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CHAPTER 1

1..INTRODUCTION:

Today organizations are all talking in terms of competence. Gone are the days when
people used to talk in terms of skill sets, which would make their organizations
competitive. There has been a shift in the focus of the organizations. Now they believe in
excelling and not competing. It is better to build a core competency that will see them
through crisis. And what other way than to develop the people, for human resource is the
most valuable resource any organization has.

Organizations of the future will have to rely more on their competent employees than any
other resource. It is a major factor that determines the success of an organization.
Competencies are the inner tools for motivating employees, directing systems and
processes and guiding the business towards common goals that allow the organizations to
increase its value. Competencies provide a common language and method that can
integrate all the major HR functions and services like Recruitment, Training,
performance management, Remuneration, Performance appraisal, Career and succession
planning and integrated Human resource management system.

Over the past 10 years, human resource and organizational development professionals
have generated a lot of interest in the notion of competencies as a key element and
measure of human performance. Competencies are becoming a frequently-used and
written-about vehicle for organizational applications such as:

• Defining the factors for success in jobs (i.e., work) and work roles within the
organization
• Assessing the current performance and future development needs of persons
holding jobs and roles
• Mapping succession possibilities for employees within the organization
• Assigning compensation grades and levels to particular jobs and roles
• Selecting applicants for open positions, using competency-based interviewing
techniques

Competencies include the collection of success factors necessary for achieving important
results in a specific job or work role in a particular organization. Success factors are

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combinations of knowledge, skills, and attributes (more historically called “KSA’s”) that
are described in terms of specific behaviors, and are demonstrated by superior performers
in those jobs or work roles. Attributes include: personal characteristics, traits, motives,
values or ways of thinking that impact an individual’s behavior.

1.1 WHAT IS COMPETENCY?

Any underlying characteristic required for performing a given task, activity or role
successfully can be considered as competency. Competency may take the following
forms:
Knowledge
Attitude
Skill
Other characteristics of an individual including
Motives
Values
Traits
Self Concept

Competency includes observable behavior as well as aptitudes, skill and knowledge.

It can be compared with an iceberg as shown in the figure below:
FIGURE: A

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 The Behavioral Iceberg

Observable
Behavior

Aptitudes
Competenci

Attitudes / Traits
es

Skills

Knowledge

DEFINITION:

First popularized by BOYATZIS (1982) with Research result on clusters of

competencies:
“A capacity that exists in a person that leads to behavior that meets the job demands
within parameters of organizational environment, and that, in turn brings about desired
results”

• UNIDO (2002)-
A Competency is a set of skills, related knowledge and attributes that allow an individual
to successfully perform a task or an activity within a specific function or job.

• RANKIN (2002):
“Competencies are definition of skills and behaviors that organizations expect their staff to
practice in work.”

• MANSFIELD (1997):
“Underlying characteristics of a person that results in effective a superior performance.”

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 • WOODRUFFE (1991):

Competency: A person- related concept that refers to the dimensions of behavior lying
behind competent performer.
Competence: A work- related concept that refers to areas of work at which the person
is competent
Competencies: Often referred as the combination of the above two.

• ALBANESE(1989) :
Competencies are personal characteristics that contribute to effective managerial
performance.

• HAYES(1979) :

Competencies are generic knowledge motive, trait, social role or a skill of a person linked
to superior performance on the job .

BEHAVIOUR INDICATOR:

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

competency at the work place.
These behaviors are demonstrated by excellent performers on-the-job much more
consistently than average or poor performers. These characteristics generally follow the
80-20 rule in that they include the key behaviors that primarily drive excellent
performance.

FIGURE B:

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 KNOWLEDGE
Relates to information
Cognitive Domain

Set of Attribute
Relates to
SKILLS
qualitative
Relates to the
aspects
ability to do,
personal
Physical
Characteristi
domain
cs or traits
COMPETENCY

Outstanding
Performance of
tasks or
activities

COMPETENCY – BROAD CATRGORIES

• Generic Competencies
Competencies which are considered essential for all employees regardless of their
function or level. - Communication, initiative, listening etc.These are basic
competencies required to do the job, which do not differentiate between high and
low performers

• Managerial Competencies
Competencies which are considered essential for employees with managerial or
supervisory responsibility in any functional area including directors and senior
posts

• Threshold or Performance:

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 Performance competencies are those that differentiate between high and low
performers.

Components of Competency:
• The competencies are observable or measurable knowledge, skills and
abilities(KSA)
• These KSA’s must distinguish between superior and other performers.

Competencies in organization tend to fall in two categories

• General Functioning Competencies.
These competencies include broad success factors not tied to a specific work
function or industry (often focusing on leadership or emotional intelligence
behaviors).
• Functional/Technical Competencies.
These competencies include specific success factors within a given work .

1.2 MEANING AND CONCEPT OF COMPETENCY MAPPING

It is a process of identification of the competencies required to perform successfully a

give job or role or a set tasks at a given point of time. It consists of breaking a given role
or job into its constituent’s task or activities and identifying the competencies (Technical,
managerial, Behavioral, conceptual knowledge and Attitude and skills etc) needed to
perform the same successfully.

• Competency Map. A competency map is a list of an individual’s competencies

that represent the factors most critical to success in given jobs, departments,
organizations, or industries that are part of the individual’s current career plan.

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 • Competency Mapping. Competency mapping is a process an individual uses to
identify and describe competencies that are the most critical to success in a work
situation or work role
• Competency profiling It is the process of identifying the knowledge, skills,
abilities, attitudes, and judgment required for effective performance in a particular
occupation or profession. Competency profiling is business/company specific.

STEPS IN COMPETENCY MAPPING:

The Steps involved in competency mapping with an end result of job evaluation include
the following:

Step 1 : Identify departments for competency profiling:

Step 2: Identifying hierarchy within the organization and selection of levels:
Step 3: Obtain the job descriptions:
Step 4: Preparation of semi structured interview:
Step 5: Recording of interview details:
Step 6: Preparation of a list of Skills:.
Step 7: Indicate proficiency levels:
Step 8: Validate identified competencies and proficiency levels with immediate
superiors and other heads of the concerned department:
Step9: Preparation of competency dictionary:
Step 10: Mapping of competencies

COMPETENCY MODEL:

.
The roots of competency modeling date as far back as the early 1900’s but these models
have become widely popular these days. A competency model is an organizing
framework that lists the competencies required for effective performance in a specific
job, job family (e.g., group of related jobs), organization, function, or process. Individual
competencies are organized into competency models to enable people in an organization
or profession to understand, discuss, and apply the competencies to workforce
performance.

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 The competencies in a model may be organized in a variety of formats. No one approach
is inherently best; organizational needs will determine the optimal framework. A
common approach is to identify several competencies that are essential for all employees
and then identify several additional categories of competencies that apply only to specific
subgroups. Some competency models are organized according to the type of competency,
such as leadership, personal effectiveness, or technical capacity. Other models may
employ a framework based on job level, with a basic set of competencies for a given job
family and additional competencies added cumulatively for each higher job level within
the job family

Skills + Knowledge + Ability

=
Competency
=
Observable Behavior
=
Effective Outcomes [Performance on Job]
=
Strategic Success Modeling – A Competency Model

FIGURE C:

TRADITIONAL JOB ANALYSIS VS. COMPETENCY APPROACH

Job Analysis leads to

• long lists of tasks and the skills / knowledge required to perform each of those tasks.
• Data generation from subject matter experts; job incumbents
• .Effective Performance

Competency model leads to

• A distilled set of underlying personal characteristics.

