Talent Management project On Competency modeling in IT industry
Guided By: (DR. GANESH SINGH)
Submitted By: Faraz Khan Kanika Sharma Pratibha Yadav Rahul Pandey Soumyani Chatterjee
IILM Graduate School of Management 16, Knowledge Park II, Greater Noida-201 306
1
ACKNOWLEGDEMENT
It is our privilege to take the opportunity to thanks all those who have directly or indirectly helped us in the completion of this present Project work. We are are del delig igh hted ted to thanks anks DR forr his his ab able le DR.G .GAN ANES ESH H SING SINGH H fo guidance, constructive criticism and generous help throughout project. We would also like to express our appreciation for the encou en courag rageme ement nt and direc directt assist assistanc ance, e, excell excellen entt cooper cooperati ation, on, valuable suggestion and help given by him at every step of our project. Words fail to express our humble gratitude and profound regards to our Parents for their affectionate encouragement and blessingwhich always being a source of inspiration for us without which, it could not have been possible to achieve the objective.
Content 1.
COMPETENCY A competency is an underlying characte characteristic ristic of a person, which enables him to deliver superior performance in a given job, role or a situation. This characteristic may be called an ‘attribute bundle’, consisting of knowledge, ski kill lls, s, traits aits,, socia ociall role, ole, self elf-i -im mage and motive tive.. The ‘un und derly erlyin ing g chara cha racte cteris ristic tic’, ’, ma manif nifest ests s its itself elf in the for form m of be behav haviou iour, r, wh which ich hel helps ps identification and measurement of the competency. This is a competency era. It is beyond doubt that it is beneficial and cost effec eff ectiv tive, e, to hav have e co compe mpete tent nt pe peop ople le to occ occupy upy hig highe her-l r-leve evell po posit sition ions. s. Alternatively,, Competency also refers to the intellectual, managerial, social Alternatively and emotional competency. There are two basic levels of competencies: technical and behavioural. The fir first st level, level, Tec Techn hnica icall Co Comp mpete etenci ncies es ar are e predo predomi minat nately ely abo about ut acq acquir uired ed knowledge and technical abilities and skills. These competencies are often easier to see, train for and develop. Examples of technical competencies include knowledge of applicable legislation and case law, knowledge of valuation methodology. The second level of competencies is Behavioural Competencies, such as communication skills or team member skills. These competencies can be harder to see and develop but are key indicators of how an individual approaches his/her work.
The Eleven Identified Competencies Deduced From Several Studies Are As Detailed Below Technical Knowledge
1. Legal & Legislation 2. Appraisal 3. Systems Thinking Skills
4. Analytical Thinking and Judgment 5. Planning & Organizing Personal/Professional Effectiveness
6. Communications Skills 7. Innovation & Change Management 8. Customer Focus 9. Professional Conduct Team Skills
10. Team Member Skills 11. Team Leadership Skills
THE TH E FIVE FIVE TYPE TYPES S OF COMP COMPET ETEN ENCY CY CHAR CHARAC ACTE TERI RIST STIC ICS S ARE AS BELOW 1. Motives: The things a person consistently thinks about or wants that
cause action. Motives “drive, direct, and select” behavior toward certain actions or goals and away from others.E.g. Achievement-motivated people consistently set challenging goals for themselves and use feedback to do better. 2. Traits:Physical characteristics and consistent response to situation or
info inform rmat atio ion. n. E.g. E.g. re reac acti tion on time time and and go good od ey eyes esig ight ht are are ph phys ysic ical al trai traitt competencies of combat pilots. 3. Self-concept and values: A person’s attitude, values, or self-image.
E.g.. Self-c E.g Self-conf onfide idence nce,, a pe perso rson’s n’s be belie lieff tha thatt he ca can n be eff effect ective ive in any situation is a part of that person’s concept of self. 4. Knowledge:Information a person has in specific content areas 5. Skill:The ability to perform a certain physical or mental task.
Many organizations in India and abroad are channeling their efforts to mapping competencies and implementing assessment and development centers.
THE DIFFERENT CATEGORIES OF COMPETENCIES Generic Competencies
Competencies which are considered essential for all employees, regardless of their their fun functi ction on or lev level. el. - Co Comm mmuni unica catio tion, n, tea teamwo mwork, rk, res result ult ori orient ented ed,, interpersonal. Managerial Competencies
Comp Co mpet eten enci cies es wh whic ich h ar are e co cons nsid ider ered ed es esse sent ntia iall for for em empl ploy oyee ees s wi with th managerial or supervisory responsibility in any functional area including directors and senior posts – Management skills, team player, people skills. Technical / Functional
Specific Competencies which are considered essential to perform any job in the organization within a defined technical or functional area of work. – Business awareness/domain knowledge, presentation, analytical thinking, st stra rate tegi gic c th thin inke ker, r, pr prob oble lem m so solv lvin ing, g, list listen enin ing g sk skilills ls,, bu busi sine ness ss wr writ itin ing, g, leadership & credibility, planning & organizing, initiative & creativity Differentiating competencies
Competencies that mostly differentiate superior performers from mediocre performers - Results orientation, influence, and initiative. Threshold competencies
Competencies in which a minimum level of proficiency is required for job succes suc cess, s, but but a hig highe herr level level of pro profic ficien iency cy is no nott hig highly hly cor correl relate ated d wit with h
sup upe erio iorr
perf rfo orma rmanc nce. e.
Thre resh sho old
com omp peten enci cies es
how owev ever er
do
differentiate superior from average performers. Transformation competencies
Competencies at which managers and employees are generally weak, which if improved will most likely to result in improved performance.
not
COMPETENCY MAPPING Compe Com peten tency cy mappi mapping ng is a proces process s thr throu ough gh whi which ch on one e ass assess esses es an and d determines one’s strengths as an individual worker and in some cases, as part pa rt of an orga organi niza zati tion on.. It ge gene nera ralllly y exam examin ines es tw two o area areas: s: em emot otio iona nall intelligence or emotional quotient (EQ), and strengths of the individual in area areas s lilike ke te team am stru struct ctur ure, e, lead leader ersh ship ip,, an and d de deci cisi sion on-m -mak akin ing. g. La Larg rge e organiza org anization tions s frequen frequently tly emp employ loy some form of com compete petency ncy mapp mapping ing to understand how to most effectively employ the competencies of strengths of work worker ers. s. Th They ey may may also also use use comp compet eten ency cy ma mapp ppin ing g to an anal alyz yze e the the combination of strengths in different workers to produce the most effective teams and the highest quality work. It is also also de defi fine ned d as a pr proc oces ess s of iden identi tify fyin ing g ke key y co comp mpet eten enci cies es for for a particular position in an organization, and then using it for job-evaluation, re recr crui uitm tmen ent, t,
tr trai aini ning ng
an and d
de deve velo lopm pmen ent, t,
pe perf rfor orma manc nce e
ma mana nage geme ment nt,,
succes suc cessio sion n pla planni nning, ng, et etc. c. "T "The he compet competenc ency y frame framewo work rk se serve rves s as the the bedrock for all HR applications. As a result of competency mapping, all the HR processes like talent induction, management development, appraisals and training yield much better results," states well-known HR consultant Ullhas Pagey.
