28966816 Competancy Mapping 2
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Transcript of 28966816 Competancy Mapping 2
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CHAPTER 1
INTRODUCTION
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1.1 INTRODUCTION
The word competency is derived from Latin words competere. Which means to es!ita"e. The competency concept was ori#ina""y deve"oped in psycho"o#y denotin#
individ!a"s ai"ity to respond to demand p"aced on them y their environment. $"rich
defined competency as %now"ed#e& s%i"" or ai"ity of emp"oyees re"evant for
or#ani'ationa" performance.
Competence mana#ement is ecomin# increasin#"y important in today(s
dynamic conte)t since it is ecomin# the on"y competitive advanta#es the
or#ani'ation act!a""y has which cannot e comp"icated easi"y y the competitor.
Competence mana#ement wi"" have vario!s aspects !nder it "i%e competence profi"in#
and findin# what the company is #ood at& !i"din# that is !i"din# new competence to
match the mar%et demands& recr!itment ased on competences etc.
Competency mappin# is processes of identify %ey competencies for an
or#ani'ation and a *o and incorporatin# those competencies thro!#ho!t the vario!s
process +eva"!ation& trainin#& recr!itment, of the or#ani'ation.
Competency mappin# p"ay a si#nificant ro"e in recr!itin# and retainin# peop"e
as it #ives a more acc!rate ana"ysis of the *o re-!irements& the candidates capai"ity
of the difference etween the two& and the deve"opment and trainin# needs to rid#e
the #aps.
Competencies ena"e individ!a"s to identify and artic!"ate what they offer
re#ard"ess of the *o they happen to have at the time so that the or#ani'ation can see
va"!e and !ti"i'e what capai"ity is act!a""y avai"a"e.
Competence mana#ement is ecomin# increasin#"y important in today(s
dynamic conte)t since it is ecomin# the on"y competitive advanta#es the
or#ani'ation act!a""y has which cannot e d!p"icated easi"y y the competitor.
Competence mana#ement wi"" have vario!s aspects !nder it "i%e competence profi"in#
what the company is #ood at.
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When we ta"% of competency it is imperative to %now the "eve"s of competency s!ch
as
1. Practica" competency An emp"oyee(s demonstrated ai"ity to perform a set of
tas%s.
/. 0o!ndationa" competence An emp"oyee(s demonstrated !nderstandin# of
what and why heshe is doin#.
2. Ref"e)ive competence An emp"oyee(s ai"ity to inte#rate actions with the
!nderstandin# of the action so heshe "earns from those actions and adapts to the
chan#es as and when they are re-!ired.
3. App"ied competence An emp"oyee(s an emp"oyee(s demonstrated ai"ity to
perform a set of tas%s with !nderstandin# and ref"e)ivity.
REASONS WHY COMPETENCY MAPPING IS USED:
Effective"y match individ!a" competencies to position& pro*ect team and *o
re-!irements
Prioriti'e competencies y *o& pro*ect& or position& and trac% individ!a"(s
ai"ities to f!"fi"" re-!irements
4nte#rate trainin# and administration app"ications to foc!s trainin# efforts
R!n #ap and match ana"ysis etween individ!a"s & *os & teams and positions
4ncrease s%i"" set to meet yo!r or#ani'ation scope and #rowth
4ncrease their ai"ity to attract& deve"op& retain and !ti"i'e co5wor%ers
Len#then the time that staff stay with a company y a""owin# staff memer to
discover individ!a" career paths within the company
4ncrease capacity y achievin# a more ho"istic view of the acc!m!"ated
competence of the entire or#ani'ation
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Achieve access to appropriate competence at the ri#ht time and p"ace
Esta"ish an overview of the acc!m!"ated reso!rces of the or#ani'ation and
the demand for the reso!rces.
0ind candidates with the ri#ht profi"e& from anywhere in the or#ani'ation& to
fi"" an !ne)pected vacancy
4dentify %ey positions for which yo! have no candidates
Reconci"e the aspiration of yo!r %ey peop"e with the opport!nities avai"a"e
Chec% how c"ose"y yo!r deve"opment activities are a"i#ned with the needs of
yo!r !siness
Ens!re yo! are !i"din# the appropriate ta"ent poo" to s!pport yo!r f!t!re
needs
6a%e hirin# 71 terms of foc!s& priorities& and action
A"i#n corporate o*ectives and strate#ies to each person in the company.