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 • Data generation from outstanding performers in addition to subject
matter experts and other job incumbents.
• Outstanding Performance

The approach allows executives and managers to make a distinction between a

person's ability to do specific tasks at the minimum acceptable level and the ability to
do the whole job in an outstanding fashion

USE OF COMPETENCY MAPPING

Competency mapping serves a number of purposes. It is done for the following
functions:
• Gap Analysis
• Role Clarity
• Selection, Potential Identification, Growth Plans.
• Succession Planning.
• Restructuring
• Inventory of competencies for future planning

• Competency based recruitment

Competency based interviews reduce the risk of making a costly hiring mistake
and increase the likelihood of identifying and selecting the right person for the right
job
• Competency based Performance Appraisal
Competencies Enable

1. Establishment of clear high performance standards.

2. Collection and proper analysis of factual data against the set standards.
3. Conduct of objective feedback meetings.
4. Direction with regard to specific areas of improvement
Competency based training

1. Competency based appraisal process leading to effective identification

of training needs.
2. Opportunity to identify/ develop specific training programmes - Focused
training investment.
3. Focused Training enabling improvement in specific technical and
managerial competencies.

• Competency based Development

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 1.) Contribute to the understanding of what development really mean, giving the
individual the tools to take responsibility for their own development.
2.) Give the line managers a tool to empower them to develop people..

• Competency based succession planning

Assessing employees’ readiness or potential to take on new challenges.
Determining the person job fit can be based on matching the competency profile
Of an individual to the set of competencies required for excellence within a
profession. Individuals would know the competencies required for a
particular position and therefore would have an opportunity to decide if they
have the potential to pursue that position.

FIGURE D: AREA OF IMPLEMENTATION

TRAINING &
DEVELOPMENT

RECRUITMENT &
SELECTIONS
SUCCESSION
PLANNING

COMPETENCY
MODEL CAREER
PLANNING
RECOGNITION

REPLACEMENT
PLANNING PERFORMANCE
MANAGEMEN
1.3 ROLE OF COMPETENCY IN IDENTIFYING TRAINING NEEDS AND
SUCCESSION PLANNING.

The effectiveness of the training function is heavily dependent upon effectiveness of

processes used to identifying training needs. This is the first critical step on the road to
competence development and performance enhancement.

An inadequacy at this stage cascades to all the subsequent training processes.

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 TRANINING LEADING TO SUCCESSION PLANNING:

DEFINITION:

As a general definition, “Succession Planning” is the process of preparing to hand over

control. Specifically, business succession planning is the process of preparing to hand
over control of the business to others in a way that is the least disruptive to the business’s
operations and value.

• Succession planning is traditionally defined as “a means of identifying critical

management positions, starting at the level of manager and supervisor and
extending up to the highest position in the organization.
• Succession planning and management is a deliberate and systematic effort by an
organization to ensure the continued long-term effective performance of an
organization, division, department or work group by:

 Identifying, developing, retaining and replacing talented individuals in positions over

time.
 Retaining and developing intellectual and knowledge capital for the future
 Encouraging individual learning, growth and advancement

Source: Roth well, William J., Effective

WHY IS IT IMPORTANT?

 Ensure business continuity

 Replace future vacancies and meet future skill and talent needs
 Have the right people in the right places at the right times to do the right things
 Address skill shortages ahead of time
 Maximize competitiveness as an employer and ability to attract and retain talented
staff
 Enhance ability to promote from within
 Provide a supportive “growth” environment
 Focus learning and development efforts

SUCCESSION PLANNING is a process whereby an organization ensures that employees

are recruited and developed to fill each key role within the company. The succession
planning process, develop the knowledge, skills, and abilities of superior employees and
prepare them for advancement or promotion into ever more challenging roles.

COMPETENCY BASED SUCCESSION PLANNING AT MMTC.

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Through the succession planning process, MMTC try to retain superior employees
because they appreciate the time, attention, and development that the organization is
investing in them. To effectively do succession planning in the organization, one must
identify the skills, knowledge and abilities of employees at various levels. After
identifying it is mapped by the process called Competency Mapping. In this process the
gaps are determined between the existing and required performance of the employees.
After identifying the the gaps the superior employees are identified. These are the ones
who are further trained for higher job positions.

CHAPTER 2

REVIEW OF RELATED LITERATURE:

2.1 THE ROOTS OF COMPETENCY APPROACH:

Michael Crozier shocked the management community by defining the organization as

imperfect social compromises .Far from being scientific constructs he depicted a complex
organization as a reflection of its actual degree of competency.

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Despite a growing interest of competency among mangers and human resource
professionals in recent years, the modern competency movement in industrial-
organizational psychology actually dates from the mid1950’s and early 1970’s.

In that regard, John Flanagan’s work (1954) and Dave McClelland’s studies (1970) might
be cited as two landmark efforts that originally invented the concept of competency.
Concept maps were invented by Joseph Novak in the 1960s for use as a teaching tool.
Later in 1986 William Trochim developed the concept map into a strategic planning tool
for use in the design of organizational components. Trochim's technique differs
significantly from Novak's original school of thought. While Novak's maps are generated
for an individual, Trochim's are generated by a group.

2.2 HISTORY OF COMPETENCIES:

John Flanagan (1954)

A seminal article published by John Flanagan in 1954 established Critical Incidents

Technique as a precursor to the key methodology used in rigorous competency studies.
Based on studies of US Air Force pilot performance, Flanagan concluded that “the
principle objective of job analysis procedures should be the determination of critical
requirements. These requirements include those which have been demonstrated to have
made the difference between success and failure in carrying out an important part of the
job assigned in a significant number of instances”. From here, critical incidents
technique was originally discovered.

Critical incidents itself can be defined as a set of procedures for systematically

identifying behaviors that contribute to success or failure of individuals or organizations
in specific situations.

Flanagan’s work, while not strictly about competencies, was important because it laid the
foundation for a new approach to examining what people do. In a later form, the critical
incidents technique would resurface to focus around significant behavioral events that
distinguish between exemplary and fully-successful performers.

It is Flanagan’s critical incidents technique that sixteen years later inspires David
McClelland to discover and develop the term of “competency”.

Benjamin Bloom (USA)

In mid fifties BENJAMIN laid the foundation for identifying educational objectives by
defining KSA, s needed to be developed in education. The educational objectives
developed by them were grouped under the cognitive domain.

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David McClelland (Harvard Psychologist)

He pioneered the Competency Movement across the world and made it a global concept.
His classic books on Talent and Society, Achievement motive, The Achieving Society,
Motivating economic achievement and power the inner experience brought out several
new dimensions of the competency. These competencies exposed by Mc .Cleland dealt
with effective domain in Bloom’s terminology.