TECHNIQUES USED IN COMPETENCY MAPPING
HISTORICAL APPROACHES TO COMPETENCY MAPPING
Competencies Competen cies are derived from specific job families within the organization and are often grouped around categories, such as strategy, relationships, innovation,, leadership innovation leadership,, risk-taking risk-taking,, decision-ma decision-making, king, emotional intelligence intelligence,, etc. “Job “Jo b eval evaluati uation” on” bas based ed compete competency ncy mappin mapping g inc includ lude e the fol follow lowing ing
steps:
Conduct a job analysis by asking incumbents to complete a Role Prof Pr ofil ile e Que uest stio ionn nna air ire e – The pri rim mary go goa al, is to gathe ther from rom incum inc umbe bents nts what what the they y feel feel ar are e the key be behav haviou iours rs ne neces cessar sary, y, to perform their respective goals.
Using the results of the job analysis, we develop a competency based job description. description.
With a competency based job description, we begin mapping the comp co mpet eten enci cies es th thro roug ugho hout ut th the e hu huma man n reso resour urce ce proc proces esse ses. s. Th The e competencies of the respective job description becomes the factors for assessment on performance evaluation
By taking the competency mapping one step further, we use the results of the evaluation, to identify in what competency individuals need additional development development or training. This will help in focusing the training needs on the goals of the position and company and help employees develop, toward the ultimate success of the organization
Role e Pro Profil filing ing/Jo /Job b Ana Analys lysis is Tool Tools s ” – It he “Rol help lps s co comp mpan anie ies s to ex extr trac actt
knowledge of core competency requirements from internal experts, and allows the company to have any number of job expert raters to contribute ratings on a standard competency scale for any job title or position. “Experts Panel” – In this method, a panel of experts (superior performers, immediate supervisors, consultants, HR managers) is constituted and are asked to brainstorm about the knowledge, skill, attitude, self-concept, and motivation required of people for superior performance of a particular job. This panel after detailed deliberation deliberation for a few hours and in some cases for a couple of days will list out the competency requirements. “360 ° multi-rater feedback ” – Such surveys allow employees to rate themselves on global competencies and specific behaviours. Predefined groups of supervisors, peers, direct reports, or customers who perform ratings of persons on the same items, with the resulting report provide a detailed analysis of self- other gaps in perceived competency behaviours. Behavi aviour oural al Event Event Int Intervi erview ew” – Be “Beh Beha havi viou oura rall Ev Even entt Inte Interv rvie iew w (B (BEI EI))
basically intends to find out what people really do instead of hearing the stories about what they wanted to do or what they propose to do. In other words BEI finds out the knowledge, skill, motives, traits, and self-concept from their behavioural actions, which are verifiable, rather than through abstract explanations. The BEI method includes Thematic Apperception Test (TAT) probes, which yield data about the interviewees’ personality and cognitive style like what they think about, feel and want to accomplish in deal de alin ing g wi with th th the e situ situat atio ion. n. Th This is en enab able les s inte interv rvie iewe wers rs to mea easu sure re
competencies such as achievement motivation or logical ways of thinking and solving problems. “Critical Incident Technique ” – The Critical Incident Technique (CIT) was developed by John Flanagan, to identify behaviour that contributes to the success or failure of individuals or organizations in specific situations. To analyze a situation using CIT, a researcher first asks people familiar with the situation for a recent example of effective or ineffective behaviour that is is,, a cr crit itic ical al in inci cide dent nt.. The hen n it is de dete term rmin ined ed from from an answ swer ers s to so some me questions, which identifies themes represented by the incidents, and asks ot othe herr invo involv lved ed pa part rtie ies s to so sort rt th the e inci incide dent nts s into into prop propos osed ed co cont nten entt dimensions. The CIT is a method for evaluating systems in functioning work wo rk envi enviro ronm nmen ents ts.. It re relilies es on th the e idea idea that that crit critic ical al inci incide dent nts s wi willll be memo me mora rabl ble, e, maki making ng th thei eirr ca capt ptur ure e poss possib ible le eith either er thro throug ugh h inte interv rvie iew, w, observation, or self-reporting. Method d” – In the survey method, the HR department or the “Survey Metho
consultants based on their understanding of the job roles will prepare a questionnaire containing various competencies. The questionnaires will be then distributed to the role holders, their supervisors and any other persons (like HR profession professionals als and consultan consultants) ts) who are thoroughly knowledgeabl knowledgeable e about abo ut the conce concerne rned d job rol roles. es. Th The e infor informat mation ion col collec lected ted throu through gh the ques qu esti tion onna nair ire e is th then en an anal alyz yzed ed us usin ing g desc descri ript ptiv ive e stat statis isti tica call tool tools s to determine the core competencies required for successful performance of the said job. Repertory ry Grid” – Ge “Reperto Geor orge ge Alex Alexan ande derr Ke Kelllly y wa was s bo born rn in (190 (19055-19 1967 67))
Kansas, U.S.A.
In 1955 1955,, the two-vol two-volum ume e work, work, The Psychology of Personal Constructs, (PCT) was published and gained immediate recognition as a unique and majo ma jorr deve develo lopm pmen entt in th the e stud study y of pe pers rson onal alit ity. y. In 19 1965 65 he mo move ved d to Bran Br andi dies es Univ Univer ersi sity ty wh whe ere he wa was s ap appo poin inte ted d to the the Ri Rikl klis is Ch Chai airr of Beha Be havi viou oura rall Scie Scienc nce. e. Ev Even en to toda day y no read readin ing g in pe pers rson onal alit ity y theo theory ry is complete without the theory of personal constructs developed by Kelly. The key points of PCT to remember are:
Perce Per cepti ption ons s inf influe luence nce ex expec pectat tation ions, s, and ex expec pectat tation ions s inf influe luence nce perceptions.