ELEMENTS OF COMPETENCY MANAGEMENT:
8road"y the area of !siness and peop"e competence mana#ement can
e divided into three main s!divisions
Resource an ca!ac"#$ #rac%"n& an !'ann"n&:
This is more on the operationa" front. 9ario!s pro*ects re-!ired different
s%i"" sets dependin# on the critica"ity of the pro*ect& the c"ient importance and so on.
Competence mana#ement has to consider the pro*ect moda"ities and accordin#"y
a""ocate the reso!rce so that the overa"" optimi'ation of the peop"e competencies can
ta%e p"ace.
The vario!s e"ements that competence mana#ement has to "oo% into these aspects are
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1. De("n"n& #)e co*!e#enc"es re+u"res (or !ar#"cu'ar ,o-s:
$nti" now& the HR department !sed to define on"y the s%i""s re-!ired for a
Partic!"ar *o. 8!t as we now %now& what we act!a""y re-!ire #oes eyond the *!st
technica" or soft s%i""s re-!irements. We need a comination of 4nte""i#ence&
ed!cation& E)perience& Ethics& 4nterest. Hence a re5"oo% is re-!ires at the e)istin# *o
profi"es to ta%e into consideration the other parameters "i%e interests and ethics& which
were so far i#nored.
. Ra#"n& #)e !er(or*ance o( "n"/"ua' e*!'o$ee s%"''s:
A person mi#ht e comforta"e with say *ava "an#!a#e !t mi#ht not
e e)ce""ent at it. :o the "eve" of s%i"" competence needs to e meas!red and recorded.
Prepare a s%i"" profi"e containin# the core s%i""s for their *o and add appropriate
historica" and specia"ty s%i""s. This is fo""owed y a se"f ; assessment a#ainst a s%i""s
#"ossaries descriin# s%i""s on a sca"e from 1+trainin# or "i#ht e)perience, to r#anisationa" ?rowth :trate#ies :enior 6ana#eria" Team
Performance E)ce""ence ?rad!ate En#ineer Trainees ; 0!t!re 6ana#ers
6ana#ement of :ite >perations Pro*ect Heads& En#ineers and :!pervisors
Ro"e Effectiveness Administrative and :!pport staff
Re#en#"on S#ra#e&$
Periodic review of compensation pac%a#e to match the ind!stry median.
Review of emp"oyee Performance& ased on their achievement on the defined tas%s&
at the end of the year& ratin# is awarded ased on the norma"i'ation process.
They offer fami"y accommodations and s!ita"e site a""owances for staff posted at
site away from their fami"y.
Liera"i'ed compensation pac%a#e.
We"fare meas!res& inc"!din# defined po"icy on medica" reim!rsement& medica"
ins!rance for se"f and fami"y& persona" accident cover.
A"" emp"oyees are covered y the #ro!p #rat!ity scheme with ris% cover mana#ed y
Life 4ns!rance Corporation of 4ndia.
Co*!e#"#"on
The rea" estate deve"opment ind!stry in 4ndia& whi"e fra#mented& is hi#h"y
competitive. They e)pect to face competition from "ar#e domestic as we"" as
internationa" property deve"opment and constr!ction companies as a conse-!ence of&
amon# other thin#s& the re"a)ation of the 0G4 po"icy for the rea" estate sector& risin#
#overnment e)pendit!res on infrastr!ct!re and vario!s other po"icy initiatives. 8e"ow
are some of their competitors with conte)t to the simi"arity in !siness
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C"/"' Cons#ruc#"on: ?anesan 8!i"ders& Conso"idated Constr!ction Consorti!m Ltd.&
$RC Constr!ction P. Ltd.& Ar!nacha"am D Co.& :!ramanian D Co.& etc.
Pro!er#$ De/e'o!*en#: Iain Ho!sin# D Constr!ctions Ltd.&& Ceeros Ltd.&
Chaitanya& A%shaya Homes& Tr!e 9a""ey Homes +4, Pvt. Ltd.& :hrivari Constr!ctions
Ltd.& :prin# 0ie"d :he"ters Pvt. Ltd.& 6ay 0"ower Enterprises Pvt. Ltd.& Roya"
:he"ters& etc.
