 4

Sk

ill 5

Sk

ill 6

Sk

ill 7

Sk

ill 8

Sk

ill 9

Sk

ill 1

0

Sk

ill 1

1

Sk

ill 1

2

Sk

ill 1

3

Sk

ill 1

4

Sk

ill 1

5

Sk

ill 1

6

Sk

ill 1

7

Sk

ill 1

8

1 EMPLOYEE-A (Self)

2 EMPLOYEE-B

3 EMPLOYEE-C


360 DEGREE RATINGS FOR MORE ACCURATE SKILL MATRIX

Employee-A's ratings for self and all

other team members

S.N

O.

TEAM NAME

Sk

ill 1

Sk

ill 2

Sk

ill 3

Sk

ill 4

Sk

ill 5

Sk

ill 6

Sk

ill 7

Sk

ill 8

Sk

ill 9

Sk

ill 1

0

Sk

ill 1

1

Sk

ill 1

2

Sk

ill 1

3

Sk

ill 1

4

Sk

ill 1

5

Sk

ill 1

6

Sk

ill 1

7

Sk

ill 1

8

1 EMPLOYEE-B (Self)

2 EMPLOYEE-A

3 EMPLOYEE-C



Employee-B's ratings for self and all

other team members

S.N

O.

TEAM NAME

Sk

ill 1

Sk

ill 2

Sk

ill 3

Sk

ill 4

Sk

ill 5

Sk

ill 6

Sk

ill 7

Sk

ill 8

Sk

ill 9

Sk

ill 1

0

Sk

ill 1

1

Sk

ill 1

2

Sk

ill 1

3

Sk

ill 1

4

Sk

ill 1

5

Sk

ill 1

6

Sk

ill 1

7

Sk

ill 1

8

1 EMPLOYEE-C (Self)

2 EMPLOYEE-A

3 EMPLOYEE-B



Employee-C's ratings for self and all

other team members

36

Skill comparisons for employees based on achievements

We have till now used mainly Skill matrices based on two axes. This matrix though has two

separate items on the vertical axis which makes it even more concise and sharp. The

achievements used in this could be different levels that could be achieved for each skill in the

organization. Or these could be awards and recognitions that would be given by the

organization or any external agency for a particular skill.

Horizontal Axis –

1. The outer shell of the axis contains the skill names that each employee needs to be

rated on.

2. The inner shell contains the names of the employees, repeated over for each skill that

the outer shell contains.

Vertical Axis - This axis holds all the Achievements Levels which are to be connected to the

skill sets. If need be the achievements can be changed for each skill.


Clearer picture as the ratings is linked to achievements

No chance of bias or favouritism

The chart is categorised into skills so easy to interpret and analyse the employee skill

levels.

The achievements could be in the form of awards, recognitions, targets, numbers etc.

Thus it gives a flexibility to the chart

The chart could be used to compare employees and also plan the future course of

action for each employee based on each skill set as the skills are categorised as shown

in the sample template

37

A very strong tool with solid foundation of facts and records for the performance

appraisal process. Could be used as a concise evidence book for each decision of the

appraisal process.

Sample template:

Sk

ills

Employee Names

Ac

hie

ve

me

nt

1

Ac

hie

ve

me

nt

2

Ac

hie

ve

me

nt

3

Ac

hie

ve

me

nt

4

Ac

hie

ve

me

nt

5

Ac

hie

ve

me

nt

6

Ac

hie

ve

me

nt

7

Ac

hie

ve

me

nt

8

Ac

hie

ve

me

nt

9

Ac

hie

ve

me

nt

10

Ac

hie

ve

me

nt

11

Ac

hie

ve

me

nt

12

Ac

hie

ve

me

nt

13

Ac

hie

ve

me

nt

14

Ac

hie

ve

me

nt

15

Ac

hie

ve

me

nt

16

Ac

hie

ve

me

nt

17

Ac

hie

ve

me

nt

18

Employee A

Employee B

Employee C

Employee A

Employee B

Employee C

Employee A

Employee B

Employee C

Skill 1

Skill 2

Skill 3

SKILL COMPARISON FOR EMPLOYEES USING ACHIEVEMENTS

38

Research Methodology

Problem definition

The problem in this case is the unavailability of the current positions of the employee skill

levels and competency levels. That leaves the management in a blind folded condition with

regards to the manner in which the employees are to be trained and developed for the

betterment of the organization as a whole. So the problem definition of this project can be put

as:

Problem Statement- “The identification and compilation of the skills inventory of the

organization and the individual employee skill levels. Also mapping the competency levels,

and comparison of the same with the organization’s requirements”

Approach to the Problem- The approach to the problem is as follows:

Designing and developing of the BU specific skill matrix

Getting the manager/employee ratings in the matrices

Analysing the matrix for the discrepancies from the benchmarked levels

Colour coding for easy identification

Defining competencies for the organization as per the profile

Mapping the competencies with the help of the skill ratings

By following this approach the benefit that could be gained is that the organizational skill

inventory and competency level will be recorded in an organized matrix form for easy

analysis. This matrix could be further used by the organization as a tool for planning and

organizing the training and development programmes for the year.

Research Design

This research did not make use of any of the research tools that are used conventionally. The

compilation of data and analysis is done manually using excel sheets. The data collection

method is also in the form of ratings which is described in detail further.

The research pattern was specifically designed as per the needs and guidelines of the senior

management.

39

Sampling

This study was carried out for all the employees of Textron India Pvt. Ltd., Bangalore and

thus no sampling technique was required.

If that be the case it can be said that out of the various companies working in the same field,

Textron India Pvt. Ltd. employees were selected for the study.

The sample consisted of a total of 135 employees. The remaining number of employees were

on tour to the US and thus could not be involved in the exercise.

The sample was reached via emails mostly, except for the few cases where the employees had

to be approached in person. There was always face to face contact with the team leaders.

Data Collection Techniques

Data was collected from two different sources via emails:

1) The team leaders/ managers/ supervisors ratings (here the rating was given to all team

members.

2) The employee self rating (as the name suggests, the employees were supposed to rate only

themselves.

40

Research Procedure

Given below is the procedure which was followed for each of the 19 teams for which the

exercise was conducted:

Step 1: Skill and employee listing

Compilation and listing of the current technical skills for all the various business units (BU)

while coordinating with the team leaders is first step. In this step the team leader/ manager

were approached and the list of technical skills used by the team was populated after brain

storming with them. The member list (employee names) of the specific team is also updated

during this step. This step also includes the deciding of the benchmarks to be set for each of

the skills as per the difficulty level of the skill.

Step 2: Developing BU specific skill matrix (Template).

After the lists have been created, the skill matrix template meant for rating is created. A

sample of the raw template is given below:

Step 3: Team leader/ manager ratings

Once the template is prepared, it is send first to the team leaders/managers via email, for their

final approval and ratings. The team leaders/ managers give ratings to all the employees

0 No Knowledge

1 Just Aware/Novice

2 Cabable With Assistance

3 Fully Competent

4 Expert

NA Not Applicable

Bench mark 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

S.N

O.

EM

P.N

O.

NAME

Str

en

gth

of

Ma

teria

ls

Fin

ite

Ele

me

nt

Me

tho

d

Th

eo

ry

o

f

Ela

sti

cit

y

Ex

pe

rim

en

tal

Te

sti

ng

2D

3D

Sta

tic

Dy

na

mic

s

Cra

sh

PA

TR

AN

NA

ST

RA

N

Hy

pe

rm

es

h

LS

-Dy

na

Ma

tla

b

Fo

rtr

an

CA

TIA

V4

CA

TIA

V5

AN

SY

S

1 EMPLOYEE 1

2 EMPLOYEE 2

4 EMPLOYEE 3

6 EMPLOYEE 4

8 EMPLOYEE 5

SAMPLE SKILL MATRIX

TEAM-Z FEEDBACK


41

working in their team. Thus their perception of the employee skill levels is recorded for

analysis. A sample template with the team leader ratings is shown below:

Step 4: Employees’ self ratings.

After the team leader/ manager ratings are received, similar empty templates are sent to the

team members via email for the self rating. The employees rate themselves as per their

perception of their skill levels. Thus the employees’ perception is also recorded. A sample of

an employee rating feedback is shown below:

0 No Knowledge

1 Just Aware/Novice


3 Fully Competent

4 Expert

NA Not Applicable

Bench mark 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

S.N

O.

EM

P.N

O.

NAME

Str

en

gth

of

Ma

teria

ls

Fin

ite

Ele

me

nt

Me

tho

d

Th

eo

ry

o

f

Ela

sti

cit

y

Ex

pe

rim

en

tal

Te

sti

ng

2D

3D

Sta

tic

Dy

na

mic

s

Cra

sh

PA

TR

AN

NA

ST

RA

N

Hy

pe

rm

es

h

LS

-Dy

na

Ma

tla

b

Fo

rtr

an

CA

TIA

V4

CA

TIA

V5

AN

SY

S

1 EMPLOYEE 1 3 3 2 2 3 3 3 4 4 3 3 4 4 2 1 1 1 1

2 EMPLOYEE 2 2 3 1 3 4 3 3 3 3 3 3 3 3 3 3 4 1 3

4 EMPLOYEE 3 4 3 3 2 4 3 4 2 2 3 3 2 1 3 2 3 2 4

6 EMPLOYEE 4 2 3 3 3 4 3 3 3 3 3 3 3 3 3 3 3 2 3

8 EMPLOYEE 5 2 2 3 4 3 3 3 3 3 3 3 3 3 4 3 3 3 3

SAMPLE SKILL MATRIX

TEAM-Z FEEDBACK


0 No Knowledge

1 Just Aware/Novice


3 Fully Competent

4 Expert

NA Not Applicable

Bench mark 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

S.N

O.

EM

P.N

O.

NAME

Str

en

gth

of

Ma

teria

ls

Fin

ite

Ele

me

nt

Me

tho

d

Th

eo

ry

o

f

Ela

sti

cit

y

Ex

pe

rim

en

tal

Te

sti

ng

2D

3D

Sta

tic

Dy

na

mic

s

Cra

sh

PA

TR

AN

NA

ST

RA

N

Hy

pe

rm

es

h

LS

-Dy

na

Ma

tla

b

Fo

rtr

an

CA

TIA

V4

CA

TIA

V5

AN

SY

S

1 EMPLOYEE 1

2 EMPLOYEE 2

4 EMPLOYEE 3 4 3 3 2 4 3 4 2 2 3 3 2 1 3 2 3 2 4

6 EMPLOYEE 4

8 EMPLOYEE 5

SAMPLE SKILL MATRIX

TEAM-Z FEEDBACK


42

Step 5: Consolidation and manual analysis

After the manager ratings and the employee ratings are received, both these ratings are

consolidated into one sheet such that each employee has two sets of ratings. After this is

done, then the ratings are analyzed and colour coded according to the benchmarks fixed in

Step-1. There are two major coding that is done:

1) All ratings below the bench mark are put in “Red” (Points of concern)

2) All expert ratings are put in Green” (Potential in house trainers)

The benchmarks are put in “yellow” on top of each skills and the type of rating (team leader

self rating, employee self rating or team leader’s rating for the employees) is put in “blue”

beside the employee names.

A sample of the analyzed and colour coded sheet is shown below:

0 No Knowledge

1 Just Aware/Novice


3 Fully Competent

4 Expert

NA Not Applicable

Bench mark 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

S.N

O.

EM

P.N

O.