The medium through which this happens is known as the construct
system. Cons Co nstr truc uctt sy syst stem ems s ar are e uniq uniqu ue to the the indi indivi vidu dual al an and d de deve velo lop p throughoutt life. throughou
Repertory Grid will help to draw out and make explicit the expertise that every manager has, and help lay out their problems in such a way that solutions may become more obvious. It allows the interviewer to get a mental map of how the interviewee views the world, and to write this map with the minimum of observer bias. Kelly’s practice is then not to have this map ma p ‘int ‘inter erpr pret eted ed’’ by an ex expe pert rt,, wh who o judg judges es wh wher ere e the the prob proble lems ms an and d st stre ress sses es are; are; ra rath ther er Ke Kelllly’ y’s s ap appr proa oach ch is to disc discus uss s the the ma map p wi with th the the interviewee, interviewe e, to talk about things that perhaps the interviewee had not faced about himself before, to discuss with the interviewee the survival value of that particular map as a means of navigating around his or her life-space.
In the repertory grid process the respondents will identify a set of superior performers performe rs and another group of ineffective performers. They to justify their identification of people will identify a set of variables:
Knowledge
Skill
Attitude
Ethic
Self Concept
Appearance, Appearanc e, etc
Which are associated with superior and average performers. It is difficult to suggest which method is more useful or more accurate. Some methods are easy to use but quality of data may be inadequate. Some So me ot othe hers rs may may yiel yield d su supe peri rior or qu qual alit ity y da data ta bu butt ex expe pens nsiv ive e an and d time time consuming. Certain methods and tools are such that they cannot be used in all the cases. Some jobs may require the use of more than one method or tool for their mapping.
HOW DO COMPETENCIES RELATE TO INDIVIDUAL CAREER DEVELOPMENT? First and foremost, competencies must be demonstrated by individuals. Perhaps the most common place where they are demonstrated is within the scope of a particular job or project involvement. One of the first encounters with competencies for most individuals is in securi sec uring ng em emplo ployme yment nt with with a ne new w organi organiza zatio tion. n. Org Organi anizat zation ions s that that are are purposefully using cutting-edge methods to choose talent for positions or proj rojec ectt
role les s are engag gagin ing g
in
what is call alled “co com mpeten etency cy-b -bas ased ed
interviewing and selection”. These interviewing and selection methods are being bei ng use used d no nott onl only y for hir hiring ing ext extern ernal al ap appli plican cants, ts, bu butt also also for for sta staffi ffing ng internal roles, as described later in this article. Many organizations that use competency-based interviewing and selection are also later using the same competencies to assess performance, to encou enc ourag rage e fu futur ture e develo developm pmen entt pla plans ns from from indivi individua duals, ls, and to plan plan for succession in the organizatio organization. n. Therefore, the individual employees in such an orga rganiza nizati tio on will ill have an ongo goin ing g need to use and map their heir competencies.
WHY SHOULD INDIVIDUAL EMPLOYEES MAP THEIR COMPETENCIES?
A list of compelling compelling rea reasons sons include includes, s, at a mi minimum, nimum, the following. A An n individual:
Gains a clearer sense of true marketability in today’s job market; once the individual knows how his/her competencies compare to those that are asked for by the job market in key positions of interest.
Demonstrates self-confidence that comes from knowing one’s competitive advantages more convincingly, and from being able to articulate those advantages in specific language.
Secures essential input to resume development - a set of important terms to use in describing expertise derived from prior career experience.
Gains advanced preparation for interviews, many of which may be delivered using a competency-based approach called “structured behavioral interviewing” or “behavioral event interviewing.
Develops the capability to compare one’s actual competencies to an organization or position’s required/preferred competencies, in order to create an Individual Development Plan.
Support specific and objective assessment of their strengths, and specify targeted areas for professional development.
Provide development tools and methods for enhancing their skills. Provide the basis for a more objective dialogue with their manager or team about performance, development, and career-related issues .
Building Your Competency Model The steps to building a Competency Model include:
Step 1: Understand the Competency Library. Step 2: Develop position description/s for your targeted classification/s. Step 3: Identify the competencies that the superior performers in the classification possess. Step 4: Validate the competencies identified in Step 3. Step 5: Reconcile the validation results with those obtained in Step 3. Step 6: Review and finalize the results of Step 5 with the executive leadership team.
Step 1: Understand the Competency Library
In this step, your agency’s Human Resources Manager and other key HR staff will become familiar with the Competency Model and the Competency Library.
The Competency Library includes 34 competencies that might be appropriate for a Competency Model for a specific classification or family of classifications. Most of them describe characteristics that are desirable in any job. However, the purpose of constructing your Competency Model is to identify the set of critical competenciesthat distinguish superior performance in your target classification/s.
Competency Library Action Oriented
Consistently maintains maintains high levels of activity or productivity; sustains long working hours when necessary, works with vigor, effectiveness and determination over a sustained period. Adaptability (Do not use with Facilitating Change.)
Adapts well to to changes in assignm assignments ents and pr priorities; iorities; ad adapts apts beha behavior vior or work methods in response to new information, changing conditions, or unexpected obstacles; approaches change positively and adjusts behaviors accordingly. Applied Learning (Do not use with Continuous Learning and Professional Development.)
Able to learn learn and pro properly perly apply new job-re job-related lated info information rmation in a timely manner. Has the ability to absorb and comprehend job-related information from formal training and other formal and informal learning experiences . Building Trust
Interact with others in a way that gives them confidence in one’s motives and representations and those of the organization. Is seen as direct and truthful; keeps confidences, promises, and commitments. Coaching
Providing timely guidance and feedback to help others strengthen knowledge/skills areas needed to accomplish a task or solve a problem. Collaboration
Builds constructive working relationships with clients/customers, other work units, community organizations and others to meet mutual goals and objectives. Behaves professionally and supportively when working with individuals from a variety of ethnic, social and educational backgrounds. Communication
Clearly conveys and receives information and ideas through a variety of media to individuals or groups in a manner that engages the listener, helps them understand and retain the message, and invites response and feedback. Keeps others informed as appropriate. Demonstrates good written, oral, and listening skills Conflict Management
Uses appropriate interpersonal styles and techniques to reduce tension and/or conflict between two or more people; able to size up situations quickly; able to identify common interests; facilitates resolution. Continuous Learning and Professional Development (Do not use with Applied Learning)
Is committed to developing professionally, attends professional conferences, focuses on best practices, values cutting-edge practices and approaches; takes advantage of a variety of learning activities, introduces newly gained knowledge and skills on the job. Cultural Competence
Cultivates opportunities through diverse people; respects and relates well to people from varied backgrounds, understands diverse worldviews, and is sensitive to group differences; sees diversity as an opportunit opportunity, y, challenges bias and intolerance. Customer/Client Focus
Makes customers/clients and their needs a primary focus of one’s actions; shows interest in and understanding of the needs and expectations of internal and external customers (including direct reports); gains customer trust and respect; meets or exceeds customer expectations Decision Making/Problem Solving
Breaks down problems into components and recognizes interrelationships; makes sound, well-informed, and objective decisions. Compares data, information, and input from a variety of sources to draw conclusions; takes action that is consistent with available facts, constraints, and probable consequences. Delegating Responsibility
Comfortably delegates responsibilities, tasks, and decisions; appropriately trusts others to perform; provides support without removing responsibility. Developing Others (non-supervisory relationship; supervisors use Guiding and Developing Staff)
Helps plan and supports the development of individuals’ skills and abilities so that they can fulfill current of future job/role responsibilities more effectively. Facilitating Change (Do not use with Adaptability.)