Richard Boyatzis.
Richard Boyatzis wrote the first empirically-based and fully-researched book on
competency model developments. It was with Boyatzis that job competency came to
widely understood to mean an underlying characteristic of a person that leads or causes
superior or effective performance. Boyatzis was explicit in describing the importance of
clearly-defined competency as reflected in specific behavior and clearly defined
performance outcomes when he wrote that “the important points is that specific actions
cause, or lead to, the specified results. Certain characteristics or abilities of the person
enable him or her to demonstrate the appropriate specific actions”(Boyatzis, 1982, p. 12).

As founding developer of competency modeling in the United States, Boyatzis grounded

competency interventions on documented behavioral indicators that caused or influenced
effective job performance. Boyatzis, like Flanagan, stressed the importance of systematic
analysis in collecting and analyzing examples of the actual performance of individuals
doing the work. The method for documenting the actual performance was collected
through the behavioral event interview (BEI), an intensive face-to-face interview that
involves soliciting critical incidents from performers and documenting what the
performers thinking and doing during the incidents (BEI technique will be explained
further in Appendix section).

CHAPTER 3

INTRODUCTION OF MMTC LIMITED:

ABOUT THE COMPANY:

Established in 1963, MMTC, one of the two highest foreign exchange earners for India,
is a leading international trading company with a turnover of over US$ 5 billion.

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It is the largest international trading company of India and the first Public Sector
Enterprise to be accorded the status of "FIVE STAR EXPORT HOUSE" by Govt.Of
India for long standing contribution to exports. MMTC is the largest non-oil importer in
India.
MMTC's diverse trade activities encompass Third Country Trade, Joint Ventures, and
Link Deals - all modern day tools of international trading.
Its vast international trade network, which includes a wholly owned international
subsidiary in Singapore, spans almost in all countries in Asia, Europe, Africa, Oceania
and Americas, giving MMTC global market coverage.

CORPORATE MISSION:

As the largest trading company of India and a major trading company of Asia, MMTC
aims at improving its position further by achieving sustainable and viable growth rate
through excellence in all its activities, generating optimum profits through total
satisfaction of shareholders, customers, suppliers, employees and society..

CORPORATE OBJECTIVES:

1.) To be a leading International Trading House in India operating in the competitive

global trading environment, with focus on “bulk” as core competency and to improve
returns on capital employed.

2.) To retain the position of single largest trader in the country for product lines like
minerals, metals and precious metals.

3.) To promote development of trade-related infrastructure.

4.) To support services to the medium and small scale sectors.

5.) To render high quality of services to all categories of customers with

professionalism and efficiency.

6.) To streamline system within the company for settlement of commercial disputes.

7.) To upgrade employee skills for achieving higher productivity.

BUSINESS OF MMTC:

India’s leading exporter of Minerals:

MMTC is major global player in the minerals trade and is the single largest exporter of
minerals from India. With its comprehensive infrastructural expertise to handle minerals,

15
the company provides full logistic support from procurement, quality control to
guaranteed timely deliveries of minerals from different ports, through a wide network of
regional and port offices in India, as well as international subsidiary.

MMTC has won the top export award from Chemicals and Allied Products Export
Promotion Council (CAPEXIL) as the largest exporter of minerals from India for the
sixteenth year in a row.

One of the world’s largest buyers of Fertilizers:

As a leading player in fertilizers and fertilizer raw material, MMTC has become a major
fertilizer marketing company in India, through planned forward integration of its import
activities with the direct marketing of Urea, DAP, MOP Sulphur, Rock Phosphate, SSP
and other farming and agricultural inputs.

The single largest bullion trader in the Indian subcontinent:

MMTC is the largest importer of gold and silver in the Indian sub continent, handling
about 100 MT of gold and 500 MT of silver annually. MMTC has opened a retail
jewellery showroom at Maker Bhawan in Mumbai. MMTC supplies branded hallmarked
gold and studded jewellery. MMTC has also opened a DUTY FREE jewellery store in
the Departure Lounge at Sahara International Airport, Mumbai, India. An assay and
hallmarking unit has been set up at New Delhi for testing the purity of gold and gold
articles in accordance with the internationally accepted fire assay method.

Besides organizing major jeweler exhibitions abroad, exclusively, MMTC is keen to set
up manufacturing & joint ventures for modern jeweler in association with leading names
in the international jeweler trade as well as marketing.

The biggest importer of non ferrous metals and industrial raw material to India:

MMTC is India's largest seller of imported non-ferrous metals viz. copper, aluminum,
zinc, lead, tin and nickel. It also sells imported minor metals like magnesium, antimony,
silicon and mercury, as also industrial raw materials like asbestos and also steel and its
products.

Major institutional customers of MMTC in India are accredited with ISO-9002 status.
MMTC sources its metals from empanelled suppliers including producers and traders
throughout the world.

MMTC is a proud winner of gold trophy for exports of Engineering and Metallurgical
product in non-SSI Sector.

Growing interest in Agro Products world wide:

16
MMTC is amongst the leading Indian exporters and importers of agro products. The
company's bulk exports include commodities such as rice, wheat, wheat flour, soy meal,
pulses, sugar, processed foods and plantation products like tea, coffee, jute etc.

MMTC also undertakes extensive operations in oilseed extraction, from the procurement
of seeds to the production of de-oiled cakes for export, as well as the production of edible
oil for domestic consumption. It also imports edible oils. MMTC has won the gold trophy
from FIEO for highest exports in agriculture & plantation product in non-SSI Sector.

General Trading:

MMTC also handles items like textiles, Mulberry raw silk, building materials, marine
products, chemicals, drugs and pharmaceuticals, processed foods, hydro carbons, coal
and coke.

An Integrated global trader with bulk handling capabilities:

Its comprehensive infrastructure for bulk cargo handling, with well developed
arrangements for rail and road transportation, warehousing, port and shipping, operations,
gives MMTC complete control over trade logistics, both for exports and imports.

The company's countrywide domestic network is spread over 75 regional, sub-regional,

port and field offices, warehouses and procurement centers.

Social and welfare activities:

MMTC's social and welfare activities promote welfare of the employees through various
schemes like sports activities, liberal loan facilities like house building advance,
conveyance loan, house hold loan, marriage advance, etc. MMTC also provides
subsidized canteen facilities, medical treatment, and residential accommodation in some
of the major cities for its employees. MMTC also takes care of employees' families
through merit scholarship, tuition fee reimbursement, etc.

MMTC is committed towards environmental upkeepment through a forestation in the

mining areas, development of tribal areas and infrastructure development through rail
links, port facilities, etc.

HR POLICIES AT MMTC

MMTC focuses on fashioning HR policies towards providing more non-monetary

incentives stemming from job satisfaction, diverse learning opportunities and wider
exposure to ever-changing global business environment. MMTC Ltd., which is a global
trading organization and one of Asia's leading trading companies, has been the first
corporate in the public sector to realize the vital role which online trading has come to
occupy in today's global business.