NAME

Str

en

gth

of

Ma

teria

ls

Fin

ite

Ele

me

nt

Me

tho

d

Th

eo

ry

o

f

Ela

sti

cit

y

Ex

pe

rim

en

tal

Te

sti

ng

2D

3D

Sta

tic

Dy

na

mic

s

Cra

sh

PA

TR

AN

NA

ST

RA

N

Hy

pe

rm

es

h

LS

-Dy

na

Ma

tla

b

Fo

rtr

an

CA

TIA

V4

CA

TIA

V5

AN

SY

S

1 TLSR EMPLOYEE 1 3 3 2 2 3 3 3 4 4 3 3 4 4 2 1 1 1 1

2 EMR EMPLOYEE 2 2 3 1 3 4 3 3 3 3 3 3 3 3 3 3 4 1 3

3 TLR EMPLOYEE 1 3 1 3 3 4 3 1 3 3 3 3 3 3 3 3 4 2 3

4 EMR EMPLOYEE 3 4 3 3 2 4 3 4 2 2 3 3 2 1 3 2 3 2 4

5 TLR EMPLOYEE 1 3 3 3 2 3 3 4 2 3 3 3 1 3 3 2 3 3 3

6 EMR EMPLOYEE 4 2 3 3 3 4 3 3 3 3 3 3 3 3 3 3 3 2 3

7 TLR EMPLOYEE 1 2 2 2 3 4 3 3 3 3 3 3 3 3 3 3 3 1 3

8 EMR EMPLOYEE 5 2 2 3 4 3 3 3 3 3 3 3 3 3 4 3 3 3 3

9 TLR EMPLOYEE 1 4 3 4 3 2 2 2 3 3 2 2 2 3 4 4 3 3 3

TLSR-- TEAM LEADER SELF RATING

TLR -- TEAM LEADER RATING

EMR-- EMPLOYEE RATING Potential In-House Trainer

SAMPLE SKILL MATRIX

TEAM-Z FEEDBACK


Training Required

43

Step 6: Brainstorming for discrepancies

The analyzed colour coded sheets are then taken to the team leader/manager and a

brainstorming round regarding the ratings and the discrepancies is carried out. Corrections in

ratings or benchmarks if any are to be incorporated during this step.

Step 7: Identifying the final need in terms of training requirements.

The final skill matrix is then ready with the training requirements shown in red and the

potential trainers shown in green. The management can further use this tool to plan the

trainings for the complete year.

Step 8: Competency Mapping

Now competency mapping though carried out with the help of skill matrices is a totally

different thing. According to definition a competency is a collection of skills. Now as each

skill is a verb which means action, thus a competency can be defined as a complete act made

up from the combination of various smaller actions. So to define a competency and map it,

the procedure requires one to first find out what all skills are comprised in each of the defined

competencies. If the competency be not defined then the skills should be decided upon by

thorough brainstorming and looking into each and every aspect of the competency to come up

with the list of skills that may be required for the particular competency.

Once the skill matrix is prepared, the last step is to map the competencies. It is done in the

following fashion:

The skill ratings are segregated for each competency as per the legend shown in Fig.

Then the average of the rating (employee and team leader ratings both included) is

taken.

This average rating is then compared to the scale shown in Fig.

Then in the final step, the ratings are marked on the competency map.

44

Sample pieces of the competency maps are shown below:

Sr No NAME WEAK AVERAGE GOOD PROFICIENT EXPERT WEAK AVERAGE GOOD PROFICIENT EXPERT WEAK AVERAGE GOOD PROFICIENT EXPERT

1 EMPLOYEE 1

2 EMPLOYEE 2

3 EMPLOYEE 3

4 EMPLOYEE 4

5 EMPLOYEE 5

CORE COMPETENCY REQUIREMENTS A C T I O N O R I E N T E D D E A L I N G W I T H A M B I G U I T Y B U S I N E S S A C U M E N

Sr No NAME WEAK AVERAGE GOOD PROFICIENT EXPERT WEAK AVERAGE GOOD PROFICIENT EXPERT WEAK AVERAGE GOOD PROFICIENT EXPERT

1 EMPLOYEE 1

2 EMPLOYEE 2

3 EMPLOYEE 3

4 EMPLOYEE 4

5 EMPLOYEE 5

CORE COMPETENCY REQUIREMENTS C O N F L I C T M A N A G E M E N T C R E A T I V I T Y C U S T O M E R F O C U S

45

Observations and Results

The observations and results that were gathered from the research for the 19 teams of

Textron India Pvt. Ltd., was submitted at the end of the internship period to the organization

and cannot be shared in this report for the sake of organizational privacy and

confidentiality. However, for the reviewer to get a feel of the final analysed sheets, a sample

sheet collection of the skill matrices and the competency map for 8 sample teams (Team A

to Team H) has been provided as annexure to this report. The names used in these sample

sheets are dummy names and any similarity is coincidental. The annexure details are given

below:

Annexure 1 – Analysed sample soft skill matrices (Team A-Team H)

Annexure 2 – Analysed sample technical (hard) skill matrices (Team A-Team H)

Annexure 3 – Competency maps (Team A-Team H)

46

Recommendations

The following are the recommendations based on the observations and results gathered from

the research:

1. Employees should be clearly explained regarding the objective of conducting the

exercise and also the importance of such exercise to their own selves, so that there is a

cent percent involvement from the employees’ side. This would also help in speeding

up the exercise as the doubts regarding the procedure and the expectations from it

could be cleared out in the initial phases itself.

2. The exercise should be carried out in 360 degrees as it would strengthen the

authenticity of the ratings and would give a clearer picture as to the exact skill and

competency levels of the employees.

3. The exercise should be carried out with the involvement of the senior management as

it would bring more quality to the ratings collected.

4. Use of occasional skill tests within the department could help the employees keep a

track of where exactly they stand and thus would help them put more authentic ratings

when asked to.

5. The trainings should be planned with the involvement of the employees as well (not

only the team leaders) so that there are no low yield trainings being held. This would

cut down the costs of training further.

6. The experts in the ratings marked “green” should be further investigated in detail and

if found satisfactory should be made use of as in house trainers. This would cut the

trainer costs for the company.

7. Further, the findings of the exercise could be shared with the employees in a manner

deemed fit by the senior management, so that the employees are clear about the areas

in which they are lacking, and thus from their own side ca start working on it.

8. This sharing of the results would also give the employees an idea on who to approach

in case of a certain skill, as the experts are identified as a result of this exercise. So

this would improve the cross education, helping and cohesiveness among the

employees. This would further help in the strengthening of the bonds between the

employees, thus strengthening the manpower asset of the organization as a whole.

47

Limitations

The limitations that were felt during the course of this project are as follow:

Due to lack of time, only the manager and employee self ratings could be taken. The

project would have been much better in quality if the employee ratings for other

employees were also considered like a 360 degree rating. It would have brought a lot

more accuracy and authenticity to the ratings.

It was observed that in many teams the complete seriousness of the exercise was not

understood. This was reflected in the type of ratings that were provided.

A part of the employees could not be included in the exercise as they were out of the

country on on-site assignments and tours.

As the team leaders had a major say in the ratings, therefore the problem of

favouritism and the bias due to that could not be accounted.

The over confidence or the under confidence of the employees in their self ratings

caused some amount of in accuracy in the overall picture that emerged. But the

manager’s rating provides a good comparing ground for the discrepancies.

The sharing of the results with the employees has not been done and so it leaves a

doubt as to whether the full effect that could be achieved by the employee direct

involvement is being achieved.

48

Conclusion

The skill matrix and the competency maps were successfully developed and analyzed for all

the teams of Textron India Pvt. Ltd. The data provided can be used by the organization for

planning its training and development programmes for the year ahead. The submitted sheets

also provide a good insight into the current position of the employees as far as skills and

competencies are concerned and also an idea as to how to use them for the benefit of the

organization.

Detailed recommendations on improving the exercise in the future and also regarding the

use of the data provided are mentioned earlier in the report.

The exercise carried out this time has some limitations which are also mentioned in detailed

in the report. It would be advantageous if these limitations are overcome the next time. It

would improve the quality of the exercise by leaps and bounds.

The project was carried out in a good manner and has met the expectations of the

organization and the institute satisfactorily, though it still has quite some scope for

improvements which could be incorporated subsequently.

49

References

1. www.google.com

2. www.wikipedia.com

3. www.citehr.com

4. www.qualitysouthwest.co.uk

5. net.educause.edu

6. www.thefreelibrary.com

7. www.docshare.com

http://www.google.com/

50

Bibliography

1. Lombardo, Michael M.; Eichinger, Robert W.; (2004) FYI: For Your Improvement, a

Guide for Development and Coaching, 4th

ED.

2. Tripp, Dr. Steven D.; (1992) Performance + Instruction: A skills matrix and its

implications (article), Wiley Periodicals.

3. Sahu, R.K., (2009) Competency Mapping, New Delhi, Excel Books.

4. Sahu, R.K., (2005) Training for development, New Delhi, Excel Books.

5. Sanghi, Seema (2007) The Handbook Of Competency Mapping: Understanding,

Designing And Implementing Competency Models In Organizations, California, Sage

Publications.

6. Sharma, Radha R., (2002) 360 Degree Feedback, Competency Mapping and

Assessment Centres, Tata McGraw Hill.

51

ANNEXURE 1 – SOFT SKILLS MATRIX (SAMPLE SHEETS)

Dummy names have been used for Organizational privacy

52

TEAM-A

1A

ve

rag

e

2A

bo

ve

Av

era

ge

3G

oo

d

4P

rofi

cie

nt

5E

xc

elle

nt

be

nc

h m

ark

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

S.NO.

EMP.NO.