Facilitates the implementation and acceptance of change within the workplace; encourages others to seek opportunities for different and innovative approaches to addressing problems and opportunities. Follow-up
Monitors the work of direct reports to insure quality standards and thoroughness; considers the knowledge, experience, and skill of staff members when determining extent of review. Formal Presentation Skills
Effectively presents ideas, information and materials to individuals and groups. Effectively prepares and provides structured delivery; facilitates workshops or meetings in a structured manner, can facilitate and manage group process. Guiding and Developing Staff (supervisory competency: nonsupervisors use Developing Others)
Focuses and guiding others in accomplishing work objectives; rewards and recognizes others, others, both formally and informally, in ways that motivate them. Sets high performance expectations for team members; sets clear performance expectations and objectives; holds others accountable for achieving results. results. Successfully find finds s resources resources,, training, tool tools, s, etc. to support staff needs. Works with staff to create developmental opportunities to expand knowledge and skill level; provides effective feedback and guidance for career development. Influence
Uses appropriate interpersonal skills and techniques to gain acceptance for ideas or solutions. Uses influencing strategies to gain genuine agreements; Seeks to persuade rather than force solutions or impose decisions or regulations. Initiative
Takes action without being asked or required to; achieves goals beyond job requirements; being proactive; taking prompt action to accomplish objectives.
Innovation
Uses creativity and imagination to develop new insights into situations and applies new solutions to problems. Comes up with new a and nd unique ideas. Managing Work (supervisory competency: non-supervisors use Planning and Organizing)
Shows ability to plan, schedule, direct work of self and others; balances task requirements and individual abilities; organizes materials to accomplish tasks; sets challenging yet achievable goals for self and others. Negotiation
Effectively exploring alternatives and positions to reach agreements and solutions that gain the support and acceptance of all parties. Planning and Organizing (non-supervisory competency: supervisors use Managing Work)
Organizes work, sets priorities, and determines resources requirements; determines necessary sequence of activities needed to achieve goals. Quality Orientation
Monitors and checks work to meet quality standards; demonstrates a high level of care and thoroughness; checks work to ensure completeness and accuracy. Risk Taking
Seeks opportunities opportunities and calculates risks to accomplish results that can lead to substantial benefit knowing the real possibility of significant negative consequences. Safety Awareness
Being aware of conditions and circ*mstances that affect one’s own safety or the safety of direct reports. Strategic Focus
Understands how an organization must change in light of internal and external trends and influences; keeps the big, long range picture in mind; builds a shared long-range organizational vision with others. Committed to course of action to achieve long-range goals and influences others to translate vision into action. Stress Tolerance
Maintains effective performance under pressure; handling stress in a manner that is acceptable to others and to the organization. Team Leadership (supervisory competency: non-supervisors use Teamwork)
Communicates a vision and inspires motivation; engages with others (directreports and peers) in team process to solve problems; works to find a win/win resolution of differences; is aware of how management style impacts staff productivity and development; modifies leadership style to meet situational requirements; helps team stay focused on major goals while managing within a context of multiple directives. Teamwork (non-supervisory competency: supervisors use Team Leadership)
Participates as an active and contributing member of a team to achieve team goals. Works cooperatively with other team members, involves others, shares information as appropriate, and shares credit for team accomplishments. Technical/Professional Knowledge and Skills
Possesses, acquires, and maintains the technical/professional expertise required to do the job effectively and to create client/customer solutions. Technical/professional expertise is demonstrated through problem solving, applying professional judgment, and competent performance. Visionary Leadership
Keeps the organization’s mission, vision, and values at the forefront of employee decision making and actions; ensures alignment of organization’s strategic plan and agency practices with vision, mission and values. Work Standards
Sets high standards and well-defined, realistic goals for one’s self; displays a high level of effort and commitment towards completing assignments in a timely manner; works with minimal supervisor; is motivated to achieve.
Step 2: Analyze and Develop Position Description/s
In this step, development and/or updation of the position description/s for the targeted classification/ classification/s s are done Having complete, accurate and upto-date the targeted job/s provides a solid foundation for buildingdescriptions Competencyfor Model.
Step 3: Identify Competencies
In this step, use of focus groups to identify and rank the competencies that the superior performers in your targeted classification possess.
Have separate focus groups for the employees and the supervisors/managers to foster an environment of open discussion. Make the focus groups as diverse as possible.
In large organizations, have three or four focus groups for each classification (or classificatio classification n family). Have two facilitators for each focus group – one to lead the discussion and one to observe and take notes. Limit the size of each focus group to eight to twelve participants.
Step 4: Validate Competencies
In this step, you’ll validate the list of competencies and rankings obtained in your focus group meetings. Step 5: Reconcile Competency Results
In this step, the results obtained from two sets of focus group meetings are reconciled . Step 6: Executive Review and Finalization
In this step, the competencies for the targeted job/s with the leadership team get reviewed and get final approval.
Indian IT Industry
In India, the software software boom started some somewher where e in the late 1990s 1990s.. The profile of the Indian IT Services has been undergoing a change in the last few years, partly as it moves up the value chain and partly as resp respon onse se to th the e isma mark rket et dyna dy nami mics cs.. Theamarket competition forcing organizations to cut down on costs of pro produ ducts cts.. Th The e pr profe ofessi ssiona onall IT servic services es on the oth other er han hand d are are becom be coming ing inc incre reasi asingl ngly y exp expen ensiv sive. e. Des Despit pite e the glo global bal ec econo onomic mic slowdown, the Indian IT software and services industry is maintaining a steady pace of growth. India’s most prized resource is its readily available technical work force. India has the second largest Englishspeaking scientific professionals professionals in the world, second only to the U.S. It is estimated that India has over 4 million technical workers, over 1,832 educational institutions and polytechnics, which train more than 67,785 computer software professionals every year. The enormous base ba se of skille skilled d ma manpo npowe werr is a ma major jor draw for for global global cust custome omers. rs. . IT Sector - Top Players S. NO.
Companies
1.
TCS TCS
2.
Infosys Infosys
3.