HISTORY
The Company was formed in the year 13 in the name of The Coromande"
En#ineerin# Company Limited. The name of the Company was then chan#ed to
The Coromande" En#ineerin# CompanyPrivate LimitedJ on 1331
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ama"#amated with their Company. The share ho"ders of Coromande" Prodorite Private
Ltd. were iss!ed the shares of o!r company in the ratio of
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wood5wor%ers& !i"ders& painters& meta""!r#ists& e"ectrica" en#ineers& water s!pp"y
en#ineers& #asen#ineers& farmers& printers& carriers& and merchants and to !y& se""&
man!fact!re& repair& convert& a"ter& "et on hire and dea" in machinery& imp"ements&
ro""in#5stoc% and hardware of a"" %inds.
3. To !nderta%e and e)ec!te constr!ctiona" and en#ineerin# and a""ied contracts and
wor%s of a"" %inds.
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this fie"d and pro*ects are ein# carried o!t in p!"ic5private partnership as we"" as
8>T +8!i"d ; >perate ;
Transfer, mechanism. A"so some pro*ects !nderta%en y ?overnment "i%e KHGP
+Kationa" Hi#hway Geve"opment Pro#ramme, and P6?: +Pradhan 6antri ?ram
:ada% o*ana, are providin# necessary moment!m to rapid #rowth of this ind!stry.
The constr!ction sector acco!nts for !pwards of @ per cent of ?GP +#ross domestic
prod!ct, in any advanced economy. 4t acco!nts for ao!t F per cent of the $MNs ?GP&
1@ per cent of 4re"andNs and 11 per cent of G!aiNs. 4n 4ndia Constr!ction sector
contri!tes to @ percent of ?GP and this contri!tion is
#oin# !p every year. Recent"y ?overnment of 4ndia has ta%en an important decision
"iera"ise norms of forei#n direct investment in the constr!ction sector. The
?overnment has permitted 1 per cent forei#n direct investment in the constr!ction
sector with the "ierty to repatriate profits after a three5year period.
The minim!m pro*ect si'e for forei#n investors has a"so een red!ced from the
present norms& ased on feedac% from prospective investors. These decisions open
!p immense possii"ities& not *!st for the rea" estate and constr!ction sectors& !t a"so
for the economy as a who"e.
The constr!ction ind!stry has een assistin# in overa"" economic deve"opment& as its
contri!tion to ?GP has #one !p from ver / "acs new ho!sin# !nits re-!ired in < years.
There has een a rapid #rowth in the ind!stry for past few years. Hi#h demand
#rowth has "ed to prices do!"in# over 2 years in many cities.
Rea" Estate share in tota" 0G4 has een increased from 1 in /35< to over /
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Active participation of instit!tiona" finance in Rea" Estate
Coro*ane' En&"neer"n& Co*!an$ L"*"#e
5 Rea" Estate vent!re f!nds permitted Prominent 4ndian corporates "i%e Tata& 4C4C4
8an%& :84 and HG0C have promoted rea" estate vent!re f!nds
5 Rea" Estate 4nvestment Tr!sts +RE4Ts, e)pected to e set !p short"y
5 :evera" Private E-!ity firms have specific f!nds for Rea" Estate investments. Rea"
Estate fast
disp"acin# 4T4Te: as the top private e-!ity investment sector in 4ndia
Gro#) !o#en#"a' "n rea' es#a#e cons#ruc#"on "nus#r$
:evera" factors are e)pected to contri!te to the rapid #rowth in Rea" Estate.
5 Lar#e demand5s!pp"y #ap in afforda"e ho!sin#& with demand ein# f!e""ed y ta)
incentives and a #rowin# midd"e c"ass with hi#her savin#s.
5 4ncreasin# demand for commercia" and office space especia""y from the rapid"y
#rowin# Retai"& 4T 4Te: and Hospita"ity sectors.
5 The recent"y anno!nced IKK$R6 e)pected to provide f!rther impet!s.
4nvestment opport!nities e)ist in a"most every se#ment of the !siness.
5 Ho!sin# Ao!t / "acs new !nits e)pected to e !i"t in five years.
5 >ffice space for 4T4Te: 0ive5fo"d increase in office space re-!irement over the
ne)t 2 years.