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HR mantra in MMTC is to provide more and more job enrichment opportunities to all so
as to ensure that employees remain motivated to realize their full potential for
organizational goals and self-development. Opportunities are also provided to all to
enrich their knowledge base and technical skills through in-house training programmes
and through trainings/seminars organized by reputed outside agencies. Human resource
development in MMTC, therefore, is a continuous exercise compatible with the change in
business patterns and technological innovations in an era of diversification and search for
new business opportunities. Notwithstanding the culture of a public sector organization,
we in MMTC realize that our most important asset is the employee. We design our HR
policies to meet the above objective. Following are some of the HR policies followed in
MMTC.

i. In an IT driven culture, computer literacy is imparted to all employees

ii. Non-graduate employees are encouraged through various incentive schemes to
become graduates. Likewise, post-graduate qualifications are encouraged through
incentives for promotion to higher levels.

iii. Graduate employees are encouraged to obtain professional qualifications through

corporate sponsorships.

iv. Through job rotation employees are constantly motivated to acquire knowledge
and operational skills in different areas of company's operations. This exercise
obviously prepares employees for managing higher positions more competently.

v. As an incentive to better performers, merit based promotions are considered.

vi. Regular training programmes for upgrading employee skills, knowledge and
attitudes, in areas like IT, ERP, e-commerce, international trading practices,
general management techniques etc. are organized in an effort to keep employee
morale and commitment high.

vii. Specialization is encouraged in higher management positions through specialized

management development programmes arranged within India and outside India.
LME training, hedging in metals, global bullion pricing, third country trading,
offshore trading, counter-trade mechanism are some of such specialized trainings.

viii. General management training programmes for all categories of managers are
periodically organized through reputed institutions like IIM, ASCI, IIFT, MDI
etc.

ix. Periodical training programmes are also organized for the development of
SC/ST/OBC employees and women employees.

In short, corporate philosophy at MMTC towards HR is to ensure continuous

development of human resource for fast changing global business through individual
freedom and flexibility.

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The locations:

Its vast international network includes:A fully owned international subsidiary in

Singapore- MMTC Transnational Pt. Ltd. (MTPL)

13 regional offices:
East zone: Kolkata, Bhubaneshwar
West zone: Mumbai, Ahemdabad, Goa
North zone: Delhi, Jhandewalan (Delhi), Jaipur
South zone: Bangalore, Bellary, Chennai, Hyderabad, Vizag

MMTC --- MAJOR DEPARTMENTS:

HUMAN RESOURCE DEVELOPMENT

HR mantra in MMTC is to provide more and more job enrichment opportunities to all so
as to ensure that employees remain motivated to realize their full potential for
organizational goals and self-development. Opportunities are also provided to all to
enrich their knowledge base and technical skills through in-house training programmes
and through trainings/seminars organized by reputed outside agencies. Human resource
development in MMTC, therefore, is a continuous exercise compatible with the change in
business patterns and technological innovations in an era of diversification and search for
new business opportunities

Department structure

Deputy General Manager → Manager → Deputy Manager

Functions

The human resource department at MMTC LIMITED chiefly conducts the training and
development programme for employees. Its chief functions are:

• Developmental Activities.
• Looking for avenues for developing and imparting training to employees.
• Being at par with the Commodity Dept. in matters related to latest matters.
• Actively involved in approaching BBA and MBA colleges for taking students as
Interns as a part of CSR.
• Proactive in nature to understand the requirements of various Departments.
• Calling external Trainers to train the employees on various.

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 • To undertake various HR initiatives in Accordance with an Annual Business Plan.
• To organize Training inputs for officers/Staff of MMTC.
• To prepare Annual Business Plan for the various HR activities.
• To prepare Annual Training Calendar.
• To implement the Annual Business Plan.
• To undertake Training Need Analysis.
• To organize Training in Accordance with Annual Training Calendar

PERSONNEL DEPARTMENT

The personnel department is one of the most important departments of MMTC

LIMITED. It handles multivariate tasks like recruitment, corporate social responsibility,
industrial relation, promotions etc

Department structure

Deputy General Manager → Senior Manager → Manager → Deputy Manager

Functions

• Managing the terminal benefits, welfare and creating viable policies in tune with
the company Goals.
• Managing the process of separation of employees and ensuring their terminal
benefits are settled and paid to them in time.
• Ensuring Healthy implementation of all welfare schemes for the benefit of
employees.
• Reviewing the made plans.
• Recruitment, SC/ST matters.
• Recruitment at all levels in MMTC.
• Recruitment at senior levels in NINL.
• Maintenance of SC/ST/OBC reservations details.
• Appointment of Consultants.
• Organizational discipline.
• Framing of Memorandum, Charge Sheets show Cause Notice.
• Issuance of Penalty letters and maintaining discipline within the organization with
the help of appropriate rules in nullifying the acts of misconduct.

ADMINISTRATION DEPARTMENT:

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The administration department at MMTC is the largest .It has various other sub-divisions.

Department structure

Deputy General Manager → Manager

The names of the subdivisions of various departments are as follows:

1.) Care Taking Cell
2.) Purchase and supply of Stationary Departments
3.) Printing of Stationary Items
3.) Maintenance of office equipments
4.) Security
5.) Medical
6.) Record Room

ESTATE DEPARTMENT

MMTC has real estate all over India .e.g.: Core1, Jhandewala etc.
MMTC has one corporate office, twelve regional offices.

Department structure

Deputy General manager → Manager → Deputy Manager

OFFICE STRUCTURE

Field Office → State regional Office → Regional Office → Corporate Office

Every regional office need not have field office.

MMTC has 65 offices including field office, regional office etc.

Most offices are rented premises .In Vishakhapatnam, Mumbai and Delhi Estate
department has its own premises.

FUNCTIONS

The chief function of the estate department is maintenance of real assets of the
organization. Its most important functions:
• Annual maintenance.
• Timely payment of taxes.
• Framing rules and regulations for accommodation.

21
 • Housekeeping work for the housing colony.(MMTC has its housing colony in
Mehrauli road.
• Periodical services to external and internal buildings.
• Annual budgeting for the department. In 2007 Rs.4 crore was allotted to the
department. This year Rs. 12 crore has been proposed.
• Monitors the expenditure on the asset utilization.

CHAPTER 4

OBJECTIVE AND RATIONALE OF THE PROJECT

RATIONALE OF THE PROJECT

Competency mapping has been done by many organizations. The process becomes
challenging in the absence of job descriptions .As MMTC doesn’t have job descriptions
so the major emphasis was to frame the job descriptions and then map competencies
accordingly. Hence following objectives were taken-

OBJECTIVE:

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1.) Understand the concept of competency mapping in today’s business environment and
its relevance at MMTC
2.) To develop job descriptions for the various functions (designation wise) to
gain deeper understanding of the requirements at different position.
3.) Establish proficiency levels required for each competency identified for a
particular position.
4.) Develop a competency dictionary.
5.) To develop a competency model as applicable for the various managerial positions
at MMTC.

CHAPTER 5

COMPETENCY MAPPING AT MMTC LIMITED

5.1 CONCEPT OF COMPETENCY IN MMTC

Competency is a very new concept in MMTC .There was no job descriptions and
specifications in the company. So this project acts as a foundation for the company in its
venture into competency based practices.

5.2JOB DESCRIPTIONS AND JOB SPECIFICATIONS

23
What is a job?
A job is a collection of tasks and responsibilities that an employee is responsible to
conduct.

What is a job description?