Wipro Wipro
4.
HP HP
5.
IBM IBM
6.
Satyam Satyam
7.
HCL HCL
8.
Patni Patni
9.
Polaris Polaris
10.
Cisco Cisco
Advances in Informatio Information n Technol Technology ogy and In Information formation Systems del delivery ivery over the past decades have restructured industries and created enormous value. Interestingly however, research shows companies traditionally have a very difficult time capturing the value from their investment. Any surplus created by these improvements is often competed away and given back to customers. Decision makers are focused on demonstrating that information Technology expenditures result in positive net returns to the company. IT managers are faced with a fundamental question: How does the organization use Information Technology to create sustainable competitive advantage and capture value in its industry? This thesis proposes a framework, the Core Competency Model, to help companies think about Information Services strategy and Information Technology deployment. Instead of seeking to create competitive advantage through IT investment alone, it introduces the concept of core competencies. IT resources can be quickly duplicated by competitors, as has been shown in the research.
Core competencies, the complex blending of unique resources and capabilities, are much more difficult to duplicate and form the basis for true sustainable competitive advantage. At its heart, the Core Competency Model suggests that the role of the IS group is to support the formation and enhancement of the organization's core competencies. It further identifies several capabilities and resources that the IS group must possess to fully support the core competencies of the enterprise. This model, if truly utilized, would change the nature
of a company's internal dialog on IT spending. Debate over which business units should get which IT resources would be replaced with discussion of the strategic direction and core competencies of the company. Decisions concerning IS resource allocation and IT spending would follow very naturally from this discussion. The Core Competency Model provides a framework for this dialog, beginning with the strategic identification of core competencies, and ending with the tactical analysis of the Information Systems group's capabilities and resources
ITAA Releases IT Competency Model The Information Technology Association of America (ITAA) is the premier IT and electronics industry association working to maintain America’s role role as the world’s inno innovation vation hea headquarters dquarters.. ITAA offer offers s the industry’s only grassroots-to-global network, carrying the voice of IT to companies, markets and governments at the local, state, national and international levels to facilitate growth and advocacy. Arlington, VA VA – The In Information formation T Technology echnology Association of America (ITAA) and the U.S. Department of Labor’s Employment and Training Administration Administrat ion (DOL/ET (DOL/ETA) A) have lau launched nched a new new inform information ation technology (IT) competency model to help individuals prepare for job opportunities in the technology industry. “We now have a common language for the dialogue between the educators and executives who are working together to rebuild the talent pipeline,” said ITAA President and CEO Phil Bond. The model provides a clear description of the knowledge, skills, and abilities necessary to perform well in IT professions. In India however competency development and mapping still remains an unexplored process in most IT organisations despite the growing level of awareness. After all, Level 3 of PCMM is focused on the competency framework in an organisation. Is the underlying principle of competency mapping just about finding the right people for the right job? The issue is much more complex than it appears, and most HR departments have been
struggling to formulate the right framework for their organisation. The competency movement has caught on much better in the non-IT sector than the IT sector. Only a few IT organisations which are at the higher end of the HR value chain are known to be doing some work in this area; most are more busy handling recruitment and compensation-related matters. "Unless managements and HR heads have holistic expectations from their HR departments, the competency movement is unlikely to succeed as it requires lot of time, dedication and money,adds an hr personnel, pointing out that before an organisation embarks on this journey it has to be very clear about the business goals, capability-building imperatives and core competencies of the organisation. The competency mapping process needs to be strongly integrated with these aspects.
At Zensar and L&T Infotech Lynette D'Silva, manager, learning & development, HR, Zensar Technologies, points out that competency mapping helps identify the success criteria (i.e. behavioural standards of performance excellence) required for individuals to be successful in their roles. It helps to:
Support specific and objective assessment of their strengths, and specify targeted areas for professional development. Provide development tools and methods for enhancing their skills. Provide the basis for a more objective dialogue with their manager or team about performance, development, and career-related issues.
"If an individual is able to discuss the above with his manager, it will help him to chalk out his growth perspectives in the company," states D'Silva.
As a Comp resul etenc tcom of pete ncy map ping, all the HR proc
y mappi ng helps identif y the succe ss criteri a
Zensar has a behavioural competency model which is based on various job roles in the organisation. D'Silva describes the process of implementation:
Having defined the various job roles, a focused study was initiated where job role holders were interviewed on the critical incident method and the data of success-critical factors was collated. The job roles and deliverables were finalised on the basis of the competencies derived from the data. This data was further analysed, and on the basis of this competencies that had an impact on the job roles and deliverables were finalised. After identifying the competencies, competencies, a job analysis exerci exe rcise se wa was s carrie carried d ou outt wh where ere the im impor portan tance ce level of every competency was ascertained before freezing the competency model.