5 Commercia" space for or#anised retai"in# / "acs s-. ft. y /1.
5 Hote"s D Hospita"ity >ver 3& new rooms in the ne)t < years.
4nvestment opport!nity of over $:O
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SOME OF THE PRESTIGIOUS COMMERCIAL PRO9ECTS UNDERTA;EN8Y COROMANDEL ENGINEERING ARE
1. Py"on & 9i*ayawada Therma" Power :tation
A 3
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>n the seashore& doin# e)cavation !pto +5, 6 from the #ro!nd "eve" and ma%in# 133
nos. roc% anchors of 1 6T each to s!pport the ase s"a at +5, 6trs y dri""in#
ho"es !pto +5, 21 6trs !sin# We"" Point Water :ystem for Ge5waterin# to constr!ct
0oreay D P!mp Ho!se to rin# in raw water from sea to p!mp ho!se.
2. RCC T9 Tower& :himo#a
Erection of 1
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1.2 O89ECTI5ES OF STUDY
The o*ectives of st!dy are as fo""ows
To st!dy the %now"ed#e& s%i""& ta"ent& attit!de of the emp"oyee.
To st!dy the feasii"ity to imp"ement the competency mappin#.
STATEMENT OF THE PRO8LEM
Hence& the present st!dy is framed to chec% the feasii"ity to imp"ement the
competency mappin#. 4t a"so emphasi'es on identifyin# the si#nificant meas!res toincrease the potentia" emp"oyee.
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1.3 SCOPE OF THE STUDY
Sco!e #o #)e co*!an$
This is the e)c"!sive st!dy to chec% the feasii"ity to imp"ement the competency
mappin# in C>R>6AKGEL EK?4KEER4K?.
The need for the pro*ect is
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To create awareness of the competency mappin# to the emp"oyees.
To improve the competency of the companies.
To find and retain the potentia" emp"oyees.
Sco!e #o researc)er:
The researcher ac-!ires more information ao!t the competency mappin# which can
e !sed as core in every department of the company.
1.< L"*"#a#"on o( s#u$
The fo""owin# are the vario!s "imitation of the st!dy
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:ince the st!dy is cond!cted in a partic!"ar company& the res!"ts of this st!dy
cannot e #enera"i'ed to other companies seniors or ind!stries.
:ome emp"oyees are not interested in disc"osin# their tr!e s%i""s-!a"ifications&
so there is a chance of #ettin# some fa"se information(s.
The st!dy tota""y depends !pon the information provided y the respondents&
s!*ective ias is not e"iminated.
G!e to "ac% in time& samp"e si'e is very sma"" and in depth ana"ysis is not done.
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CHAPTER /
LITERATURE RE5IEW
.1 L"#era#ure re/"e
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In#rouc#"on #o Co*!e#enc$ *a!!"n&
Competency mappin# is important and is an essentia" e)ercise. Every we"" mana#ed
firm sho!"d have we"" defined ro"es and "ist of competencies re-!ired to perform each
ro"e effective"y. :!ch "ist sho!"d e !sed for recr!itment& performance mana#ement&
promotions& p"acements and trainin# needs identification.
Co*!e#enc$ =e6!'ana#"ons an e("n"#"ons
Competency is the vita" behavioral skills, knowledge and personal attributesthat are
trans"ations of or#ani'ationa" capai"ities and are deemed essentia" for s!ccess. They
distin#!ish e)emp"ary performers from ade-!ate performers.
4n that re#ard& competencies offer a hi#h"y descriptive means of disc!ssin# *o
performance. They #o eyond traditiona" *o descriptions eca!se they foc!s on how
emp"oyees perform their *os& not simp"y on what they do. Whi"e *o descriptions
detai" specific tas%s& competencies encompass the tan#i"e and intan#i"e ai"ities
emp"oyees possess. 0or instance& a necessary competency for a mar%etin#
professiona" mi#ht e the ai"ity to perform detai"ed mar%et ana"ysis whi"e another
competency mi#ht e "eadership -!a"ities& as evidenced thro!#h the ai"ity to !i"d
consens!s.