NA

ME

Written

Oral

Presentation

Listening

Telephone

Meeting Management


People Perception

Leadership

Group Process

Persistence

Negotiation/Conflict Management

Team Player


Stress


Adaptability

Energy

Initiative



Time Management

Integrity

Planning

Follow up

Problem Analysis

Project Management

Decisiveness

Judgement

Organizational Sensitivity/Perception

Delegation





Cultural Perception

1T

LS

RH

ug

h G

ren

z3

33

33

33

34

43

35

34

33

33

33

34

33

33

33

34

33

33

3

2E

MR

Ed

win

a W

ayb

rig

ht

34

44

44

44

44

44

44

44

44

44

44

44

43

43

34

33

44

44

3T

LR

Hu

gh

Gre

nz

34

44

44

44

24

44

44

44

44

44

44

44

43

43

34

N/A

N/A

N/A

N/A

N/A

N/A

4E

MR

Fern

an

do

Den

o4

44

44

44

44

44

45

44

44

44

44

44

44

44

44

44

44

44

4

5T

LR

Hu

gh

Gre

nz

44

44

44

44

44

44

54

44

44

44

44

44

44

44

44

44

44

44

6E

MR

All

yso

n W

oelf

el

33

33

33

33

33

43

34

34

33

34

32

33

24

34

43

34

33

34

7T

LR

Hu

gh

Gre

nz

44

44

43

33

23

23

23

33

23

23

32

43

24

33

33

N/A

N/A

N/A

N/A

N/A

N/A

8E

MR

Rae G

ilcre

ase

33

34

44

44

43

34

54

44

45

55

55

45

54

54

44

N/A

N/A

N/A

N/A

N/A

N/A

9T

LR

Hu

gh

Gre

nz

32

33

33

44

34

43

43

33

34

44

43

44

44

44

44

N/A

N/A

N/A

N/A

N/A

N/A

10

EM

RB

ren

t C

ell

44

34

43

43

34

44

44

33

23

34

42

42

23

33

33

33

33

34

11

TL

RH

ug

h G

ren

z4

43

44

34

32

44

44

43

32

33

44

24

22

33

33

3N

/AN

/AN

/AN

/AN

/AN

/A

12

EM

RA

llan

Alt

o3

32

43

24

32

34

34

33

33

33

32

34

33

42

34

32

32

22

2

13

TL

RH

ug

h G

ren

z3

33

43

34

32

44

44

43

34

44

43

44

44

43

33

3N

/AN

/AN

/AN

/AN

/AN

/A

14

EM

RK

ari

na H

inzm

an

55

55

55

54

44

43

53

44

44

44

45

55

54

44

44

N/A

N/A

N/A

N/A

N/A

N/A

15

TL

RH

ug

h G

ren

z4

44

44

43

33

33

33

33

33

33

33

44

44

34

33

4N

/AN

/AN

/AN

/AN

/AN

/A

16

EM

RJessie

Sti

ff4

44

45

55

44

44

34

44

44

44

44

44

44

44

44

4N

/AN

/AN

/AN

/AN

/AN

/A

17

TL

RH

ug

h G

ren

z2

23

43

34

32

44

44

43

34

44

43

44

44

43

33

3N

/AN

/AN

/AN

/AN

/AN

/A

18

EM

RC

od

y Y

ork

e4

54

55

55

34

54

45

34

45

44

44

55

54

44

34

5N

/AN

/AN

/AN

/AN

/AN

/A

19

TL

RH

ug

h G

ren

z2

23

43

34

32

44

44

43

34

44

43

44

44

43

33

3N

/AN

/AN

/AN

/AN

/AN

/A

20

EM

RT

an

ish

a W

eth

erb

y4

43

44

33

33

33

33

23

34

33

33

33

33

32

22

22

11

11

2

21

TL

RH

ug

h G

ren

z4

44

44

43

33

33

33

33

33

33

33

44

44

34

33

3N

/AN

/AN

/AN

/AN

/AN

/A

TL

SR

-- T

EA

M L

EA

DE

R S

EL

F R

AT

ING

TL

R -

- T

EA

M L

EA

DE

R R

AT

ING

EM

R--

EM

PL

OY

EE

RA

TIN

G

Tra

inin

g R

eq

uir

ed

Po

ten

tia

l In

-Ho

us

e T

rain

er

TE

AM

-A F

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DB

AC

K

Ma

na

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ria

lC

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mu

nic

ati

on

Inte

rpe

rso

na

lP

ers

on

al / M

oti

va

tio

na

l A

dm

inis

tra

tiv

e

SO

FT

SK

ILL

MA

TR

IX

53

TEAM B

1W

ea

k

2A

ve

rag

e

3G

oo

d

4P

rofi

cie

nt

5E

xce

lle

nt

(Tra

ine

r)

BE

NC

H M

AR

K3

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

3

S.NO.

EMP.NO.

NA

ME

Written

Oral

Presentation

Listening

Telephone

Meeting Management


People Perception

Leadership

Group Process

Persistence


Team Player


Stress


Adaptability

Energy

Initiative



Time Management

Integrity

Planning

Follow up

Problem Analysis

Project Management

Decisiveness

Judgement


Delegation





Cultural Perception

1T

LS

RJ

ac

qu

elin

e S

lav

in4

33

34

43

34

43

33

44

33

33

33

44

44

43

33

34

33

33

3

2E

MR

Na

tha

n J

oh

ns

on

33

33

33

33

33

33

43

34

34

34

34

44

44

34

33

34

33

34

3T

LR

Ja

cq

ue

lin

e S

lav

in2

23

33

33

33

43

33

34

33

33

33

44

44

33

33

34

33

33

3

4E

MR

Cu

rtis

Ma

this

on

44

34

33

33

43

33

43

23

34

34

43

33

43

33

33

34

43

33

5T

LR

Ja

cq

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lin

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lav

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33

34

43

33

43

33

44

33

33

33

44

44

43

33

34

33

33

3

6E

MR

Sc

ott

Wa

ltm

an

34

34

22

34

32

24

33

32

22

33

33

44

42

23

33

34

33

33

7T

LR

Ja

cq

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lin

e S

lav

in4

33

34

43

32

43

33

33

23

33

33

34

33

33

33

33

33

33

3

8E

MR

He

nry

Ep

ley

44

44

44

55

54

44

54

54

45

54

45

44

44

44

44

44

44

44

9T

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Ja

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lin

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lav

in3

33

33

43

33

43

33

44

33

33

33

44

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33

33

34

33

33

3

10

EM

RM

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in B

art

ho

lom

ew

44

53

53

43

44

33

42

33

45

33

33

32

35

33

44

32

22

22

11

TL

RJ

ac

qu

elin

e S

lav

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33

33

33

33

43

33

33

33

33

33

34

44

33

33

34

33

33

3

12

EM

RC

hri

sto

ph

er

Se

na

23

24

34

32

22

22

32

43

34

32

24

24

32

23

33

23

32

33

13

TL

RJ

ac

qu

elin

e S

lav

in3

33

33

43

32

43

33

43

23

32

33

34

33

33

33

33

33

33

3

14

EM

RN

ich

ola

s R

em

ing

ton

44

55

44

54

54

44

43

33

54

34

45

34

33

33

33

33

44

43

15

TL

RJ

ac

qu

elin

e S

lav

in3

33

33

43

33

43

33

33

33

33

33

34

44

33

33

33

33

33

3

TL

SR

-- T

EA

M L

EA

DE

R S

EL

F R

AT

ING

TL

R -

- T

EA

M L

EA

DE

R R

AT

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EM

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EM

PL

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RA

TIN

G

SO

FT

SK

ILL

MA

TR

IX

Co

mm

un

ica

tio

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terp

ers

on

al

TE

AM

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DB

AC

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g R

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tia

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use

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Ma

na

ge

ria

lP

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on

al

/ M

oti

va

tio

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l A

dm

inis

tra

tive

54

TEAM C

1W

eak

2Av

erag

e

3Go

od

4Pr

ofic

ient

5Ex

celle

nt (T

rain

er)

BENC

H M

ARK

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

S.NO.

EMP.NO.

NAM

E

Written

Oral

Presentation

Listening

Telephone

Meeting Management


People Perception

Leadership

Group Process

Persistence


Management

Team Player

Persuasiveness /

Influence

Stress


Adaptability

Energy

Initiative

Professional

Development

Personal

Development

Time Management

Integrity

Planning

Follow up

Problem Analysis

Project Management

Decisiveness

Judgement

Organizational


Delegation

Employee

Development

Performance

Coaching

Performance

Management

Participative

Management

Cultural Perception

1TL

SRCa

ndic

e Le

iste

r3

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

3N/

AN/

A

2EM

RSt

ephe

n Ch

risty

44

44

44

44

44

44

44

44

44

44

44

44

44

44

44

NANA

NANA

NA4

3TL

RCa

ndic

e Le

iste

r3

33

33

33

33

33

33

33

33

33

33

33

33

33

33

3NA

NANA

NAN/

AN/

A

4EM

RW

illie

Bayl

ess

44

44

44

44

44

44

44

43

34

44

33

43

33

33

33

33

33

34

5TL

RCa

ndic

e Le

iste

r3

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

3NA

N/A

N/A

3

6EM

RAn

toni

o M

elso

n4

44

44

44

43

34

44

44

34

34

44

34

44

33

44

3NA

NANA

NANA

NA

7TL

RCa

ndic

e Le

iste

r3

33

33

33

33

33

33

33

33

33

33

33

33

33

33

3N/

AN/

AN/

AN/

AN/

AN/

A

8EM

RVi

olet

Mar

tin4

44

44

44

44

44

44

44

44

44

44

44

44

44

44

4NA

NANA

NANA

N/A

9TL

RCa

ndic

e Le

iste

r3

33

33

33

33

33

33

33

33

33

33

33

33

33

33

3N/

AN/

AN/

AN/

AN/

AN/

A

10EM

REa

rl St

rang

e3

33

33

33

33

33

23

33

33

33

33

33

33

33

33

3NA

NANA

NANA

NA

11TL

RCa

ndic

e Le

iste

r2

22

33

33

33

33

33

33

33

33

33

33

33

23

33

3N/

AN/

AN/

AN/

AN/

AN/

A

TLSR

-- TE

AM L

EADE

R SE

LF R

ATIN

G

TLR

-- TE

AM L

EADE

R RA

TING

EMR-

- EM

PLOY

EE R

ATIN

G

Trai

ning

Req

uire

d

TEAM

-C F

EEDB

ACK

Pote

ntia

l In-

Hous

e Tr

aine

r

SOFT

SKI

LL M

ATRI

X

Man

ager

ial

Com

mun

icat

ion

Inte

rper

sona

lPe

rson

al / M

otiv

atio

nal

Adm

inis

trativ

e

55

TEAM D

1W

eak

2A

vera

ge

3G

ood

4P

rofic

ient

5Ex

celle

nt (T

rain

er)

BEN

CH

MA

RK

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

S.NO.

EMP.NO.

NAM

EWritten

Oral

Presentation

Listening

Telephone

Meeting Management


People Perception

Leadership

Group Process

Persistence


Team Player


Stress


Adaptability

Energy

Initiative



Time Management

Integrity

Planning

Follow up

Problem Analysis

Project Management

Decisiveness

Judgement

Organizational


Delegation





Cultural Perception

1TL

SR

Ral

ph M

acki

nnon

44

33

33

44

44

44

44

34

43

45

34

35

55

43

43

55

44

32

2E

MR

Ste

ven

Eng

el4

43

54

44

44

44

45

53

44

44

44

45

43

44

44

44

44

44

4

3TL

R R

alph

Mac

kinn

on3

33

44

33

44

33

24

32

43

54

32

43

54

34

33

33

33

33

4

4E

MR

Fort

enbe

rry

44

45

44

44

55

44

54

44

55

54

55

55

55

45

44

44

44

44

5TL

R R

alph

Mac

kinn

on2

22

42

33

42

33

24

33

33

34

32

23

33

33

33

33

33

33

3

6E

MR

Eun

ice

Pitr

e4

43

43

44

44

43

34

44

44

44

44

44

44

44

44

43

44

44

3

7TL

R R

alph

Mac

kinn

on3

32

43

33

32

33

24

33

33

34

32

33

33

32

32

33

33

33

2

TLS

R--

TEA

M L

EAD

ER S

ELF

RA

TIN

G

TLR

-- T

EAM

LEA

DER

RA

TIN

G

EMR

-- EM

PLO

YEE

RA

TIN

G

Man

ager

ial

Per

sona

l / M

otiv

atio

nal

Adm

inis

trat

ive

TE

AM

-D F

EE

DB

AC

K

SO

FT S

KIL

L M

ATR

IX

Com

mun

icat

ion

Inte

rper

sona

l

Trai

ning

Req

uire

d

Pot

entia

l In-

Hou

se T

rain

er

56

TEAM E

1W

ea

k

2A

ve

rag

e

3G

oo

d

4P

rofi

cie

nt

5E

xce

lle

nt

(Tra

ine

r)

Be

nch

ma

rk3

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

3

S.NO.

EMP.NO.

NA

ME

Written

Oral

Presentation

Listening

Telephone

Meeting Management


People Perception

Leadership

Group Process

Persistence


Management

Team Player


Stress Mgmt.