esse requir s like ed for For team leaders and project managers, the company talen indivi also lso runs de deve velo lop pmen entt ce cen ntre tres in-h in-ho ouse se;; here, re, duals t individu indi viduals als are prof profiled iled on beha behaviou vioural ral comp competen etencies cies induc to be re req quire uired d fo forr th thei eirr po posi siti tion on.. "T "Thi his s proc proces ess s crea create tes s tion, succe awareness in the individual about his behavioural traits appr ssful in detail, and helps him chalk out an individual aisal in development plan. Development centres help map an their s indi indivi vidu dual al's 's po pote tent ntia ial, l, wh whic ich h is us usef eful ul to bo both th the the indivi vidu dual al and and th the e or orga gani nisa sati tion on.. All All ma mana nage geme ment nt and roles indi traini deve velo lop pme ment nt pr prog ogra ram mmes mes are are also also fine fine-t -tun uned ed to Lynett de ng addre ad dress ss the sp speci ecific fic co comp mpete etency ncy ne needs eds at dif differ ferent ent yield e levels lev els," ," exp explai lains ns D'Silv D'Silva, a, ad addin ding g tha thatt the 360 360-de -degr gree ee muc D’Silv feedback has also been designed on the competency a h model, enabling managers to get feedback from their bette Mana te team ams. s. Th This is fe feed edba back ck is ba base sed d on the the rati rating ng of the the ger r comp co mpet eten enci cies es whic which h ar are e an inte integr gral al pa part rt of thei their r resul Learn ing & managerial skill-set. ts Devel L&T Infotech, a PCMM Level 5 company, has a Ullha opme s nt, Page HR
y
Zens
successful competency-based HR system. Recruitment, training, job rotation, succession planning and promotions-all are defined by competency mapping. Says Dr Devendra Nath, executive vicepresident of the company, who had initiated the PCMM process in the parent company (L&T) in 1997, "Nearly all our HR interventions are linked to competency. Competencies are enhanced through training and job rotation." He adds that all people who have gone through job rotation undergo a transformation and get a broader perspective of the company. For instance, a person lacking in negotiation skills might be put in the sales or purchase department for a year to hone his skills in the area. Dhananjay Savarkar, head of the training department, L&T Infotech, asserts that in no two organisations can competency frameworks be the same; it will vary over time even in one organisation. It is not timeless, it is contextual. "We call it the DNA of success…it is what makes star performers work in a particular way. Isolate the DNA and make it available to ten others," says Savarkar. When the company started competency mapping the whole process took eight months for six roles and two variations. Eventually, 16-18 profiles were worked out. The company uses PeopleSoft for competency mapping. "Behavioural competencies do not change every month. Two appraisals are done subsequently… every project-end for skills, and annual for behavioural competencies." He acknowledges that there was resistance from the line people, but when the numbers started flowing they sat up. Every quarter, an SBU-based skills portfolio is published. Nath says that it has been a very rewarding experience. As far as training training and developm development ent is conce concerned, rned, inste instead ad of askin asking g people to attend classes, they themselves get pulled to the classes. Introduction of competency mapping has also involved introducing skill appraisals in performance appraisals. This has also led to training people on how to assess subordinates on competencies. Notes Nath, "The best human resources development is when people in the line department do HR. Where the HR department is
the enabler, the line people see the advantage and drive us." Competency-based HR makes this almost-utopian dream attainable. Competency Profile of a Project Manager in an SBU at L&T Infotech
HCL HCL telecom services in the unified communications (UC) area include produ pro duct ct engine engineeri ering ng servic services, es, de deplo ploym yment ent ser servic vices, es, ma manag nagem ement ent services, and process mapping services. The Unified Communications Communications service line addresses both the enterprise customers, to whom we can be integration partners, and OEMs, with whom we can partner to augment their development work. HCL telecom UC product engineering services include:
Development
Testing
Customization
Documentation
Interoperability
Localization
Geo customization Support
Proof of concept
The UC deployment services comprise:
System and application integration
SOA enablement
Implementation
3rd party on boarding
As part of its managem management ent service services, s, HCL teleco telecom m UC prac practice tice offers:
Support for hosted services
Unified customer care
Unified service management
The process mapping services include:
Process management
Process consultancy
HCL telecom UC competencies include:
Product design and sustaining
Mediation components
Mobility and voice enablement
Dashboards
User interface
Web, SOA, and security
ROI analysis and assessment
APO
The benefits for our customers from our UC practice would be:
Increased productivity
Reduced costs
Increased control
Optimized enterprise TCO leading to increase in sales
Tools Available The tools and products available with the UC practice are:
Voice-based mailing system application
CTI application for emergency services
Appointmentt notificatio Appointmen notification n service Visual voice mail and MMS application Smart call convergence client SIP-based IVR application application server
WIPRO COMPANY Wipro Technologies is a global services provider delivering technology-driven business solutions that meet the strategic objectives of our clients. Wipro delivers unmatched business value to customers through a combination of process excellence, quality frameworks and service delivery innovation. Wipro is the World's first CMMi Level 5 certified software services company and the first outside USA to receive the IEEE Software Process Award. Wipro Infotech is the leading strategic IT partner for companies across India, the Middle East and Asia-Pacific - offering integrated IT solutions. They plan, deploy, sustain and maintain clients’ IT lifecycle through their total outsourcing, consulting services, business solutions and professional services. Wipro Infotech helps clients’ drive momentum in their organization - no matter what domain they are in. WIPRO INFOTECH -Consulting Wipro Infotech offers consulting services that support your strategic business objectives in today's competitive business environment. As organizations move up the value chain, they help drive clients’ business momentum in the light of challenges arising from globalization, competition and the dynamics of customer loyalty. The
various consulting practices enable the client to achieve execution excellence, cost leadership and business agility through IT, resulting in sustainable business leadership in your industry. Leveraging people, process and technology experience, Wipro Infotech aligns the right set of practices to complement your business. Every successful project execution highlights the practitioner experience of our consultants. They drive home clients’ business advantage by providing advisory and implementation frameworks, delivered through a strong focus on core business issues, strong process orientation and industry domain knowledge. From ideation to completion, they are there with the client at every step of the project to resolve any issues. Their partnership with each client is built on trust and excellence in performance leading to successful results. Wipro Infotech Consulting practice gives you the full benefit of:
Strategic cost reduction: Strategic sourcing, supply chain process consulting, procurement technology enablement, low cost country sourcing.
Business transformation: Business process improvement through Six Sigma, Lean, Triz, TOC and Integrated Quality Management System through ISO, CMMi, PCMM advisory and implementation
Security governance: Advisory and assurance, identity management, technical risk assessment, compliance to standards
Strategy: Enterprise architecture and IT strategy, technology
selection and optimization, IT governance through ITIL, COBIT, ISO 20000, shared services advisory and roll out
E-governance: Capacity planning, e-governance strategy and roadmap, electronic government procurement system. Elaborating the range of service for E-Governance:
e-Governance Strategy and Road Map
Capacity Planning
Process re-engineering services
Program management
E-Tendering solution
What is E-government? It is the transformation of government to provide efficient, convenient & transparent services to the citizens & businesses through Information & Communication technologies. What is not e-government?
E-Government in not about ‘e’, but about Government!
It’ It’s s not ab about out com compu puter ters s and web websit sites, es, but ab about out cit citize izens ns & businesses!
It’ It’s s not not ab about out tra transl nslati ating ng proces processes ses,, bu butt ab about out tra trans nsfor formin ming g processes!
WIPRO consulting in E-governance Responsi Resp onsiven veness, ess, effic efficienc iency y and tran transpar sparency ency are the keyw keywords ords of
governance. E-enabling various public departments have resulted in faster response time and greater coordination to deliver on promises to the citizens. Wipro Infotech assists in streamlining processes and polic olicie ies s
to
facili cilita tate te
bette tter
public lic
par partic ticipat ipatio ion n
thr throu oug gh
the the
implementation of e-governance initiatives.