Job descriptions are lists of the general tasks, or functions, and responsibilities of a
position. Typically, they also include to whom the position reports, specifications such as
the qualifications needed by the person in the job, salary range for the position, etc. Job
descriptions are usually developed by conducting a job analysis.

 Components of job description:

• Job
• Job title
• Job summary
• Duties and responsonsibility
• Working hours
• Work orientation
• Job specifications

 Why job descriptions?

Job descriptions are used especially for advertising to fill an open position, determining
compensation and as a basis for performance reviews.

 How to frame job descriptions?

Job descriptions are framed by conducting job analysis.

 Job analysis:
Job Analysis is a process to identify and determine in detail the particular job duties
and requirements and the relative importance of these duties for a given job. Job Analysis
is a process where judgments are made about data collected on a job.

The Job; not the person An important concept of Job Analysis is that the analysis is
conducted of the Job, not the person. While Job Analysis data may be collected from
incumbents through interviews or questionnaires, the product of the analysis is a
description or specifications of the job, not a description of the person.

Purpose of Job Analysis

The purpose of Job Analysis is to establish and document the 'job relatedness' of
employment procedures such as training, selection, compensation, and performance
appraisal.

Determining training needs

Job Analysis can be used in training/"needs assessment" to identify or develop:

24
 • training content
• assessment tests to measure effectiveness of training
• equipment to be used in delivering the training.
• methods of training (i.e., small group, computer-based, video, classroom...)

Compensation
Job Analysis can be used in compensation to identify or determine:

• skill levels
• compensable job factors
• work environment (e.g., hazards; attention; physical effort)
• responsibilities (e.g., fiscal; supervisory)
• required level of education (indirectly related to salary level)

Selection’
Job Analysis can be used in selection procedures to identify or develop:

• job duties that should be included in advertisements of vacant positions;

• appropriate salary level for the position to help determine what salary should be
offered to a candidate;
• minimum requirements (education and/or experience) for screening applicants;
• interview questions;
• selection tests/instruments (e.g., written tests; oral tests; job simulations);
• applicant appraisal/evaluation forms;
• orientation materials for applicants/new hires

Performance review
Job Analysis can be used in performance review to identify or develop:

• goals and objectives

• performance standards
• evaluation criteria
• length of probationary periods
• duties to be evaluated

A typical method of Job Analysis would be to give the incumbent a simple questionnaire
to identify job duties, responsibilities, equipment used, work relationships, and work
environment. The completed questionnaire would then be used to assist the Job Analyst
who would then conduct an interview of the incumbent(s). A draft of the identified job
duties, responsibilities, equipment, relationships, and work environment would be
reviewed with the supervisor for accuracy. The Job Analyst would then prepare a job
description and/or job specifications.

The method that you may use in Job Analysis will depend on practical concerns such as
type of job, number of jobs, number of incumbents, and location of jobs.

25
What Aspects of a Job Are Analyzed?

Job Analysis should collect information on the following areas:

• Duties and Tasks The basic unit of a job is the performance of specific tasks and
duties. Information to be collected about these items may include: frequency,
duration, effort, skill, complexity, equipment, standards, etc.
• Environment This may have a significant impact on the physical requirements to
be able to perform a job. The work environment may include unpleasant
conditions such as offensive odors and temperature extremes. There may also be
definite risks to the incumbent such as noxious fumes, radioactive substances,
hostile and aggressive people, and dangerous explosives.
• Tools and Equipment Some duties and tasks are performed using specific
equipment and tools. Equipment may include protective clothing. These items
need to be specified in a Job Analysis.
• Relationships Supervision given and received. Relationships with internal or
external people.
• Requirements The knowledge, skills, and abilities (KSA' s) required to perform
the job. While an incumbent may have higher KSA' s than those required for the
job, a Job Analysis typically only states the minimum requirements to perform the
job.

5.3 JOB ANALYSIS AT MMTC:

Purpose

The purpose of job analysis at MMTC was to frame job descriptions for the following
positions of four departments namely—HR, Estate ,Personnel and Administration..

 DGM
 Senior Manager
 Manager
 Deputy manager

Steps

1.) Interview with the employees

2.) A pilot study at the DGM level

3.) Framing of job evaluation form

4.) Conducting the study

5.) Framing of job descriptions

26
1.) Interview:

A face to face interview of the DGM ’s of the HUMAN RESOURCE,

ADMINISTRATION ,ESTATE AND PERSONNEL department was taken to gain an
insight into the working of the departments and to also know about the responsibility
and duties of the DGM’ s.

2.) Pilot study:

On the basis of the interview a job description evaluation form was prepared .The
form was filled by the DGM’s. The feedback on the form was not able to give the
relevant information. It had a number of shortcomings and more over the lengthy
nature of the form made it monotonous. It failed to give the desired response.

3.) Framing of job evaluation form:

So a modified form was prepared which was easy and simple in nature

4.) Conducting the final study:

Then the study was conducted for the following job positions at human resource,
administration, personnel and estate:-Deputy General Manager, Senior Manager,
Manager and Deputy Manager

5.4 STEPS FOR CONDUCTING COMPETENCY MAPPING AT MMTC Limited

The Steps involved in competency mapping with an end result of job evaluation include
the following:

Step 1 : Identify departments for competency profiling:

Here we have to decide and select the departments within the organization which we
would like to include into our study. It is to be noted that departments should be chosen
based on their criticality and importance to the organization .At MMTC LIMITED there
are number departments. For this project four departments have been considered namely
being human resource department, personnel department, administration department and
estate department.

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

Study the organization hierarchy across each of the selected departments. For MMTC
LIMITED hierarchy. For the purpose of the study here we have selected Junior

27
Management (Deputy Manager and Manager) and Middle Management (Sr. Manager and
Deputy General Manager.)

Step 3: Obtain the job descriptions:

For the two levels at every department we obtained each role’s job description and in
cases where they were not available we conducted a detailed interview to derive a job
description.

Step 4: Preparation of semi structured interview:

As one of the tools for collecting information we prepared a list of questions that
would make up a semi structured interview. These questions were put forth
employees at the two levels.

Step 5: Recording of interview details:

The candidate’s answers and opinions were recorded in as much detail as possible for
further reference during the project.

Step 6: Preparation of a list of Skills:

As per the interview and the details that were generated from the candidate, were used to
generate a list of skills observed for the job. Thereon a list of identified competencies was
drawn for each interviewed candidate.

Step 7: Indicate proficiency levels:

Taking one competency level at a time different proficiency levels were indicated. For
the project five levels of proficiency were defined for every competency. Each
proficiency level was defined in term of behavioral indicators.

Step 8: Validate identified competencies and proficiency levels with immediate

superiors and other heads of the concerned department:
Competency definitions were confirmed with respective Head Of Department’s and the
required proficiency levels of each competency that is ideal for each role was obtained
from them. Missing competencies were located

Step9: Preparation of competency dictionary:

A competency dictionary defining competencies and corresponding proficiency levels
for each level across all departments was prepared.

Step 10: Mapping of competencies:

Mapping of competencies of selected employees against the competency dictionary as
per their employee level and department was done. Here an employee’s actual
proficiency level of a particular competency was mapped against the target proficiency
level.