Co*!onen#s o( Co*!e#enc$
There are fo!r ma*or components of competency
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1. S%"'' capai"ities ac-!ired thro!#h practice. 4t can e a financia" s%i"" s!ch as
!d#etin#& or a vera" s%i"" s!ch as ma%in# a presentation.
/. ;no'e&e !nderstandin# ac-!ired thro!#h "earnin#. This refers to a ody of
information re"evant to *o performance. 4t is what peop"e have to %now to e
a"e to perform a *o& s!ch as %now"ed#e of po"icies and proced!res for a
recr!itment process.
2. Persona' a##r"-u#es inherent characteristics which are ro!#ht to the *o&
representin# the essentia" fo!ndation !pon which %now"ed#e and s%i"" can e
deve"oped.
3. 8e)a/"or The oserva"e demonstration of some competency& s%i""&
%now"ed#e and persona" attri!tes. 4t is an essentia""y definitive e)pression of a
competency in that it is a set of action that& pres!ma"y& can e oserved& ta!#ht&
"earned& and meas!red.
UNIDO +//, 5 A Competency is a set of s%i""s& re"ated %now"ed#e and attri!tes
that a""ow an individ!a" to s!ccessf!""y perform a tas% or an activity within a specific
f!nction or *o.
A"anese +1F) 5 Competencies are persona" characteristics that contri!te to
effective mana#eria" performance.
G!ois +12,& 5 A "eadin# e)pert in the app"ied competency fie"d& defines
competence as Jthe emp"oyeeNs capacity to meet +or e)ceed, a *oNs re-!irements y
prod!cin# the *o o!tp!ts at an e)pected "eve" of -!a"ity within the constraints of the
or#ani'ationNs interna" and e)terna" environments
T)e Conce!# o( Co*!e#enc$: T)e Wor% o( Da/" McC'e''an.
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The movement was ori#ina""y prope""ed y
dissatisfaction amon# researchers ao!t the va"!e of persona"ity traits tests in
predictin# *o performance. 0or instance& ?hise""i +1@@, and 6ische" +1@F, fo!nd
that testa"e persona"ity traits have "itt"e corre"ations with *o performance& and
conse-!ent"y research on these varia"es was of -!estiona"e va"!e.
:im!"taneo!s"y& an increasin# n!mer of st!dies were p!"ished which showed that
traditiona" academic aptit!de and %now"ed#e content test& as we"" as schoo" #rades and
credentia"s did not predict *o performance= and were often iased a#ainst women and
persons from "ower socioeconomic strata.
These findin#s "ed 6cC"e""and +12, to cond!ct research in order to identify
competency varia"es which did predict *o performance and which were not
iased y se) or socioeconomic factors.
T)e *os# "*!or#an# o( #)ese !r"nc"!'es ere:
$se of criterion sample compare peop"e who are c"ear"y s!ccessf!" in *os with
"ess s!ccessf!" persons to identify those characteristics with s!ccess
4dentification of operant thoughts (knowledge) and behaviorsca!sa""y re"ated to
these s!ccessf!" o!tcomes. That is& competency meas!res sho!"d invo"ve open5
ended sit!ations in which individ!a" has to #enerate ehavior.
Co*!e#enc$ Co*!onen#s
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Skills
Personal Motives
Knowledge
Co*!e#enc"es: Co*!e#enc$:
Pos"#"on a ne !rouc# uses an uners#an"n& o(
In#rouc#"on so #)a# "# "s *ar%e# !r"c"n& $na*"cs
C'ear'$ "((eren#"a#e "n #o e/e'o! !r"c"n& *oe's
T)e *ar%e#
;no'e&e: Uners#an *ar%e#
!r"c"n& $na*"cs
S%"'': Se# u! ne
Prouc#
In#rouc#"on
Pro,ec#
Co*!e#enc$:
Mee#s a'' co**"#*en#s
In a #"*e'$ *anner
Persona' Mo#"/es: Ac)"e/e*en# = an#s #o o an e6ce''en# ,o-
Co*!e#enc$ causa' ('o *oe'
Competencies
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Persona' A##r"-u#es>Mo#"/es
;no'e&e
S%"''s
Competency
O-ser/a-'e 8e)a/"ors
9o- PERFORMANCE
T)e s#e!s "n/o'/e "n co*!e#enc$ *a!!"n&
Professor 6. Gi"eep %!mar & symiosis & p!ne.