Their approach to e-governance involves the 6C Model - cyber law, citizen interface, capital, connectivity, capacity and content. Using these parameters they the y assess assess the mat maturi urity ty le level vel in e-g e-gove overna rnance nce.. Whi While le fra framin ming g cli client ents’ s’ egovernance strategy, Wipro Infotech takes into account risk assessment and securi secu ring ng ee-tr tran ansa sact ctio ions ns fo forr co comp mple lete te qu qual alit ity y an and d sa safe fety ty as assu sura ranc nce. e. Organizational and qualified human resource developments are some of the key capacity-building issues that they address. Indicative career paths in consulting Li Like ke al alll or orga gani niza zati tio ons ns,, Wi Wipr pro o Infot nfotec ech h also also ha has s a ca care reer er pa path th framework which tells the transition of an employee from one level to another, after serving the organization for particular time period and project tenure. The five levels also known as ‘Bands’ at Wipro Infotech is identified as A1 – A3, B1, B2, C1, C2 and the highest level which succeeds C2. This framework is a applicable to all the consulting divisions divi sions und under er Wipr Wipro o Info Infotech tech incl includin uding g E-Go E-Govern vernance ance Cons Consulti ulting ng Practice.
The Th e diagr diagramm ammati atic c rep repres resent entati ation on of the the car career eer pa path th is sho shown wn as below:
The five Bands also give us the designation basket for its employees which are as under:
Band A1: Indicating Designation – Support Band A2: Indicating Designation – Analyst Band A3: Indicating Designation – Senior Analyst Band B1: Indicating Designation – Associate Consultant Band B2: Indicating Designation – Consultant/ Project Leader Band C1: Indicating Designation – Practice Manager/Senior Consultant Band C2: Indicating Designation – Principal Consultant Whereby the first 3 Bands i.e. A1 – A3 constitute largely of Programmers/Developers, who are fresh graduates from different colleges.
OBJECTIVES OF THE STUDY “A Study Study on Compe Competen tency cy Mappin Mapping g for the Pra Practi ctice ce E-G E-Gove overna rnance nce Consulting at Wipro Infotech” keeping in view the different bands and the years of experience of the employees. When Wipro Infotech inducts new employees the primary basis for doing the same is the years of experience a prospective employee hold ho lds s in th the e fiel field d of co cons nsul ulti ting ng an and d the the tota totall nu numb mber er of ye year ars s of experience. Apart from experience, the qualifications of a prospective employee are also taken into consideration i.e. the university he/she has obtained the degree from. Accordingly the new employee is put in band levels and only after staying in that particular band for a predecided tenure in the role, he/she is promoted further up the hierarchy. In order to do an efficient implementation of Competency Mapping, a pre-requisite for several things was felt, which are listed as under: 1. Identifying various ro roles les people people play in this Pr Practice actice - which
means varied roles in the band level. 2. Identifying the basic understan understanding ding of the struc structure ture of Practice w.r.t. roles - which means understanding the framework pertaining to a particular band and the kind and nature of work done under it. 3. Identifying how do people a and nd at w what hat level do they interact with clients – which means identifying whether employees of the bands interact with clients, or it is a feature of higher bands. 4. Identifying the years of exper experience ience for all employ employee ee in th the e Practice – which means from the secondary database, obtaining the years of experience of all 58 employees of the EGovernance Consulting Practice. 5. Surveying via the mailed questionnair questionnaire e metho method, d, which probes about kind of competencies they possess 6. Identifying various competenc competencies/skill ies/skill s set et asso associated ciated wi with th each band – mapping the competencies of each band SCOPE OF THE STUDY The span of the study instead of being limited to one particular band of the E-Governance Consulting Practice, [leaving the Programmers/Developers]; is spread over all the other 4 bands i.e. B1, B2, C1, C2. Since E-Governance Consulting Practice is a relatively new Practice, and is picking up on its demands; the study on finding competencies relevant to it will bring about dynamism in tuning the Practice to such levels, that always it will yield to high performance and the Practice will be able to gain more in being the most sought after.
This Th is sta stage ge de deals als wit with h the sta start rt up to a co comp mpete etency ncy de devel velop opme ment nt process involving data gathering and preparat preparation ion for an intervention. It deals essentially with the following:
Identify an exhaustive set of job families in the organization. E.g. Deve De velo lope pers rs,, Co Cons nsul ulta tant nts, s, As Asso soci ciat ate e Co Cons nsul ulta tant nts, s, Se Seni nior or Consultants,, Principal, Practice Heads Consultants
Obtain Role data in regard to such identified job families
Identify job roles within each job families E.g. In the Consultants fami family ly th the e em empl ploy oyee ees s ar are e dist distin ingu guis ishe hed d by thei theirr ye year ars s of experience. Similarly with the other job families
Review the job roles for its clarity in regard to Job Purpose, Objectives, Key Responsibilities, and critical success factors
Review for inadequacies, if any, and improve upon the Role Prof Pr ofil ile e fo form rm,, to pr prep epar are e it to be revi review ewed ed for for co comp mpet eten ency cy mapping requirement
Stage 1: Identify major categories of skills
Each Ea ch job job has has its its mi mini nimu mum m sk skililll requ requir irem emen ents ts,, to es esta tabl blis ish h prof profic icie ienc ncy y leve levels ls of th the e incu incumb mben ents ts,, to pe perf rfor orm m thei theirr role roles s effectively
Determine skills required to perform a job effectively
Enable each job family and jobs within those job families to gain consistency in skills that have been stated as required to perform a job
These Th ese ski skillll req requir uirem emen ents ts ar are e deter determin mined ed on a fun functi ctiona onall an and d managerial basis and demonstrate capabilities that would enable a role incumbent to perform his or her role
Consequently, every job has its set of critical or major skills and a set of supplementary skills. Alternatively, supplementary skills could be a sub-set of the major skill and would be essential to make mak e ou outt the ro role le incumb incumben entt per perfor formin ming g the maj major or ski skill. ll. Fo For r exam ex ampl ple, e, ‘Pre ‘Prese sent ntat atio ion n sk skil ills ls’’ co coul uld d be a crit critic ical al skil skilll an and d ‘Patie ‘Pa tience nce and Persev Persever eranc ance’ e’ could could be sup supple plemen mentar tary y ski skills lls.. Si Simi mila larl rly y ‘Pro ‘Proje ject ct Mana Manage geme ment nt’’ co coul uld d be a crit critic ical al sk skililll an and d ‘Ability to Handle Situations’ could be supplementary skills.