28
5.5 COMPETENCY DICTIONARY

1.) BUSINESS AWARENESS:

Definition: Understanding and utilizing economic, financial, and industry data to

accurately diagnose business strengths and weaknesses, identifying key issues, and
developing strategies and plans.

LEVELS:

29
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Able to Financial Knowledge of Overview of Understanding

continually acumen.(accurate company business. the Industry
identify and knowledge about products.
explore the financial
business resources.)
opportunities
and needs.

2.) BUDGET MANAGEMENT:

Definition: Understanding of the available resources and utilizing them in the best
possible manner by remaining within the amount allotted to do a particular task.

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Has the basic Ability to Capable of Ability to Ability of

understanding assess the framing utilize the utilize the
of expenditures necessary budgets. amount allotted limited
and revenues of expenditures. to the resources in an
the department. department as optimum
planned. manner.

3.) CHANGE ORIENTATION:

Definition: The ability to manage and accept changes.

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Demonstrates Involves Reshapes the Generates Ability to

30
capacity to employee in team to deal innovations and support
identify initiating and with challenges creative ideas innovation and
changes. implementing created by which assist in creativity by
changes. changes. progressing. encouraging
The change staff to accept
process. and resolve
changes.

4.) COMMUNICATION:

Definition: Clearly conveying information and ideas through a variety of media to

individuals or groups in a manner that engages the audience and helps them understand
and retain the message.

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Listening and Speak Is able to Is able to read, Understands

Interpretation, confidently,gives provide write, speak the reasons
establishing clear direct and information in and follow behind other
rapport, specific desired instructions in people’s
understanding message. manner. Is able order to thoughts and
needs. to perform his concerns. Uses
communicate role. this
ideas. understanding
to predict and
prepare for
others'
reactions.

5.) COORDINATION:

Definition: The process of facilitating the flow of work for a purpose or procedure
and the ability to monitor or regulate those procedures and activities.

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Builds Encourages and Develops Creates team Able to

31
effectively team supports information- effectiveness facilitate the
within a colleagues to sharing using people flow of work
function/ achieve goals. networks skills. for a process.
country.

6.) CONTROLLING:

Definition: Control is the process through which standards for performance of

people and processes are set and applied.

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Ability to Keep a check Ability to Ability to Ability to

exercise on the working allocate exercise control convince others
powers. system. decision without on a particular
making compelling course of
authority or employees thus action.
task avoiding
responsibility to employee
others dissent.

7.) DECISION MAKING:

Definition: The capacity to make sound and practical decisions which deal
effectively with the issues and are based on thorough analysis and diagnosis.

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Knowledge of Is capable of Takes proactive Is able to give Takes decisions

32
 and ability to understanding decisions and opinions when mutually based
use effective of various calculate risk collective on the facts.
approaches for scenarios for involved. Is decisions are Accepts
choosing a effective committed to required. delegated
course of decision decisions. authority and
action or decision acts with
developing making. span of control.
appropriate
solutions.

8.) DEVELOPING OTHERS:

Definition: To plan and support the development of others through a

competency based system.

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

The desire and Is able to make Assess Implement Has the

capacity to an objective employee development knowledge of
foster and assessment of training needs programs to development
development of individual’s against set support staffs in procedures.
members of his performance goals. achieving
or her team. performance
goals.

9.) INITIATIVE:

Definition: The capacity to take action independently and to assume responsibility

for one’s action.

LEVELS:

LEVELS 1 LEVELS 2 LEVEL 3 LEVEL 4 LEVEL 5

Takes initiative Challenges the Voice ideas on Able to take Continuously

33
to try out new status quo and business issues prompt action suggests
ideas at his suggest new without to accomplish innovative
work place to ways to prompting, objectives. changes and
improve improve the adopts changes can translate the
process. current system. in work place. innovative
ideas into
concrete
changes.

10.) INTERPERSONAL SKILLS:

Definition: Develop effective relationships with others.

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Ability to Open and Can establish a Shares Cooperates

develop and honest in his rapport wide expertise in with the team,
maintain communication. range .Coaches achieving team get along with
effective and support goals. Can the people.
relationships team. bring people in
with others in achieving team
order to and resolving
encourage and conflict arising
support within.
communication
and teamwork.

11.) INFORMATION MANAGEMENT:

Definition: It is the collection and management of information from one or more

sources and the distribution of that information to one or more audiences.

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

34
Knows what Uses a wide Use existing Develop Collect the right
information is variety of information and systems to information for
needed and networks to resources to its organize and the right time.
whom to collect maximum improve the
approach. information on advantage. quality of
key issues. information and
data collection.

12.) LEADERSHIP:

Definition: Leadership is an interpersonal influence directed towards the

achievement of a goal or goals.

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Recognizes Clear about Assigns Takes Foresee the

conflicts and who should be responsibility to advantage of conflicts and
acts given which different people most tries to
accordingly. tasks? according to opportunities, minimize the
Senses the need Coaches people their capability could do more same before it
to assign duties when required and sets to leverage arises, thus
to people and and open to deadlines for them through takes necessary
delegating. give advice the same. others. steps.
when asked.

13.) MOTIVATION:

Definition: Motivation is a desire to achieve a goal, combined with the energy to

work towards that goal.

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

35
Encourages the Creates and Finds out what To guide. Keeps
employees maintains a motivates employee well
whenever positive employees and informed.
required. environment. tries to provide
it.

14.) PLANNING AND ORGANIZING:

Definition: Establishing courses of action for self and others to ensure that work is
completed efficiently.
LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Diaries Meets Able to assist Is effective in Ability of

appointments deadlines, other team planning the arrange and
and keeps to delivers work members where best balance of assign work to
them on time. on time without necessary to resources use resources
Can prioritize sacrificing formulate including efficiently.
tasks and quality. objectives. human,
recognize the Is a positive Accountable for financial and
difference influence on the preparation and technological to
between urgent use of time in- delivery of meet goals.
and important group meetings plans for an
tasks. - helps maintain activity or
focus. project
undertaken by a
work group or
team.

15.) PROBLEM SOLVING:

Definition: Processes problems into solutions and new opportunities.

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Ability to Determine Work actively Ability to Identifies and

36
identify possible to resolve the handle educates others
problems. solutions. issues. outcomes to focus on
arising out of causes, not
the solutions symptoms, of
suggested and problems and
implemented works co
operatively to
seek solutions.

16.) RETENTION:

Definition: Employee retention is a process in which the employees are encouraged

to remain with the organization for the maximum period of time or until the completion
of the project.
LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Has a basic Able to Ability to Takes actions Create a feeling

understanding understand develop plans and implements of recognition
of employee reasons for to reduce plans to check among the
turnover. employee attrition. attritions employees.
turnover.

17.) RECORD KEEPING:

Definition: Ability to handle documents

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Has a basic Ability to make Can interact Ability to Capable of

understanding entries. with various interpret the keeping up to
of various kinds departments records and date records.

37
of records. and prepare take decisions
records accordingly
accordingly.

18.) STRATEGIC ORIENTATION:

Definition: It is an inclination to formulate strategies with long term objectives..

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Takes a long Identifies gaps Sets targets, Decides on Takes on

term and and seeks to monitors optimum work challenging but
visionary view overcome them. efficiency and approach. achievable
of the direction effectiveness. goals.
to be followed
in the future.