Adaptability

Energy

Initiative



Time Management

Integrity

Planning

Follow up

Problem Analysis

Project Management

Decisiveness

Judgement

Organizational


Delegation





Cultural Perception

1T

LS

RJe

ssic

a F

ee

ley

33

33

33

33

33

43

43

33

33

33

33

43

43

33

33

33

33

33

2E

MR

Sta

nle

y E

ng

elh

ard

t3

32

33

33

42

44

24

44

34

23

33

35

33

32

34

43

32

34

4

3T

LR

Je

ssic

a F

ee

ley

33

33

32

23

23

33

33

33

33

32

23

33

33

33

22

32

22

33

4E

MR

Elizab

eth

Mo

ble

y4

44

44

44

35

55

35

53

44

55

55

44

44

54

44

43

33

33

3

5T

LR

Je

ssic

a F

ee

ley

33

33

33

33

33

33

33

33

33

33

33

43

43

33

33

33

33

33

6E

MR

Nata

sh

a P

are

nte

au

44

44

44

44

44

44

44

33

44

33

34

44

44

44

44

42

33

33

7T

LR

Je

ssic

a F

ee

ley

32

32

23

32

23

22

32

23

33

23

33

33

23

32

22

23

33

32

8E

MR

Ke

ith

Big

ham

33

23

33

33

34

42

44

33

43

33

33

44

33

23

44

33

23

44

9T

LR

Je

ssic

a F

ee

ley

32

22

32

22

23

33

33

33

33

32

33

33

33

33

32

23

33

33

10

EM

RN

ich

ola

s K

lin

g3

32

33

33

43

44

24

34

34

43

33

34

33

33

34

43

32

33

4

11

TL

RJe

ssic

a F

ee

ley

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

12

EM

RM

ark

Mcg

inle

y4

44

44

44

44

44

44

44

44

44

44

4N

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/A4

N/A

N/A

N/A

N/A

N/A

13

TL

RJe

ssic

a F

ee

ley

33

33

33

33

33

33

33

33

33

33

33

33

33

33

32

33

33

33

14

EM

RJu

an

Marc

ott

e4

33

43

34

33

34

44

33

23

33

33

34

43

34

33

33

33

34

3

15

TL

RJe

ssic

a F

ee

ley

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

16

EM

RR

ich

ard

Baie

r4

33

43

23

33

44

33

33

44

45

44

43

33

33

43

2N

/AN

/AN

/AN

/AN

/AN

/A

17

TL

RJe

ssic

a F

ee

ley

33

33

33

33

43

33

33

34

33

33

33

43

43

33

34

33

33

33

20

EM

RC

ind

y Y

an

ez

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

21

TL

RJe

ssic

a F

ee

ley

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

22

EM

RS

he

ryl G

rim

m3

33

33

23

33

33

23

32

33

33

33

33

33

32

23

22

32

22

3

23

TL

RJe

ssic

a F

ee

ley

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

24

EM

RS

ean

Sp

inks

44

44

43

43

43

43

43

33

44

44

44

44

44

44

33

33

33

34

25

TL

RJe

ssic

a F

ee

ley

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

TL

SR

-- T

EA

M L

EA

DE

R S

EL

F R

AT

ING

TL

R -

- T

EA

M L

EA

DE

R R

AT

ING

EM

R--

EM

PL

OY

EE

RA

TIN

G

TE

AM

-E F

EE

DB

AC

K

Po

ten

tia

l In

-Ho

use

Tra

ine

r

Ma

na

ge

ria

lP

ers

on

al

/ M

oti

va

tio

na

l A

dm

inis

tra

tive

SO

FT

SK

ILL

MA

TR

IX

Co

mm

un

ica

tio

nIn

terp

ers

on

al

Tra

inin

g R

eq

uir

ed

57

TEAM F

1W

ea

k

2A

ve

rag

e

3G

oo

d

4P

rofi

cie

nt

5E

xce

lle

nt(

Tra

ine

r)

Be

nch

ma

rk3

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

3

S.NO.

EMP.NO.

NA

ME

Written

Oral

Presentation

Listening

Telephone

Meeting Management


People Perception

Leadership

Group Process

Persistence


Team Player


Stress Mgmt.


Adaptability

Energy

Initiative



Time Management

Integrity

Planning

Follow up

Problem Analysis

Project Management

Decisiveness

Judgement


Delegation





Cultural Perception

1T

LS

RV

inc

en

t B

urd

44

33

43

44

34

42

44

44

44

43

44

54

44

44

34

43

34

44

2E

MR

Ka

tie

Sa

nb

orn

43

23

23

33

13

32

42

22

43

32

24

44

42

32

22

23

33

32

3T

LR

Vin

ce

nt

Bu

rd4

32

32

34

42

44

34

34

44

44

34

45

43

43

33

44

33

34

4

4E

MR

Alle

n F

air

43

44

43

44

34

34

43

24

34

34

33

43

34

44

33

34

33

33

5T

LR

Vin

ce

nt

Bu

rd4

42

34

24

43

34

34

34

44

44

34

45

43

43

33

4N

/AN

/AN

/AN

/AN

/AN

/A

6E

MR

Eile

en

Ha

mm

oc

k4

32

32

23

32

11

23

22

22

33

33

42

42

31

21

1N

/AN

/AN

/AN

/AN

/AN

/A

7T

LR

Vin

ce

nt

Bu

rd3

22

32

24

41

23

24

23

34

44

34

45

43

42

23

4N

/AN

/AN

/AN

/AN

/AN

/A

8E

MR

Jo

se

Ste

ffe

ns

33

33

32

33

32

33

32

33

34

33

33

33

33

33

32

22

12

21

9T

LR

Vin

ce

nt

Bu

rd4

33

33

24

42

34

34

34

44

44

34

45

43

43

33

4N

/AN

/AN

/AN

/AN

/AN

/A

TL

SR

-- T

EA

M L

EA

DE

R S

EL

F R

AT

ING

TL

R -

- T

EA

M L

EA

DE

R R

AT

ING

EM

R--

EM

PL

OY

EE

RA

TIN

G

Tra

inin

g R

eq

uir

ed

Po

ten

tia

l In

-Ho

use

Tra

ine

r

Pe

rso

na

l /

Mo

tiva

tio

na

l A

dm

inis

tra

tive

M

an

ag

eri

al

SO

FT

SK

ILL

MA

TR

IX

Co

mm

un

ica

tio

nIn

terp

ers

on

al

TE

AM

-F F

EE

DB

AC

K

58

TEAM G

1W

ea

k

2A

ve

rag

e

3G

oo

d

4P

rofi

cie

nt

5E

xce

lle

nt

(Tra

ine

r)

Skil

ls c

on

ce

rne

d t

o j

ob

pro

file

Be

nch

ma

rk3

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

3

S.NO.

EMP.NO.

NA

ME

Written

Oral

Presentation

Listening

Telephone

Meeting Management


People Perception

Leadership

Group Process

Persistence


Team Player


Stress


Adaptability

Energy

Initiative



Time Management

Integrity

Planning

Follow up

Problem Analysis

Project Management

Decisiveness

Judgement

Organizational


Delegation





Cultural Perception

1T

LS

RK

en

ne

th Z

uc

ke

r3

33

33

33

33

33

24

23

33

44

42

32

23

33

33

23

33

33

3

2E

MR

Alb

ert

Re

ed

44

34

43

33

34

33

33

33

34

33

34

33

34

43

33

33

NA

NA

NA

3

3T

LR

Ke

nn

eth

Zu

ck

er

33

33

33

33

33

32

42

33

34

44

23

22

33

33

32

33

33

33

4E

MR

Ch

ris

tin

e B

are

foo

t3

33

33

33

33

33

33

33

34

43

33

33

33

33

33

33

33

33

3

5T

LR

Ke

nn

eth

Zu

ck

er

33

33

33

33

23

32

42

33

34

44

23

22

33

23

32

33

33

33

6E

MR

Ma

tth

ew

Ch

alm

ers

43

33

33

33

33

33

33

32

33

33

23

33

33

33

33

33

33

33

7T

LR

Ke

nn

eth

Zu

ck

er

33

33

33

33

23

32

42

33

34

44

23

22

33

23

32

33

33

33

8E

MR

Ho

wa

rd W

ime

r3

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

3

9T

LR

Ke

nn

eth

Zu

ck

er

33

33

33

33

33

32

42

33

34

44

23

22

33

23

32

33

33

33

10

EM

RB

rya

n O

nti

ve

ros

33

34

33

43

33

33

33

33

34

44

44

44

33

43

34

34

44

33

11

TL

RK

en

ne

th Z

uc

ke

r3

32

13

11

11

12

11

21

11

21

12

12

12

11

11

11

11

11

1

12

EM

RJ

es

se

Do

rr4

44

44

44

44

44

44

44

44

44

44

44

44

44

44

44

44

44

3

13

TL

RK

en

ne

th Z

uc

ke

r3

33

33

33

33

33

24

23

33

44

42

32

23

33

33

23

33

33

3

14

EM

RH

olly

Fo

nte

s3

22

32

24

43

23

24

34

44

24

43

33

22

33

23

33

43

22

2

15

TL

RK

en

ne

th Z

uc

ke

r3

33

33

33

33

33

24

23

33

44

42

32

23

33

33

23

33

33

3

16

EM

RY

ola

nd

a C

ole

34

44

43

43

34

44

44

34

44

43

43

43

34

33

34

33

33

33

17

TL

RK

en

ne

th Z

uc

ke

r3

33

33

33

33

33

24

23

33

44

42

32

23

32

33

23

33

33

3

18

EM

RR

og

er

Em

mo

ns

33

33

33

33

33

33

33

33

33

33

33

32

33

33

33

33

33

23

19

TL

RK

en

ne

th Z

uc

ke

r3

33

33

33

33

33

24

23

33

44

42

32

23

32

33

23

33

33

3

20

EM

R C

an

tre

ll3

34

44

34

44

33

34

34

44

43

33

44

44

44

44

33

34

44

3

21

TL

RK

en

ne

th Z

uc

ke

r3

33

33

33

33

33

24

23

33

44

42

32

23

33

33

23

33

33

3

22

EM

RB

ob

by

Ru

tte

r3

33

33

33

33

23

33

33

24

43

33

33

33

32

33

33

33

33

3

23

TL

RK

en

ne

th Z

uc

ke

r3

33

33

33

33

33

24

23

33

44

42

32

23

32

33

23

33

33

3

24

EM

RH

aro

ld D

igio

va

nn

i3

22

22

23

22

22

22

22

22

23

33

33

33

33

33

22

33

33

1

25

TL

RK

en

ne

th Z

uc

ke

r3

33

33

33

33

33

24

23

33

33

32

32

22

22

22

23

33

33

3

TL

SR

-- T

EA

M L

EA

DE

R S

EL

F R

AT

ING

TL

R -

- T

EA

M L

EA

DE

R R

AT

ING

EM

R--

EM

PL

OY

EE

RA

TIN

G

Tra

inin

g R

eq

uir

ed

Po

ten

tia

l In

-Ho

use

Tra

ine

r

TE

AM

-G F

EE

DB

AC

K

Ma

na

ge

ria

lP

ers

on

al

/ M

oti

va

tio

na

l A

dm

inis

tra

tive

SO

FT

SK

ILL

MA

TR

IX

Co

mm

un

ica

tio

nIn

terp

ers

on

al

59

TEAM H

1W

eak

2Av

erag

e

3G

ood

4Pr

ofic

ient

5Ex

celle

nt( T

rain

er)

BENC

H M

ARK

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

S.NO.

EMP.NO.

NAM

E

Written

Oral

Presentation

Listening

Telephone

Meeting Management


People Perception

Leadership

Group Process

Persistence


Management

Team Player


Stress Mgmt.