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1, Cond!ct a *o ana"ysis y as%in# inc!ments to comp"ete a position information
-!estionnaire +P4,. This can e provided for inc!ments to comp"ete& or yo! can
cond!ct one5on5one interviews !sin# the P4 as a #!ide. The primary #oa" is to #ather
from inc!ments what they fee" are the %ey ehaviors necessary to perform their
respective *os.
/, $sin# the res!"ts of the *o ana"ysis& yo! are ready to deve"op a competency ased
*o description. A samp"e of a competency ased *o description #enerated from the
P4 may e ana"y'ed. This can e deve"oped after caref!""y ana"y'in# the inp!t from
the represented #ro!p of inc!ments and convertin# it to standard competencies.
2, With a competency ased *o description& yo! are on yo!r way to e#in mappin#
the competencies thro!#ho!t yo!r h!man reso!rces processes. The competencies of
the respective *o description ecome yo!r factors for assessment on the performance
eva"!ation. $sin# competencies wi"" he"p #!ide yo! to perform more o*ective
eva"!ations ased on disp"ayed or not disp"ayed ehaviors.
3, Ta%in# the competency mappin# one step f!rther& yo! can !se the res!"ts of yo!r
eva"!ation to identify in what competencies individ!a"s need additiona" deve"opment
or trainin#. This wi"" he"p yo! foc!s yo!r trainin# needs on the #oa"s of the position
and company and he"p yo!r emp"oyees deve"op toward the !"timate s!ccess of the
or#ani'ation
Co*!e#enc$ Ma!!"n& a# ?ensar LT In(o#ec)
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Sensar has a ehaviora" competency mode" which is ased on vario!s *o ro"es in the
or#ani'ation. The fo""owin# is the process of imp"ementation of competency mappin#.
Havin# defined the vario!s *o ro"es& a foc!sed st!dy was initiated where *o ro"e
ho"ders were interviewed on the critica" incident method and the data of s!ccess5
critica" factors co""ated.
The *o ro"es and de"ivera"es were fina"i'ed on the asis of the competencies derived
from the data. This data was f!rther ana"y'ed& and on the asis of this competencies
that had an impact on the *o ro"es and de"ivera"es were fina"i'ed.
After identifyin# the competencies& a *o ana"ysis e)ercise was carried o!t where the
importance "eve" of every competency was ascertained efore free'in# the
competency mode".
LDT 4nfotech a PC66 Leve" < company has a s!ccessf!" competency ased HR
system. Recr!itment& trainin#& *o rotation& s!ccession p"annin# and promotions a""
are defined y competency mappin#. Kear"y a"" o!r HR interventions are "in%ed to
competency. Competencies are enhanced thro!#h trainin# and *o rotation. He adds
that a"" peop"e who have #one thro!#h *o rotation !nder#o a transformation and #et a
roader perspective of the company. 0or instance a person "ac%in# in ne#otiation
s%i""s mi#ht e p!t in the sa"es or p!rchase department for a year to hone his s%i""s in
the area
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CHAPTER 2
RESEARCH METHODOLOGY
0.1 Researc) *e#)oo'o&$
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The methodo"o#y of the st!dy e)p"ains the systematic way of findin# answers to the
pre determined o*ectives. 6oreover this provides the c"ear path to accomp"Fish and
achFieve the desired res!"ts. The fo""owin# are the sta#es thro!#h research have to
pass for co""ectin# ana"y'in# and interpretin# the vario!s information.
Researc) es"&n
4n this st!dy the researcher has adopted a descriptive research method. Gescriptive
researches are those st!dies which are concerned with descriin# the characteristics of
a partic!"ar individ!a"& or of a #ro!p.
Researc) #oo'
Two -!estionnaire are !sed as a research too" for this st!dy.the -!estionnaire are
chosen as it provides a more comprehensive view than any other research too". The
res!"ts are ana"y'ed !sin# :P::.
A standardi'ed mode" is prepared ased on the opinions of the e)ec!tives and this
standardi'ed mode" is compared with the opinions of emp"oyees to determine the #ap.