19.) SELECTION:

Definition: selection is a process to choosing the best among st available

alternatives. It is finding right person for the right job.

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Has a basic Ability to Ability to Ability to select Can interact

knowledge of recognize skills screen the right with various
selection and talents candidates and candidate for universities and
procedures around. conduct the suggest
interview. organization. recruitment
trips.
20.) TEAM MANAGEMENT:

Definition: Actively participating as a member of a team to move the team toward

the completion of goals.

LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

38
 Participates Takes in charge Takes action Uses strategies Communicates
willingly with of managing outside daily to promote information
the team by the whole work routine to team about the
doing his/her business and build effectiveness business to
share of the completing it at commitment to across the management
teams' work. the right time. the team as a business such and employees.
Works well focus. Models as providing Actively
within the team teamwork in information to organizes
environment to own behavior. other areas of activities aimed
establish the organization at building team
constructive to help make spirit
ideas or decisions
solutions that collaboratively
meet and sharing
organizational resources to
objective. solve mutual
problems.

21.) TECHNICAL SKILLS:

Definition: These are the skills that are action specific and requires training.
LEVELS:

LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

Performing Working with Demonstrating Working with Possession of

office task. and data and technical or computer knowledge,
numbers. professional technology, to understanding
working with expertise to at use computer and expertise to
the computer as a technology to carry out the
professional ensure a high work
and technical level of effectively.
resource to he efficiency in
organization. accomplishing
work.

CHAPTER 6

RESEARCH METHODOLOGY :

RESEARCH DESIGN : “Descriptive Research”

SAMPLE SIZE :

department Deputy Manager Senior manager Deputy general

39
 manager manager
HR   
ESTATE    
PERSONNEL    

RESEARCH TOOL AND QUESTIONNAIRE

Forms were prepared after consultation with the guide. Several forms were studied on
internet. The was prepared after gaining a clear understanding of the competency
concepts.

The forms were checked by the Industry Guide Mr. S. Bhasker.

ACTION PLAN FOR DATA COLLECTION

Steps to be followed:

Job evaluation

Job analysis.

Framing of job description

Identifying the competencies and framing competency level.

Forming a competency dictionary

Mapping of executive competencies of departments namely HR, Personnel, Estate and

Administration

Finding competencies gap.

Identifying training needs

Acting as a channel for business development.

DATA ANALYSIS:

 SCALE:

• The scale is used for rating competencies.

The scale used is 1-5 rating scale, where 1 is the lowest and 5 is the highest score.

40
  CHARTS

• Chart 1: RADAR CHART

Radar charts are usually used to compare performance of different entities on a same set
of axes. A radar chart graphically shows the size of the gaps among five to ten
organizational performance areas. The chart displays the important categories of
performance and makes visible concentrations of strengths and weaknesses. A radar
chart shows how a team has evaluated a number of organizational performance areas.

In this project radar chart is used to show the competency gaps that exist at a particular
job position.

Present: the competency level that exists in the organization

Requirement: The competency levels that is required for a particular job position

Example:

COMPETENCY ASSESSMENT OF GENERAL SKILLS (ADMINISTRATION)

TEAM WORK
6

INTERPERSONAL 2 COMMUNICATION
PRESENT
0
REQUIREMENT

INFORMATION MANAGEMENT INITIATIVE

• Chart no.2: CORE- SUPPORTING COMPETENCY CHART

• This chart shows the critical and the supporting competencies required at
a particular job position at MMTC LIMITED.

CORE: These are competencies that are essentially required to perform a particular job
function.

SUPPORTING: These are the competencies which facilitate the core competency

• Chart no.3: Competency Assessment Chart:

41
 • This chart shows the competency gaps that has been identified.
Competency gap is the difference that exists between the observed and the
ideal competencies. It shows the area where training is required

CHART NO. 1: RADAR CHART

1.1
JOB TITLE : MANAGER
COMPETENCY TYPE : GENERAL
DEPARTMENT : HUMAN RESOURCE

competency assesment of general skills(Human Resource)

TEAMWORK
6

4
INFORMATION
2 COMMUNICATION
MANAGEMENT Present
0
Requirement

INITIATIVE INTERPERSONAL

1.2 JOB TITLE : MANAGER

COMPETENCY TYPE : GENERAL
DEPARTMENT : PERSONNEL

42
 competency assessment of general skills (PERSONNEL)

TEAM WORK
5
4
3
2
INTERPERSONAL COMMUNICATION
1
present
0
requirement

INFORMATION MANAGEMENT INITIATIVE

1.3

JOB TITLE : MANAGER

COMPETENCY TYPE : GENERAL
DEPARTMENT : ADMINISTRATION

COMPETENCY ASSESSMENT OF GENERAL SKILLS (ADMINISTRATION)

TEAM WORK
6

INTERPERSONAL 2 COMMUNICATION
PRESENT
0
REQUIREMENT

INFORMATION MANAGEMENT INITIATIVE

1.4
JOB TITLE : MANAGER
COMPETENCY TYPE : GENERAL

43
 DEPARTMENT :ESTATE

Competency assessment of general skills(Estate)

DEPARTMENT : ESTATE

TEAMWORK
6
4
INFORMATION MANAGEMENT 2 COMMUNICATION Present
0
Requirement

INITIATIVE INTERPERSONAL

1.5
JOB TITLE : MANAGER
COMPETENCY TYPE : FUNCTIONAL
DEPARTMENT : ESTATE

COMPETENCY ASSESSMENT OF FUNCTIONAL SKILLS (ESTATE)

RECORD KEEPING
6

BUSINESS AWARENESS 2 BUDGET MANAGEMENT

PRESENT
0
REQUIREMENT

PROBLEM SOLVING TECHNICAL

1.6
JOB TITLE : MANAGER
COMPETENCY TYPE : FUNCTIONAL
DEPARTMENT : ADMINISTRATION

44
 COMPETENCY ASSESSMENT OF FUNCTIONAL SKILLS (ADMINISTRATION)

RECORD KEEPING
6

CONTROLLING 2 PLANNING AND ORGANIZING

PRESENT
0
REQUIREMENT

PROBLEM SOLVING TECHNICAL SKILLS

1.7 JOB TITLE : MANAGER

COMPETENCY TYPE : FUNCTIONAL
DEPARTMENT : PERSONNEL

competency assessment of functional skills (Personnel)

BUSINESS AWARENESS
5
4
3
2
COMMUNICATION BUDGET MANAGEMENT
1
0

present
Requirement
SELECTION RETENTION

1.8 JOB TITLE : MANAGER

COMPETENCY TYPE : FUNCTIONAL
DEPARTMENT : HUMAN RESOURCE

45
 competency assessment of functional skills(Human Resource

STRATEGIC ORIENTATION
6

4
CHANGEORIENTATION 2 PLANNINGAND ORGANISING
0
Present
Requirement
PERFORMANCE
MOTIVATION
IMPROVEMENT

1.9 JOB TITLE : DEPUTY GENERAL MANAGER

COMPETENCY TYPE : GENERAL
DEPARTMENT :PERSONNEL

competency assessment of general skills (Personnel)