Adaptability

Energy

Initiative



Time Management

Integrity

Planning

Follow up

Problem Analysis

Project Management

Decisiveness

Judgement

Organizational


Delegation





Cultural Perception

1TL

SRH

arol

d G

rego

ire3

34

43

33

33

33

33

33

33

33

33

33

33

33

33

33

33

33

3

2EM

RC

elia

Whe

tsto

ne4

33

33

34

43

24

32

44

44

44

34

43

34

53

44

44

43

33

3

3TL

RH

arol

d G

rego

ire4

32

43

22

3N/

A3

43

34

23

24

44

33

43

44

33

33

N/A

N/A

N/A

N/A

N/A

N/A

4EM

R M

arvi

n Es

tabr

ook

44

43

44

33

33

44

44

34

34

23

33

43

34

24

42

22

22

22

5TL

RH

arol

d G

rego

ire4

43

44

23

3N/

A3

43

34

23

34

44

33

43

44

33

33

N/A

N/A

N/A

N/A

N/A

N/A

6EM

RR

onal

d Fo

ng4

43

44

44

43

33

45

43

34

44

55

55

55

53

43

43

44

44

3

7TL

RH

arol

d G

rego

ire4

32

43

23

3N/

A3

43

34

23

34

44

33

43

44

33

33

N/A

N/A

N/A

N/A

N/A

N/A

8EM

RAp

ril M

cafe

e4

43

44

43

34

33

34

44

34

45

33

44

45

44

33

34

34

33

4

9TL

RH

arol

d G

rego

ire4

33

44

32

33

34

33

42

33

44

43

34

34

43

33

3N/

AN/

AN/

AN/

AN/

AN/

A

TLSR

-- TE

AM L

EAD

ER S

ELF

RAT

ING

TLR

-- T

EAM

LEA

DER

RAT

ING

EMR

-- EM

PLO

YEE

RAT

ING

SOFT

SK

ILL

MA

TRIX

Com

mun

icat

ion

Inte

rper

sona

l

TEAM

-H F

EED

BAC

K Pers

onal

/ M

otiv

atio

nal

Adm

inis

trativ

e

Trai

ning

Req

uire

d

Pote

ntia

l In-

Hous

e Tr

aine

r

Man

ager

ial

60

ANNEXURE 2 –TECHNICAL SKILLS MATRIX (SAMPLE SHEETS)


61

TEAM A

0N

o C

om

pe

ten

cy

1Ju

st

Aw

are

/No

vic

e

2C

ab

ab

le W

ith

Assis

tan

ce

3F

ull

y C

om

pe

ten

t

4E

xp

ert

NA

No

t A

pp

lica

ble

be

nc

h m

ark

33

33

33

33

33

33

33

33

33

3

OS

S.NO.

EMP.NO.

NA

ME

Product

Knowledge

Mechanical

Engineering

Fundamentals

Engineering

Materials

Aerodynamics

& Aerospace

fundamentals

Tool Design

Sheetmetal

analysis

Machining

analysis

Composite

Analysis

MS Excel

MS Word

Hypermesh

LS Dyna

Catia V4

Catia V5

Surface

Modelling

Solid

Modelling

Java

VB .Net

Windows

1T

LS

RH

ugh G

renz

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

2E

MR

Edw

ina

Wa

ybri

ght

33

21

24

22

33

43

03

22

11

3

3T

LR

Hugh G

renz

33

2N

/A2

31

13

34

30

32

21

13

4E

MR

Fe

rna

ndo

De

no

33

21

44

22

43

43

04

44

02

3

5T

LR

Hugh G

renz

33

2N

/A4

42

13

34

30

44

40

23

6E

MR

Ally

so

n W

oe

lfe

l2

43

42

23

23

31

22

22

32

33

7T

LR

Hugh G

renz

33

2N

/A3

14

13

31

13

33

1N

/A3

3

8E

MR

Ra

e G

ilcre

ase

33

31

N/A

14

N/A

33

N/A

N/A

N/A

32

2N

/AN

/A4

9T

LR

Hugh G

renz

33

2N

/A3

14

13

31

13

33

2N

/A1

3

10

EM

RB

rent

Ce

ll3

32

11

31

12

33

30

22

20

03

11

TL

RH

ugh G

renz

33

2N

/A1

31

13

33

30

22

20

03

12

EM

RA

llan A

lto

33

31

33

22

22

22

03

32

01

0

13

TL

RH

ugh G

renz

33

2N

/A3

31

13

32

20

33

20

13

14

EM

RK

ari

na

Hin

zma

n3

34

3N

/AN

/AN

/AN

/A4

4N

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/A4

15

TL

RH

ugh G

renz

43

3N

/A2

21

13

31

11

22

1N

/A1

3

16

EM

RJe

ssie

Stiff

33

43

N/A

N/A

N/A

N/A

44

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

4

17

TL

RH

ugh G

renz

33

2N

/A2

11

13

31

11

22

1N

/A2

3

18

EM

RC

ody Y

ork

e3

43

3N

/AN

/A4

N/A

33

N/A

N/A

34

44

N/A

N/A

4

19

TL

RH

ugh G

renz

33

2N

/A3

13

13

31

13

32

11

3

20

EM

RT

anis

ha

We

the

rby

12

21

00

02

33

10

11

00

00

2

21

TL

RH

ugh G

renz

33

2N

/A3

21

33

32

12

22

1N

/A1

3

TL

SR

-- T

EA

M L

EA

DE

R S

EL

F R

AT

ING

TL

R -

- T

EA

M L

EA

DE

R R

AT

ING

EM

R--

EM

PL

OY

EE

RA

TIN

G

TE

AM

-A F

EE

DB

AC

K

Tra

inin

g R

eq

uir

ed

Po

ten

tia

l In

-Ho

use

Tra

ine

r

So

ftw

are

sK

NO

WL

ED

GE

TE

CH

NIC

AL

SK

ILL

MA

TR

IX

62

TEAM B

0N

o K

no

wle

dg

e

1J

us

t A

wa

re/N

ov

ice

2C

ab

ab

le W

ith

As

sis

tan

ce

3F

ully

Co

mp

ete

nt

4E

xp

ert

NA

No

t A

pp

lic

ab

le

BE

NC

HM

AR

K3

33

33

33

33

S.NO.

EMP.NO.

NA

ME

Stellent

SAP

JBA

Dynamic

Connect

Ariba

Lawson

Knowledge

on process

Scotia Bank

JP Morgan

Chase

1T

LS

RJ

ac

qu

elin

e S

lav

in4

3N

A4

33

3N

AN

A

2E

MR

Na

tha

n J

oh

ns

on

44

13

33

41

1

3T

LR

Ja

cq

ue

lin

e S

lav

in4

3N

A4

33

3N

AN

A

4E

MR

Cu

rti

s M

ath

iso

n4

42

31

34

44

5T

LR

Ja

cq

ue

lin

e S

lav

in4

34

43

33

33

6E

MR

Sc

ott

Wa

ltm

an

33

33

12

30

0

7T

LR

Ja

cq

ue

lin

e S

lav

in4

34

43

33

NA

NA

8E

MR

He

nry

Ep

ley

33

33

NA

34

NA

NA

9T

LR

Ja

cq

ue

lin

e S

lav

in4

34

NA

23

3N

AN

A

10

EM

RM

arv

in B

arth

olo

me

w3

43

02

20

00

11

TL

RJ

ac

qu

elin

e S

lav

in4

34

NA

2N

A3

NA

NA

12

EM

RC

hris

top

he

r S

en

a3

33

NA

NA

22

NA

NA

13

TL

RJ

ac

qu

elin

e S

lav

in4

NA

4N

AN

A3

3N

AN

A

14

EM

RN

ich

ola

s R

em

ing

ton

33

NA

NA

NA

NA

NA

44

15

TL

RJ

ac

qu

elin

e S

lav

in4

3N

AN

AN

AN

A3

33

TL

SR

-- T

EA

M L

EA

DE

R S

EL

F R

AT

ING

TL

R -

- T

EA

M L

EA

DE

R R

AT

ING

EM

R--

EM

PL

OY

EE

RA

TIN

GP

ote

nti

al

In-H

ou

se

Tra

ine

r

TE

CH

NIC

AL

SK

ILL

MA

TR

IXT

EA

M-B

FE

ED

BA

CK

Tra

inin

g R

eq

uir

ed

63

TEAM C

0N

o K

now

ledg

e

1Ju

st A

war

e/N

ovic

e

2C

apab

le W

ith A

ssis

tanc

e

3Fu

lly C

ompe

tent

4Ex

pert

NA

Not

App

licab

le

BEN

CH

MA

RK

33

33

33

33

33

33

33

33

33

3

S.NO.

EMP.NO.

NA

ME

Product Knowledge

Engineering Mechanics

Strength Of Materials

Engineering Materials

Aerodynamics &

Aerospace

fundamentals

Loads

Weights

Airframe stress analysis

Design

MS Excel

MS Word

FEMAP

NASTRAN

Catia V4

Catia V5

FAA Regulations

Fatigue & Damage

Tolerance

Solid Modelling

Windows

1TL

SR

Can

dice

Lei

ster

33

33

32

23

23

33

32

22

22

3

2EM

RSt

ephe

n C

hris

ty3

33

33

3N

A3

33

33

3N

A2

32

NA

4

3TL

RC

andi

ce L

eist

er3

33

33

2N

A3

23

33

3N

A2

22

23

4EM

RW

illie

Bay

less

33

33

32

23

32

33

32

22

22

3

5TL

RC

andi

ce L

eist

er3

33

33

22

32

33

33

22

22

23

6EM

RAn

toni

o M

elso

n3

33

33

11

33

44

12

03

21

NA

NA

7TL

RC

andi

ce L

eist

er3

33

32

22

32

33

33

22

22

23

8EM

RVi

olet

Mar

tin3

33

23

22

32

33

23

23

22

23

9TL

RC

andi

ce L

eist

er3

33

32

22

32

33

33

22

22

23

10EM

REa

rl St

rang

e3

33

33

11

22

33

22

12

31

23

11TL

RC

andi

ce L

eist

er2

11

12

22

12

33

22

22

22

23

TLS

R--

TEA

M L

EAD

ER S

ELF

RA

TIN

G

TLR

-- T

EAM

LEA

DER

RA

TIN

G

EMR

-- EM

PLO

YEE

RA

TIN

GP

oten

tial I

n-H

ouse

Tra

iner

TEC

HNIC

AL S

KIL

L M

ATRI

X

Trai

ning

Req

uire

d

TEA

M-C

FEE

DB

AC

K

64

TEAM D

0N

o K

no

wle

dg

e

1J

us

t A

wa

re/N

ov

ice

2C

ab

ab

le W

ith

As

sis

tan

ce

3F

ully

Co

mp

ete

nt

4E

xp

ert

NA

No

t A

pp

lica

ble

BE

NC

HM

AR

K3

33

33

33

33

33

33

S.NO.

EMP.NO.

NA

ME

Aircraft Familiarization

Engineering Drawing

Technical Writing (ArborText)

MS Office (MS Word)

MS Office (MS Excel)

MS Office (MS Power Point)

MS Office (MS Access)

MS Office (MS Visio)

Adobe Professional

Adobe Illustrator

Adobe photo Shop

Catia V5

Catia Cadam Drafting (CCD)

1T

LS

R R

alp

h M

ac

kin

no

n3

43

33

33

11

22

2N

A

2E

MR

Ste

ve

n E

ng

el

34

33

33

21

3N

AN

A3

NA

2T

LR

Ra

lph

Ma

ck

inn

on

34

33

33

31

10

NA

NA

NA

3E

MR

Fo

rte

nb

err

y4

44

44

44

43

N/A

N/A

23

3T

LR

Ra

lph

Ma

ck

inn

on

34

33

33

31

10

NA

NA

NA

4E

MR

Eu

nic

e P

itre

34

NA

33

33

33

44

4N

A

4T

LR

Ra

lph

Ma

ck

inn

on

34

NA

33

33

11

22

2N

A

TL

SR

-- T

EA

M L

EA

DE

R S

EL

F R

AT

ING

TL

R -

- T

EA

M L

EA

DE

R R

AT

ING

EM

R--

EM

PL

OY

EE

RA

TIN

GP

ote

nti

al

In-H

ou

se T

rain

er

TE

CH

NIC

AL

SK

ILL

MA

TR

IX

Tra

inin

g R

eq

uir

ed

TE

AM

-D F

EE

DB

AC

K

65

TEAM E

0N

o C

om

pe

ten

cy

1Ju

st

Aw

are

/No

vic

e

2C

ab

ab

le W

ith

Assis

tan

ce

3F

ull

y C

om

pe

ten

t

4E

xp

ert

NA

No

t A

pp

lica

ble

Be

nch

ma

rk

33

33

33

33

33

33

33

33

33

33

33

S.NO.

EMP.NO.