Des"&n o( +ues#"onna"re
Two -!estionnaire were desi#ned
>ne 5 To st!dy the feasii"ity to imp"ement the competency mappin#
Two ;To st!dy the %now"ed#e& s%i""& ta"ent& attit!de of the emp"oyee
!estionnaire was framed in s!ch a way to #ather information& which favors the
o*ective. The -!estion inc"!ded where of ratin# -!estions
7ues#"onna"re )as (our sec#"ons "n "#
!estion re"ated to persona" detai"s of the emp"oyee.
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!estions re"ated to %now"ed#e ao!t their *o.
!estion re"ated to *o competencies.
!estion re"ated to ehavior competencies.
Sa*!'e es"&n
4t is a definite method for otainin# a samp"e from a #iven pop!"ation.
4t is a techni-!e the researcher !s!a""y adopts in se"ectin# items for the samp"e.
Sa*!'"n& #ec)n"+ue
The researcher has adopted a Lottery method to so"icit the opinions from the
respondents. Here the respondents are #iven e-!a" chance of #ettin# se"ected. 4t is a
proai"ity samp"in# method.
Sa*!'e s"4e
As there is time constraint& the n!mer of samp"es chosen is
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This ana"ysis he"ps !s to show the fre-!ency of distri!tion of vario!s items and the
va"id percenta#e of distri!tion.
C)"@S+uare Tes#
Chi5s-!are +>5E, +E/,
Where > and E denote the oserved and e)pected fre-!encies& respective"y.
4nspection of this definition shows that Chi :-!are is a descriptive
meas!re of the ma#nit!de of the discrepancies etween the oserved and e)pected
fre-!encies. The "ar#er these discrepancies the "ar#er Chi :-!are wi"" tend to e. 4f no
discrepancies e)ist and oservation and e)pected fre-!encies are the same Chi :-!are
wi"" e Sero.
4n this st!dy& Chi5:-!are ana"ysis was !sed to test the re"ationship
etween demo#raphic factors and variation in recr!itin# the staff for different
departments.
Percen#a&e Ana'$s"s:
This is the ear"iest and est method to ana"y'e the #iven data. The
percenta#e wise distri!tion of the data #ives an idea of which factor is more or which
is "ess.
Percenta#e ana"ysis +Ko. of Respondents :amp"e si'e, U
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CHAPTER 3
DATA ANALYSIS AND INTERPRETATION
Ta-'e 2.1 A&e o( #)e res!onen#
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Gra!) 2.1
In(erence:
The aove percenta#e ana"ysis ma%es it c"ear that
6a*ority of the respondent fa"" etween the a#e #ro!p //53.
age
Frequency Percent
Valid 22-30 26 52.0
30-40 22 44.0
40-50 2 4.0
Total 50 100.0
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Ta-'e 2. Wor% e6!er"ence
Gra!) 2.
In(erence:
The aove percenta#e ana"ysis ma%es it c"ear that
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Ta-'e 2.0 Des"&na#"on o( res!onen#
Gra!) 2.0
In(erence:
The aove percenta#e ana"ysis ma%es it c"ear that
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Ta-'e 2.2 E*!'o$ees %no'e&e "'' -e en)ance
Gra!) 2.2
In(erence:
The aove percenta#e ana"ysis ma%es it c"ear that
F/ of respondents a#ree to it that if competency mappin# is imp"emented
their %now"ed#e wi"" e enhanced.
1F of respondents neither a#ree nor disa#ree that if competency mappin# is
imp"emented their %now"ed#e wi"" e enhanced.
!"ployee knowledge will #e en$anced
Frequency Percent
Valid S 1! $&"#
2$ &"#
. + 1!"#
(otal '# 1##"#
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Ta-'e 2.3 E*!'o$ees s%"''s "'' -e s)ar!ene
Gra!) 2.3
In(erence:
The aove percenta#e ana"ysis ma%es it c"ear that
F/ a#ree that if competency mappin# is imp"emented their s%i""s wi"" e
sharpened.
1F neither a#ree nor disa#ree that if competency mappin# is imp"emented
their s%i""s wi"" e sharpened.
!"ployee kill will #e $arpened
Frequency Percent
Valid S 1, $"#
2 !"#
. + 1!"#
(otal '# 1##"#
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Ta-'e 2.< Co*!e#"#"/e a/an#a&e "#) "n #)e #ea* o( #)e e*!'o$ees
Gra!) 2.