LEADERSHIP
6

STRATEGIC ORIENTATION 2 TEAM MANAGEMENT present

0 REQUIREMENT

DECISION MAKING INTERPERSONAL

1.10 JOB TITLE : DEPUTY GENERAL MANAGER

COMPETENCY TYPE : GENERAL
DEPARTMENT : HUMAN RESOURCE

46
 competency assessment of general skills(Human Resource)

LEADERSHIP
6

STRATEGIC ORIENTATION 2 TEAM MANAGEMENT

Present
0
Requirement

DECISION MAKING INTERPERSONAL

1.11 JOB TITLE : DEPUTY GENERAL MANAGER

COMPETENCY TYPE : GENERAL
DEPARTMENT : ESTATE
compet ency as s es s ment of general s ki l l s (E s tat e)

LEA D E R SHIP
6

2 TEA M MA NA GEMENT pr es ent

R equi rement
0

STR A TEGIC OR IENTA T ION INTER PER SONA L

1.12 JOB TITLE : DEPUTY GENERAL MANAGER

COMPETENCY TYPE : GENERAL
DEPARTMENT : ADMINISTRATION

47
 Competency assessment of general skills(Administration)

LEADERSHIP
6

4
STRATEGIC
2 TEAM MANGEMANT
ORIENTATION
present
0
REQUIREMENT

DECISION MAKING INTERPERSONAL

1.13
JOB TITLE : DEPUTY GENERAL MANAGER
COMPETENCY TYPE : FUNCTIONAL
DEPARTMENT : PERSONNEL

competency assessment of functional skills (Personnel)

BUSINESS AWARENESS
5
4
3
2
COMMUNICATION BUDGET MANAGEMENT
1
0

present
Requirement
SELECTION RETENTION

1.14 JOB TITLE : DEPUTY GENERAL MANAGER

COMPETENCY TYPE : FUNCTIONAL
DEPARTMENT : HUMAN RESOURCE

48
 competency assessment of functional skills(Human Resource)

PLANNING AND ORGANISING

6

DEVELOPING OTHERS 2 MOTIVATION

Present
0
Requirement

BUSINESS AWARENESS COMMUNICATION

1.15: JOB TITLE : DEPUTY GENERAL MANAGER

COMPETENCY TYPE : FUNCTIONAL
DEPARTMENT : ADMINISTRATION

competency assessment of functional skills (Administration)

TECHNICAL
6

4
PLANNING AND
2 INITIATIVE
ORGANISING
0 present
requirement

CONTROLLING BUDGET MANAGEMENT

1.16
JOB TITLE : DEPUTY GENERAL MANAGER

49
COMPETENCY TYPE : FUNCTIONAL
DEPARTMENT : ESTATE

competency assessment of functional skills (Estate)

BUSINESS AWARENESS
5
4
3
PLANNING AND 2
COORDINATION
ORGANIZING 1 present
0 requirement

BUDGET MANAGEMENT TECHNICAL

CHAPTER 7

50
RESEARCH FINDINGS

The important findings of this study are

1) Identification of competency levels of employees.

2) Discovery of competency gaps.
3) Identification of training needs.
4) A step towards succession planning by identifying their KPA’s and rating
their performance.

Visit
hrmba.blogspot.com
allmbastuff.blogspot.com
for moreproject reports, notes etc.

CHAPTER 8

51
SUMMARY AND CONCLUSION

In the present chapter investigator would like to give a summary and conclusions of the
obtained results

. After a thorough study of the topic following objectives were framed:

1.) To develop job descriptions for the various functions (designation wise)

2.) To identify the KPA’S (Key Performance Areas) of the desired levels
In four departments

3.) Develop a competency dictionary

4.) Establish proficiency levels required for each competency identified for a particular
position.

5.) To develop a competency model as applicable for the various managerial positions at
MMTC
6.) To prepare the employees for succession plan by improving their KPA’s through
proper training.

For framing job descriptions and specifications data was obtained from employees with
the help of carefully structured forms. After obtaining the data from the sample of
employees, the data was carefully analyzed and job descriptions and specifications were
framed.

After framing the job description and specification a competency framework was
developed for each job position under study .There were 10 competencies for each job
position. Out of these 10 competencies 5 were the general competencies that was
common to all the four departments (Human Resource Development, Estate, Personnel
and Administration) and 5 were the functional competencies which was department
specific. A five point scale was developed to rate the competencies and determine the
levels.

It was found that training is required in all the four departments at every level. The details
about the people who require training is given in the following chart.

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PEOPLE WHO REQUIRE TRAINING IN GENERAL SKILLS:

DEPARTMENT LEVELS COMPETENCY COMPETENCY NAME

TYPE
 Deputy General General  Interpersonal
PERSONNEL Manger/Senior
Manager

 Deputy  Strategic
Manager/Manager Orientation
 Team
Management
 Leadership
HUMAN RESOURCE  Deputy General General  Team Work
DEVELOPMENT Manger/Senior  Initiative
Manager

 Deputy  Interpersonal
Manager/Manager  Strategic
Orientation

 Deputy General General  Team Work

ADMINISTRATION Manger/Senior  Communication
Manager

 Deputy  Team
manager/Manager Management

 Deputy General General  Information

ESTATE Manager/Senior Management
Manager  Initiative

 Deputy  Leadership
Manager/Manager  Team
Management
 Interpersonal
 Decision Making
 Strategic
Orientation

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PEOPLE WHO REQUIRE TRAINING IN FUNCTIONAL SKIILS:

DEPARTMENT LEVELS COMPETENCY COMPETENCY

TYPE NAME
 Deputy General Functional  Selection
PERSONNEL Manger/Senior
Manager
 Deputy  Retention
Manager/Manager

HUMAN RESOURCE  Deputy General Functional  Planning and

DEVELOPMENT Manger/Senior Organizing
Manager  Communicatio
n
 Business
Awareness

 Deputy  Planning And

Manager/Manager Organizing
 Performance
Improvement
 Motivation
 Change
Orientation
 Deputy General Functional  Planning and
ADMINISTRATION Manger/Senior Organizing
Manager  Controlling

 Problem
 Deputy Solving
manager/Manager
 Planning and
Organizing

 Record
Keeping

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  Controlling
 Deputy General Functional  Coordination
ESTATE Manager/Senior
Manager

 Deputy
Manager/Manager

Recommended Direction For Future Research In Competency Mapping

It would be useful to direct future research on the following lines:

• Attempt to overcome the limitations based on a Job-Organization-Environment in

the context of time approach to mapping future ready competencies. This method
is called JOE (T) method. The method seeks to

 To take a comprehensive view the role of job characteristics,

organizational finger prints and impact of environment on the
organization.
 Consider elements of future roles of the organization.

• Objectively assigning priorities (or weights) to various impacting behaviors of a

competency based organization finger print.
• Balancing weights to be given to current and future focused competencies in
different environmental contexts.

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55
BIBLIOGRAPHY

REFERENCES

INTERNET

Search engines GOOLGE and YAHOO.

WORKSHOP:

A workshop on Competency Mapping held at MMTC Limited conducted by Mr.R.K.

Mohanty (Consultant)

BOOKS

Competency Mapping Education Kit module 3 and 4-T V Rao

Handbook Of Competency Mapping - Seema Sangi

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