NA

ME

Solid Modelling

Drafting

GD&T

Product

CESSNA Std.

FAR

PIOS

Catia V4

Catia V5

MS Excel

MS Word

CIRCUIT DESIGN

PCB DESIGN

VHDL

Altium

Weibull++

Reliability Tools

Import

Compliance

HTS United States

SQL-Server

C#

VBA

1T

LS

RJe

ssic

a F

ee

ley

N/A

N/A

N/A

3N

/AN

/A4

N/A

N/A

33

33

33

N/A

N/A

N/A

N/A

N/A

N/A

N/A

2E

MR

Sta

nle

y E

ng

elh

ard

t2

21

32

N/A

22

13

3N

/AN

/AN

/AN

/AN

/AN

/A1

N/A

22

3

3T

LR

Je

ssic

a F

ee

ley

N/A

N/A

N/A

3N

/AN

/A4

N/A

N/A

33

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

33

2

4E

MR

Elizab

eth

Mo

ble

yN

/AN

AN

AN

A3

34

41

NA

44

NA

NA

NA

NA

NA

NA

3N

AN

AN

A

5T

LR

Je

ssic

a F

ee

ley

N/A

N/A

N/A

3N

/AN

/A3

N/A

23

3N

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/A

6E

MR

Nata

sh

a P

are

nte

au

N/A

NA

NA

1N

AN

A1

NA

NA

33

NA

NA

NA

NA

33

1N

AN

AN

AN

A

7T

LR

Je

ssic

a F

ee

ley

N/A

N/A

N/A

3N

/AN

/A2

N/A

N/A

33

N/A

N/A

N/A

N/A

33

N/A

N/A

N/A

N/A

N/A

8E

MR

Ke

ith

Big

ham

N/A

N/A

N/A

0N

/AN

/A0

N/A

N/A

33

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

33

2

9T

LR

Je

ssic

a F

ee

ley

N/A

N/A

N/A

3N

/AN

/A2

N/A

N/A

33

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

44

3

10

EM

RN

ich

ola

s K

lin

gN

/AN

/AN

/AN

A3

2N

A1

11

33

N/A

N/A

N/A

N/A

N/A

N/A

N/A

33

3

11

TL

RJe

ssic

a F

ee

ley

N/A

N/A

N/A

3N

/AN

/A2

N/A

N/A

33

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

N/A

12

EM

RM

ark M

cg

inle

yN

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/A3

33

43

4N

/AN

/AN

/AN

/AN

/AN

/AN

/A

13

TL

RJe

ssic

a F

ee

ley

N/A

N/A

N/A

3N

/AN

/A3

N/A

N/A

33

33

23

N/A

N/A

N/A

N/A

N/A

N/A

N/A

14

EM

RJu

an

Marco

tte

N/A

N/A

N/A

NA

N/A

3N

A2

N/A

NA

33

33

23

N/A

N/A

3N

/AN

/AN

/A

15

TL

RJe

ssic

a F

ee

ley

N/A

N/A

N/A

3N

/AN

/A3

N/A

N/A

33

33

33

N/A

N/A

N/A

N/A

N/A

N/A

N/A

16

EM

RR

ich

ard

Baie

rN

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/A3

33

34

3N

/AN

/AN

/AN

/AN

/AN

/A3

17

TL

RJe

ssic

a F

ee

ley

N/A

N/A

N/A

3N

/AN

/A3

N/A

N/A

33

33

43

N/A

N/A

N/A

N/A

N/A

N/A

3

20

EM

RC

ind

y Y

an

ez

3N

/A3

33

NA

3N

A3

23

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

21

TL

RJe

ssic

a F

ee

ley

N/A

N/A

N/A

2N

/AN

/A2

N/A

33

3N

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/A

22

EM

RS

he

ryl G

rim

m4

N/A

34

3N

/A3

23

23

N/A

N/A

N/A

N/A

N/A

N/A

1N

/AN

/AN

/AN

/A

23

TL

RJe

ssic

a F

ee

ley

N/A

N/A

N/A

2N

/AN

/A2

N/A

33

3N

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/AN

/A

24

EM

RS

ean

Sp

inks

12

NA

33

34

NA

NA

33

22

22

NA

NA

NA

NA

NA

NA

NA

25

TL

RJe

ssic

a F

ee

ley

N/A

N/A

N/A

3N

/AN

/A3

N/A

N/A

33

22

22

N/A

N/A

N/A

N/A

N/A

N/A

N/A

TL

SR

-- T

EA

M L

EA

DE

R S

EL

F R

AT

ING

TL

R -

- T

EA

M L

EA

DE

R R

AT

ING

EM

R--

EM

PL

OY

EE

RA

TIN

G

TE

CH

NIC

AL

SK

ILL

MA

TR

IX

De

sig

n

Tra

inin

g R

eq

uir

ed

Po

ten

tia

l In

-Ho

use

Tra

ine

r

KN

OW

LE

DG

ES

oft

wa

re

s

TE

AM

-E F

EE

DB

AC

K

66

TEAM F

0N

o K

no

wle

dg

e

1Ju

st A

wa

re/N

ovic

e

2C

ab

ab

le W

ith

Ass

ista

nce

3F

ull

y C

om

pe

ten

t

4E

xp

ert

NA

No

t A

pp

lica

ble

Be

nch

ma

rk3

33

33

33

33

33

33

33

33

3

S.NO.

EMP.NO.

NA

ME

Strength of

Materials

Finite Element

Method

Theory of

Elasticity

Experimental

Testing

2D

3D

Static

Dynamics

Crash

PA TRAN

NASTRAN

Hypermesh

LS-Dyna

Matlab

Fortran

CATIA V4

CATIA V5

ANSYS

1T

LS

RV

inc

en

t B

urd

33

22

33

34

43

34

42

11

11

2E

MR

Ka

tie

Sa

nb

orn

2N

A1

NA

43

NA

NA

NA

NA

NA

NA

NA

NA

NA

41

NA

3T

LR

Vin

ce

nt

Bu

rd3

1N

AN

A4

31

NA

NA

NA

NA

NA

NA

NA

NA

42

NA

4E

MR

Alle

n F

air

43

32

43

42

2N

AN

A2

13

2N

A2

4

5T

LR

Vin

ce

nt

Bu

rd3

33

23

34

2N

AN

AN

A1

NA

32

NA

NA

3

6E

MR

Eile

en

Ha

mm

oc

k2

NA

NA

NA

43

NA

NA

NA

NA

NA

N

AN

AN

AN

A3

2N

A

7T

LR

Vin

ce

nt

Bu

rd2

22

NA

43

NA

NA

NA

NA

NA

NA

NA

NA

NA

31

NA

8E

MR

Jo

se

Ste

ffe

ns

22

NA

4N

AN

AN

AN

AN

AN

AN

AN

AN

A4

3N

AN

AN

A

9T

LR

Vin

ce

nt

Bu

rd4

34

32

22

3N

A2

22

NA

44

NA

NA

NA

TL

SR

-- T

EA

M L

EA

DE

R S

EL

F R

AT

ING

TL

R -

- T

EA

M L

EA

DE

R R

AT

ING

EM

R--

EM

PL

OY

EE

RA

TIN

G

Tra

inin

g R

eq

uir

ed

Po

ten

tia

l In

-Ho

use

Tra

ine

r

So

ftw

are

sA

na

lysi

s

TE

CH

NIC

AL

SK

ILL

MA

TR

IX

KN

OW

LE

DG

EM

od

ell

ingTE

AM

-F F

EE

DB

AC

K

67

TEAM G

0N

o K

no

wle

dg

e

1Ju

st A

wa

re

/N

ovice

2C

ab

ab

le

W

ith

A

ssista

nce

3F

ully C

om

pe

te

nt

4E

xp

ert

NA

No

t A

pp

lica

ble

Be

nch

M

ark

33

33

33

33

33

33

S.NO.

EMP.NO.

NA

ME

Solid Modelling

Drafting

GD&T

Product

CESSNA Std.

FAR

PIOS

Catia V4

Catia V5

MS Excel

MS Word

Power point

1T

LS

RK

en

ne

th

Z

uc

ke

r3

32

23

13

33

33

3

2E

MR

Alb

ert R

ee

d4

43

43

23

NA

43

32

3T

LR

Ke

nn

eth

Z

uc

ke

r3

32

23

03

33

33

3

4E

MR

Ch

ris

tin

e B

are

fo

ot

33

23

32

31

32

33

5T

LR

Ke

nn

eth

Z

uc

ke

r3

22

23

03

33

33

3

6E

MR

Ma

tth

ew

C

ha

lm

ers

33

23

32

30

32

33

7T

LR

Ke

nn

eth

Z

uc

ke

r3

32

23

03

34

33

3

8E

MR

Ho

wa

rd

W

im

er

33

23

32

33

32

22

9T

LR

Ke

nn

eth

Z

uc

ke

r2

32

23

03

33

33

3

10

EM

RB

ry

an

O

ntiv

ero

s3

33

33

33

33

33

2

11

TL

RK

en

ne

th

Z

uc

ke

r2

20

01

02

02

22

2

12

EM

RJ

es

se

D

orr

44

34

42

44

43

33

13

TL

RK

en

ne

th

Z

uc

ke

r3

32

23

03

43

33

3

14

EM

RH

olly

F

on

te

s4

42

34

13

14

44

2

15

TL

RK

en

ne

th

Z

uc

ke

r3

32

23

N/A

32

43

33

16

EM

RY

ola

nd

a C

ole

44

23

3N

/A

31

43

43

17

TL

RK

en

ne

th

Z

uc

ke

r3

32

23

03

23

33

3

18

EM

RR

og

er E

mm

on

s3

32

33

23

N/A

33

33

19

TL

RK

en

ne

th

Z

uc

ke

r3

32

23

03

23

33

3

20

EM

R C

an

tre

ll

33

13

32

42

43

33

21

TL

RK

en

ne

th

Z

uc

ke

r3

32

23

03

23

33

3

22

EM

RB

ob

by

R

utte

r3

33

33

23

13

33

3

23

TL

RK

en

ne

th

Z

uc

ke

r3

32

23

03

23

33

3

24

EM

RH

aro

ld

D

ig

io

va

nn

i3

31

23

03

03

22

2

25

TL

RK

en

ne

th

Z

uc

ke

r3

21

23

03

23

33

3

TL

SR

-- T

EA

M L

EA

DE

R S

EL

F R

AT

IN

G

TL

R -- T

EA

M L

EA

DE

R R

AT

IN

G

EM

R-- E

MP

LO

YE

E R

AT

IN

G

Tra

in

in

g R

eq

uire

d

Po

te

ntia

l In

-H

ou

se

T

ra

in

er

KN

OW

LE

DG

E

T

EC

HN

IC

AL

S

KIL

L M

AT

RIX

De

sig

n

So

ftw

are

s

TE

AM

G

F

EE

DB

AC

K

68

TEAM H

0N

o K

no

wle

dg

e

1Ju

st A

wa

re

/N

ovice

2C

ab

ab

le

W

ith

A

ssista

nce

3F

ully C

om

pe

te

nt

4E

xp

ert

NA

No

t A

pp

lica

ble

BE

NC

H M

AR

K3

33

33

33

S.NO.

EMP.NO.

NA

ME

Fat Wire

SunPortal

SharePoint

.NET

C++

VC++

Java

1T

LS

RH

aro

ld G

re

go

ire

11

12

44

1

2E

MR

Ce

lia

Wh

ets

to

ne

NA

NA

44

11

1

3T

LR

Ha

ro

ld G

re

go

ire

11

44

21

1

4E

MR

Ma

rv

in E

sta

bro

ok

14

10

00

3

5T

LR

Ha

ro

ld G

re

go

ire

14

11

11

3

6E

MR

Ro

na

ld F

on

g4

10

02

04

7T

LR

Ha

ro

ld G

re

go

ire

42

11

11

4

8E

MR

Ap

ril M

ca

fe

e4

31

01

13

9T

LR

Ha

ro

ld G

re

go

ire

42

11

11

3

TL

SR

-- T

EA

M L

EA

DE

R S

EL

F R

AT

IN

G

TL

R -- T

EA

M L

EA

DE

R R

AT

IN

G

EM

R-- E

MP

LO

YE

E R

AT

IN

G

TE

CH

NIC

AL

SK

ILL

MA

TR

IX

TE

AM

-H

FE

ED

BA

CK

Tra

in

in

g R

eq

uire

d

Po

te

ntia

l In

-H

ou

se

T

ra

in

er

69

ANNEXURE 3- COMPETENCY MAPPING (SAMPLE SHEETS)


70

TEAM A

Sr No

NAME

Does N

ot Meet

Require

ments

Meets

Require

ments

Exceed

s

Require

ments

Does N

ot Meet

Require

ments

Meets

Require

ments

Exceed

s

Require

ments

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

1Hu

gh Gre

nz

2Edw

ina Wa

ybrigh

t

3Fer

nando

Deno

4Ally

son Wo

elfel

5Rae

Gilcre

ase

6Bre

nt Cell

7Alla

n Alto

8Kar

ina Hin

zman

9Jes

sie Sti

ff

10Co

dy Yor

ke

11Tan

isha W

etherb

y

Sr No

NAME

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

1Hu

gh Gre

nz

2Edw

ina Wa

ybrigh

t

3Fer

nando

Deno

4Ally

son Wo

elfel

5Rae

Gilcre

ase

6Bre

nt Cell

7Alla

n Alto

8Kar

ina Hin

zman

9Jes

sie Sti

ff

10Co

dy Yor

ke

11Tan

isha W

etherb

y

W O R K

H I S

T O R Y

A C T I

O N O

R I E N

T E D

TECH

NICAL

/ PERS

ONAL

REQU

IREME

NTS

T E C H

N I C A

L E D

U C A T

I O N

C O M M

U N I C

A T I O

N S

K I L L

S

C O N F

L I C T

M A N

A G E M

E N T

CORE

COMP

ETEN

CY RE

QUIRE

MENT

SD E

A L I N

G W

I T H

A M B

I G U I

T YB U

S I N E

S S A

C U M E

N

71

Sr No

NAME

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

1Hug

h Gren

z

2Edw

ina Wa

ybrigh

t

3Fer

nando

Deno

4Ally

son Wo

elfel

5Rae

Gilcre

ase

6Bre

nt Cell

7Alla

n Alto

8Kar

ina Hin

zman

9Jes

sie Stif

f

10Cod

y York

e

11Tan

isha W

etherb

y

Sr No

NAME

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

1Hug

h Gren

z

2Edw

ina Wa

ybrigh

t

3Fer

nando

Deno

4Ally

son Wo

elfel

5Rae

Gilcre

ase

6Bre

nt Cell

7Alla

n Alto

8Kar

ina Hin

zman

9Jes

sie Stif

f

10Cod

y York

e

11Tan

isha W

etherb

y

I N T E

G R I T

Y / T R

U S T

O R G A

N I Z A

T I O N

A L A

G I L I

T YP E

E R R

E L A T

I O N S

H I P S

P E R S

O N A L

L E A

R N I N

GP L

A N N I

N G

C R E A

T I V I

T Y

F U N C

T I O N

A L /

T E C H

N I C A

L S K

I L L S

C U S T

O M E R

F O C

U SCO

RE CO

MPETE

NCY RE

QUIRE

MENTS

CORE

COMP

ETENCY

REQU

IREME

NTS

72

TEAM B

Sr No

NAME

Does No

t Meet

Require

ments

Meets

Require

ments

Exceed

s

Require

ments

Does No

t Meet

Require

ments

Meets

Require

ments

Exceed

s

Require

ments

WEAK

AVERAGE

GOOD

PROFICIE

NTEXPE

RT

1Jac

queline

Slavin

2Nat

han Joh

nson

3Cur

tis Mathi

son

4Sco

tt Waltm

an

5Hen

ry Epley

6Mar

vin Bar

tholome

w

7Chr

istophe

r Sena

8Nich

olas Rem

ington

Sr No

NAME

WEAK

AVERAGE

GOOD

PROFICIE

NTEXPE

RTWEA

KAVER

AGEGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAGE

GOOD

PROFICIE

NTEXPE

RTWEA

KAVER

AGEGOO

DPRO

FICIENT

EXPERT

1Jac

queline

Slavin

2Nat

han Joh

nson

3Cur

tis Mathi

son

4Sco

tt Waltm

an

5Hen

ry Epley

6Mar

vin Bar

tholome

w

7Chr

istophe

r Sena

8Nich

olas Rem

ington

B U S I

N E S S

A C U

M E N

C O N F

L I C T

M A N

A G E M

E N T

CORE C

OMPET

ENCY R

EQUIRE

MENTS

A C T I

O N O

R I E N

T E D

D E A L

I N G

W I T H

A M B

I G U I T

Y

W O R K

H I S

T O R Y

TEC

HNICAL

/ PERSO

NAL RE

QUIREM

ENTS

T E C H

N I C A

L E D

U C A T

I O N

C O M M

U N I C

A T I O N

S K I

L L S

73

Sr No

NAME

WEAK

AVERAGE

GOOD

PROFICIE

NTEXPE

RTWEA

KAVER

AGEGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAGE

GOOD

PROFICIE

NTEXPE

RTWEA

KAVER

AGEGOO

DPRO

FICIENT

EXPERT

1Jac

queline

Slavin

2Nath

an John

son

3Cur

tis Mathi

son

4Sco

tt Waltm

an

5Hen

ry Epley

6Mar

vin Bar

tholome

w

7Chr

istophe

r Sena

8Nich

olas Rem

ington

Sr No

NAME

WEAK

AVERAGE

GOOD

PROFICIE

NTEXPE

RTWEA

KAVER

AGEGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAGE

GOOD

PROFICIE

NTEXPE

RTWEA

KAVER

AGEGOO

DPRO

FICIENT

EXPERT

1Jac

queline

Slavin

2Nath

an John

son

3Cur

tis Mathi

son

4Sco

tt Waltm

an

5Hen

ry Epley

6Mar

vin Bar

tholome

w

7Chr

istophe

r Sena

8Nich

olas Rem

ington

O R G A

N I Z A

T I O N A

L A G

I L I T Y

P E E R

R E L

A T I O

N S H I

P SP E

R S O N

A L L

E A R N

I N G

P L A N

N I N G

I N T E G

R I T Y

/ T R U

S TC R

E A T I V

I T Y

F U N C

T I O N A

L / T E

C H N I

C A L

S K I L L

SC U

S T O M

E R F

O C U S

CORE C

OMPET

ENCY RE

QUIREM

ENTS

CORE C

OMPET

ENCY RE

QUIREM

ENTS

74

TEAM C

Sr No

NAME

Does Not

Meet

Requirem

ents

Meets

Requirem

ents

Exceeds

Requirem

ents

Does Not

Meet

Requirem

ents

Meets

Requirem

ents

Exceeds

Requirem

ents

WEAKAVER

AGEGOOD

PROFICIEN

TEXPER

T

1Cand

ice Leiste

r

2Step

hen Chris

ty

3Willie

Bayless

4Anto

nio Melson

5Viole

t Martin

6Earl

Strange

Sr No

NAME

WEAKAVER

AGEGOOD

PROFICIEN

TEXPER

TWEAK

AVERAGE

GOODPROF

ICIENT

EXPERT

WEAKAVER

AGEGOOD

PROFICIEN

TEXPER

TWEAK

AVERAGE

GOODPROF

ICIENT

EXPERT

1Cand

ice Leiste

r

2Step

hen Chris

ty

3Willie

Bayless

4Anto

nio Melson

5Viole

t Martin

6Earl

Strange

TECHNIC

AL / PER

SONAL R

EQUIREM

ENTST

E C H N I

C A L E

D U C A T

I O NW O

R K H I S

T O R Y

C O M M U

N I C A T

I O N S K

I L L S

CORE CO

MPETEN

CY REQU

IREMENT

SA C T

I O N O R

I E N T E

DD E A

L I N G W

I T H A M

B I G U I T

YB U S

I N E S S

A C U M

E NC O N

F L I C T

M A N A

G E M E N

T

75

Sr No

NAME

WEAKAVER

AGEGOOD

PROFICIEN

TEXPER

TWEAK

AVERAGE

GOODPROF

ICIENT

EXPERT

WEAKAVER

AGEGOOD

PROFICIEN

TEXPER

TWEAK

AVERAGE

GOODPROF

ICIENT

EXPERT

1Cand

ice Leiste

r

2Step

hen Chris

ty

3Willie

Bayless

4Anto

nio Melson

5Viole

t Martin

6Earl

Strange

Sr No

NAME

WEAKAVER

AGEGOOD

PROFICIEN

TEXPER

TWEAK

AVERAGE

GOODPROF

ICIENT

EXPERT

WEAKAVER

AGEGOOD

PROFICIEN

TEXPER

TWEAK

AVERAGE

GOODPROF

ICIENT

EXPERT

1Cand

ice Leiste

r

2Step

hen Chris

ty

3Willie

Bayless

4Anto

nio Melson

5Viole

t Martin

6Earl

Strange

CORE CO

MPETEN

CY REQU

IREMENT

SO R G

A N I Z A

T I O N A

L A G I L

I T YP E E

R R E L

A T I O N

S H I P S

P E R S O

N A L L

E A R N I N

GP L A

N N I N G

I N T E G

R I T Y /

T R U S T

C R E A T

I V I T Y

F U N C T

I O N A L

/ T E C H

N I C A L

S K I L L

SC U S

T O M E R

F O C U

SCOR

E COMPE

TENCY R

EQUIREM

ENTS

76

TEAM D

Sr NoNAME

Does Not Meet Requ

irements

Meets

Requireme

nts

Exceeds

Requireme

nts

Does Not Meet Requ

irements

Meets

Requireme

nts

Exceeds

Requireme

nts

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

1 Ralph

Mackinnon

2Steve

n Engel

3Forte

nberry

4Eunic

e Pitre

Sr NoNAME

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

1 Ralph

Mackinnon

2Steve

n Engel

3Forte

nberry

4Eunic

e Pitre

CORE COM

PETENCY R

EQUIREMEN

TSA C T

I O N O R

I E N T E D

D E A L I N

G W I T H

A M B I G

U I T Y

B U S I N E

S S A C U

M E N

TECHNICAL

/ PERSONA

L REQUIREM

ENTST E C

H N I C A L

E D U C A

T I O N

C O M M U N

I C A T I O N

S K I L L

S

C O N F L I

C T M A N

A G E M E N

T

W O R K H

I S T O R Y

77

Sr NoNAME

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

1 Ralp

h Mackinno

n

2Steve

n Engel

3Forte

nberry

4Eunic

e Pitre

Sr NoNAME

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

1 Ralp

h Mackinno

n

2Steve

n Engel

3Forte

nberry

4Eunic

e Pitre

O R G A N I

Z A T I O N

A L A G

I L I T Y

P E E R R

E L A T I O

N S H I P S

P E R S O N

A L L E A

R N I N G

P L A N N I

N G

I N T E G R I

T Y / T R U

S TC R E

A T I V I T Y

F U N

C T I O N A

L / T E C H

N I C A L

S K I L L S

C U S T O M

E R F O C

U SCORE

COMPETE

NCY REQUIR

EMENTS

CORE COM

PETENCY R

EQUIREMEN

TS

78

TEAM E

Sr No

NAME

Does

Not M

eet

Requ

ireme

nts

Meets

Requ

ireme

nts

Excee

ds

Requ

ireme

nts

Does

Not M

eet

Requ

ireme

nts

Meets

Requ

ireme

nts

Excee

ds

Requ

ireme

nts

WEAK

AVERAG

EGO

ODPRO

FICIENT

EXPERT

1Jes

sica F

eeley

2Sta

nley E

ngelh

ardt

3Eliz

abeth M

obley

4Na

tasha

Paren

teau

5Ke

ith Big

ham

6Nic

holas

Kling

7Ma

rk Mcgi

nley

8Jua

n Marc

otte

9Ric

hard B

aier

10Cin

dy Yan

ez

11Sh

eryl G

rimm

12Se

an Sp

inks

Sr No

NAME

WEAK

AVERAG

EGO

ODPRO

FICIENT

EXPERT

WEAK

AVERAG

EGO

ODPRO

FICIENT

EXPERT

WEAK

AVERAG

EGO

ODPRO

FICIENT

EXPERT

WEAK

AVERAG

EGO

ODPRO

FICIENT

EXPERT

1Jes

sica F

eeley

2Sta

nley E

ngelh

ardt

3Eliz

abeth M

obley

4Na

tasha

Paren

teau

5Ke

ith Big

ham

6Nic

holas

Kling

7Ma

rk Mcgi

nley

8Jua

n Marc

otte

9Ric

hard B

aier

10Cin

dy Yan

ez

11Sh

eryl G

rimm

12Se

an Sp

inks

W O R

K H

I S T O

R Y

C O M

M U N

I C A T

I O N

S K

I L L S

CORE

COMP

ETEN

CY RE

QUIRE

MENT

SA C

T I O

N O

R I E

N T E D

D E A L

I N G

W I T

H A

M B I

G U I

T YB U

S I N

E S S

A C U

M E N

C O N

F L I C

T M

A N A G

E M E N

T

TECH

NICAL

/ PER

SONA

L REQ

UIREM

ENTS

T E C

H N I C

A L E

D U C

A T I O

N

79

Sr No

NAME

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

1Jes

sica F

eeley

2Sta

nley E

ngelha

rdt

3Eliz

abeth M

obley

4Nat

asha P

arente

au

5Kei

th Bigh

am

6Nic

holas

Kling

7Ma

rk Mcgi

nley

8Jua

n Marc

otte

9Ric

hard B

aier

10Cin

dy Yan

ez

11She

ryl Gri

mm

12Sea

n Spin

ks

Sr No

NAME

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

1Jes

sica F

eeley

2Sta

nley E

ngelha

rdt

3Eliz

abeth M

obley

4Nat

asha P

arente

au

5Kei

th Bigh

am

6Nic

holas

Kling

7Ma

rk Mcgi

nley

8Jua

n Marc

otte

9Ric

hard B

aier

10Cin

dy Yan

ez

11She

ryl Gri

mm

12Sea

n Spin

ks

F U N C

T I O N

A L /

T E C H

N I C A

L S

K I L L

SI N

T E G R

I T Y

/ T R U

S T

O R G A

N I Z A

T I O N

A L A

G I L I

T YP E

E R R

E L A T

I O N S

H I P S

P E R S

O N A L

L E A

R N I N

GP L

A N N I

N G

CORE

COMP

ETEN

CY RE

QUIRE

MENT

S

CORE

COMP

ETEN

CY RE

QUIRE

MENT

S

C R E A

T I V I

T Y

C U S T

O M E R

F O C

U S

80

TEAM F

Sr NoNAME

Does Not M

eet

Requireme

nts

Meets

Requireme

nts

Exceeds

Requireme

nts

Does Not M

eet

Requireme

nts

Meets

Requireme

nts

Exceeds

Requireme

ntsWEAK

AVERAGE

GOODPROFI

CIENTEXPER

T

1Vince

nt Burd

2Katie

Sanborn

3Allen

Fair

4Eilee

n Hammock

5Jose

Steffens

Sr NoNAME

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

1Vince

nt Burd

2Katie

Sanborn

3Allen

Fair

4Eilee

n Hammock

5Jose

Steffens

C O N F L I

C T M A

N A G E M

E N TCORE

COMPETE

NCY REQU

IREMENTS

A C T I O N

O R I E N

T E DD E A

L I N G W

I T H A M

B I G U I T

YB U S

I N E S S

A C U M E

N

W O R K H

I S T O R

Y C O M

M U N I C

A T I O N

S K I L L

STECH

NICAL / PE

RSONAL R

EQUIREM

ENTST E C

H N I C A L

E D U C A

T I O N

81

Sr NoNAME

WEAKAVERA

GEGOOD

PROFICIENT

EXPERTWEAK

AVERAGE

GOODPROFIC

IENTEXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERTWEAK

AVERAGE

GOODPROFIC

IENTEXPERT

1Vincen

t Burd

2Katie S

anborn

3Allen Fa

ir

4Eileen H

ammock

5Jose S

teffens

Sr NoNAME

WEAKAVERA

GEGOOD

PROFICIENT

EXPERTWEAK

AVERAGE

GOODPROFIC

IENTEXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERTWEAK

AVERAGE

GOODPROFIC

IENTEXPERT

1Vincen

t Burd

2Katie S

anborn

3Allen Fa

ir

4Eileen H

ammock

5Jose S

teffens

F U N C T I

O N A L / T

E C H N I C

A L S K I L

L SI N T E

G R I T Y /

T R U S T

O R G A N I

Z A T I O N A

L A G I L

I T YP E E

R R E L A

T I O N S H I

P SP E R

S O N A L

L E A R N I

N GP L A

N N I N G

CORE COM

PETENCY R

EQUIREMEN

TS

CORE COM

PETENCY R

EQUIREMEN

TS

C R E A T I V

I T Y C U S

T O M E R

F O C U S

82

TEAM G

Sr No

NAME

Does

Not M

eet

Requ

ireme

nts

Meets

Requ

ireme

nts

Excee

ds

Requ

ireme

nts

Does

Not M

eet

Requ

ireme

nts

Meets

Requ

ireme

nts

Excee

ds

Requ

ireme

ntsWE

AKAVE

RAGE

GOOD

PROFICI

ENTEXP

ERT

1Ke

nneth

Zucke

r

2Alb

ert Re

ed

3Ch

ristine

Baref

oot

4Ma

tthew

Chalm

ers

5Ho

ward

Wimer

6Bry

an On

tiveros

7Jes

se Do

rr

8Ho

lly Fo

ntes

9Yo

landa

Cole

10Ro

ger Em

mons

11 Ca

ntrell

12Bo

bby R

utter

13Ha

rold D

igiovan

ni

Sr No

NAME

WEAK

AVERAG

EGO

ODPRO

FICIENT

EXPERT

WEAK

AVERAG

EGO

ODPRO

FICIENT

EXPERT

WEAK

AVERAG

EGO

ODPRO

FICIENT

EXPERT

WEAK

AVERAG

EGO

ODPRO

FICIENT

EXPERT

1Ke

nneth

Zucke

r

2Alb

ert Re

ed

3Ch

ristine

Baref

oot

4Ma

tthew

Chalm

ers

5Ho

ward

Wimer

6Bry

an On

tiveros

7Jes

se Do

rr

8Ho

lly Fo

ntes

9Yo

landa

Cole

10Ro

ger Em

mons

11 Ca

ntrell

12Bo

bby R

utter

13Ha

rold D

igiovan

ni

B U S I

N E S

S A

C U M

E NC O

N F L

I C T

M A N

A G E M

E N T

CORE

COMP

ETEN

CY RE

QUIRE

MENT

SA C

T I O

N O

R I E

N T E D

D E A L

I N G

W I T

H A

M B I

G U I

T Y

W O R

K H

I S T O

R Y

TECH

NICAL

/ PER

SONA

L REQ

UIREM

ENTS

T E C

H N I C

A L E

D U C

A T I O

NC O

M M U

N I C

A T I O

N S

K I L

L S

83

Sr No

NAME

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

1Ke

nneth

Zucke

r

2Alb

ert Re

ed

3Ch

ristine

Baref

oot

4Ma

tthew

Chalm

ers

5Ho

ward

Wimer

6Bry

an On

tiveros

7Jes

se Do

rr

8Ho

lly Fo

ntes

9Yo

landa

Cole

10Ro

ger Em

mons

11 Ca

ntrell

12Bo

bby R

utter

13Ha

rold D

igiovan

ni

Sr No

NAME

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

WEAK

AVERAG

EGOO

DPRO

FICIENT

EXPERT

1Ke

nneth

Zucke

r

2Alb

ert Re

ed

3Ch

ristine

Baref

oot

4Ma

tthew

Chalm

ers

5Ho

ward

Wimer

6Bry

an On

tiveros

7Jes

se Do

rr

8Ho

lly Fo

ntes

9Yo

landa

Cole

10Ro

ger Em

mons

11 Ca

ntrell

12Bo

bby R

utter

13Ha

rold D

igiovan

ni

CORE

COMP

ETEN

CY RE

QUIRE

MENT

S

C R E A

T I V I

T Y

C U S T

O M E

R F

O C U

SF U

N C T

I O N

A L /

T E C

H N I C

A L S

K I L

L SI N

T E G

R I T Y

/ T R

U S T

O R G

A N I Z

A T I O

N A L

A G

I L I T

YP E

E R R

E L A T

I O N

S H I P

SP E

R S O

N A L

L E

A R N

I N G

P L A N

N I N

G

CORE

COMP

ETEN

CY RE

QUIRE

MENT

S

84

TEAM H

Sr No

NAME

Does Not

Meet

Requirem

ents

Meets

Requirem

ents

Exceeds

Requirem

ents

Does Not

Meet

Requirem

ents

Meets

Requirem

ents

Exceeds

Requirem

entsWEAK

AVERAGE

GOODPROF

ICIENT

EXPERT

1Haro

ld Gregoi

re

2Celia

Whetston

e

3 Marv

in Estabro

ok

4Rona

ld Fong

5April

Mcafee

Sr No

NAME

WEAKAVER

AGEGOOD

PROFICIEN

TEXPER

TWEAK

AVERAGE

GOODPROF

ICIENT

EXPERT

WEAKAVER

AGEGOOD

PROFICIEN

TEXPER

TWEAK

AVERAGE

GOODPROF

ICIENT

EXPERT

1Haro

ld Gregoi

re

2Celia

Whetston

e

3 Marv

in Estabro

ok

4Rona

ld Fong

5April

Mcafee

B U S I N E

S S A C

U M E N

C O N F L I

C T M A

N A G E M

E N T

CORE CO

MPETEN

CY REQU

IREMENT

SA C T

I O N O R

I E N T E

DD E A

L I N G W

I T H A M

B I G U I T

Y

W O R K

H I S T O

R Y TEC

HNICAL /

PERSON

AL REQU

IREMENT

ST E C

H N I C A

L E D U

C A T I O N

C O M M U

N I C A T

I O N S K

I L L S

85

Sr NoNAME

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

1Harol

d Gregoire

2Celia

Whetstone

3 Marv

in Estabroo

k

4Rona

ld Fong

5April

Mcafee

Sr NoNAME

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

WEAKAVERA

GEGOOD

PROFICIENT

EXPERT

1Harol

d Gregoire

2Celia

Whetstone

3 Marv

in Estabroo

k

4Rona

ld Fong

5April

Mcafee

C U S T O M

E R F O C

U SF U N

C T I O N A

L / T E C H

N I C A L

S K I L L S

I N T E G R I

T Y / T R U

S T

O R G A N I

Z A T I O N

A L A G

I L I T Y

P E E R R

E L A T I O

N S H I P S

P E R S O N

A L L E A

R N I N G

P L A N N I

N G

CORE COM

PETENCY R

EQUIREMEN

TS

CORE COM

PETENCY R

EQUIREMEN

TS

C R E A T I

V I T Y

Documents

Skill Matrix