Identi Ide ntific ficat ation ion of suc such h ski skillll se sets, ts, wou would ld es estab tablis lish h a bou bounda ndary, ry, with wi thin in wh whic ich h co comp mpet eten enci cies es shou should ld be de defi fine ned. d. Ef Effe fect ctiv ivel ely, y, competencies tend to be articulated from within the defined or pre determined skill sets
Stage 1: Identify probable competencies
List the skills and evaluate which of them needs to be emphasized behaviourally
Add or eliminate skills that appear to over lap and may cause conceptual confusion for a role incumbent when it has to be manifested behaviourally
Clarify additional skills and the reason for placing those skills in relation to a particular job
Having identified the skills required for a particular role, possible competencies that are critical for that role profile to be listed. Thi his s
provid vides
a
fra ram mew ewor ork k
withi ithin n
wh whic ich h
co com mpeten etenci cies es
definitions, assessment sets and other band matrix issues are resolved
Probable competency analysis would enable the evaluator to
determine, whether all the required skills have been listed and defined. This acts as a checkpoint/benchmark Stage 2: Data Analysis Stage 2: Review and finalize list of competencies
Probable competencies that are identified from the last stage, is now re revie viewed wed to ch check eck for any any int intern ernal al con consis siste tency ncy,, val validi idity ty versus other jobs, exhaustiveness of competencies to fulfill the job objectives objectives and pur purposes poses
The competencies are now finalized for each job role
It is agreed with the management teams
Stage 2: Construct competency definitions Each competency is placed in an individual and multiple boxes with both bot h job fam family ily an and d com compet peten encie cies s lis listed ted.. An app appro ropri priate ate ma match tching ing process is conducted to identify where similar competencies tend to be necessary. It is important to define the skill requirements for each of the said competency in each of the levels. It is likely that the skill emphasis may differ from one job to another, although it is for the same competency
Each of the competencies are now defined in the context of the role profile
Thus the benchmark competencies have been determined. Now the next task is to identify the competencies and mapping them, such that it is compared against the benchmarks. This is done by following the Repertory Grid Technique.
Stage 3: Validation The Th e se seco cond nd ma mail iled ed qu ques esti tion onna nair ire e us used ed is the the Re Repe pert rtor ory y Gr Grid id questionnaire, which is utilized to understand and map the various competencies existing in the bands. This is the questionnaire which forms the basis for the study and is also targeted at the 58 identified employees. Here from the obtained competencies are compared with the benchmarks and a Gap Analysis is performed to understand what makes the band lack in which aspect, and what can be done to improve upon it. Base Ba sed d on ab abov ove e fo form rmat at th the e qu ques esti tion onna nair ire e is so de desi sign gned ed that that it specifies each requirement, and the intricate nature of the kind of job profile an individual holds.
Diagrammatically the Competency Mapping procedure can be shown as under:
Identify and finalize Practice for Competency mapping
Identify the Practice structure or hierarchy
Find out the inputs of competencies
List down the competencies for each band differentiating by years of experience
Define each core competency
Finalize the proficiency levels of each competency and define it
Get Approval from the department head and HR
Prepare a competency sheet
Competency mapping of each band
Gap analysis Identify development areas and prepare action plan
Get approval from Practice Head and HR.
COMPETENCY DEFINITION / COMPETENCY DICTIONARY
Analytical Thinking
Identifies issues; obtains relevant information, relates and compares data from different sources, and identifies alternative solutions.
Plans and supports the development of others using a competency based system. Identifies skills Career and/or Skill and abilities to fulfill current or future job/role responsibilities responsibi lities more effectively. Development Client/Customer Service
Develops and maintains strong relationships with clients (those who buy goods and services and for
whom formal professional services are rendered) or customers (those who consume goods and services) by listening to the client/customer and understanding and responding to identified needs.
Mentoring
Provides guidance and feedback to help an employee or groups of employees strengthen their knowledge and skills to accomplish a task or solve a problem, which in turn should improve job performance. Communicates information to individuals or groups; delivers presentations suited to the characteristics and needs of the audience. Clearly and concisely conveys written information information orally or in writing to
Communication
individuals or groups to ensure that they understand the information and the message. Listens and responds appropriately to others.
Communication – Presentations
Develops presentations using a variety of media and presents ideas effectively to individuals or groups; delivers presentations suited to the characteristics and needs of the audience. Uses effective approaches for choosing a course of action or developing appropriate solutions and/or
Decision Making
reaching conclusions; takes action consistent with available facts, constraints, and anticipated consequences.
Interpersonal Skills
Develops and maintains effective relationships with others in order to encourage and support communication and teamwork. Builds and maintains ongoing, collaborative, working relationships relationshi ps with coworkers to achieve the goals of the work unit.
Domain
Demonstrates a designated level of technical skill
Knowledge – Technical
or knowledge in a specific technical area(s) and keeps up with current developments and trends in areas of expertise. May be acquired through academic, apprenticeship or on-the-job training or a combination of these.
Leadership
Demonstrated skills and abilities needed to coordinate, coordinat e, facilitate, and participate in a collaborative approach to the completion of tasks or assignments. Develops plans to accomplish work operations and objectives; arranges and assigns work to use resources efficiently. Advanced planning is more of a strategic nature to develop plans, organizational
Planning and Organizing Work
structures, structure s, and systems to fulfill legislative or mission driven organizational goals.
Program Management
Coordinates and administers program, activities and protocols; manages resources, monitors activities and assesses environmental risks and quality control, if any, quality control, associated with the program. 1) Provides oversight for project(s) and all related activities in that setting to include quality assurance
Project Management
and safety; coordinates and manages facilities, equipment, supplies and related resources as necessary for the project; monitors environmental risks, if any and quality control; 2) establishes a set of tasks and activities associated with an intended outcome and timeline; 3) ensures actions are performed and/or implemented to achieve the results of the project.
Analyzing competitive competitive position position by co considering nsidering tthe he market and industry trends, existing and potential customers, and strengths and weaknesses as
Strategic Thinker
compared to competitors, provides analysis of policy issues develops program proposals and develops plans that address long-term customer and stakeholder needs and concerns
PROFICIENCY LEVELS OF EACH COMPETENCY Demonstrates this behaviour in routine situations, Developing
but needs help doing so Demonstrates this behaviour in routine situations without help, but in unusual or routine situations
Proficient
help is needed Consistently demonstrates this behaviour even in
Highly Skilled
unusual or non-routine situations
COMPETENCY MAPPING – REPERTORY GRID TECHNIQUE The Th e se seco cond nd ma mail iled ed qu ques esti tion onna nair ire e us used ed is the the Re Repe pert rtor ory y Gr Grid id questionnaire, which is utilized to understand and map the various competencies existing in the bands. This is the questionnaire which forms the basis for the study and is also targeted at the 58 identified employees. Here from the obtained competencies are compared with the benchmarks and a Gap Analysis is performed to understand what makes the band lack in which aspect, and what can be done to improve upon it. The
Reperto rtory Gri rid d que uest stio ionn nnai airre is so de desi sign gne ed
such
tha hatt
identi ide ntific ficati ation on of hig high h per perfo form rmers ers and and poo poorr pe perfo rform rmers ers ne need ed to be vi visu sual aliz ized ed,, th ther erea eaft fte er th the e be beha havi viou ourr be bein ing g exh xhib ibit ited ed by thos those e individuals to be a high performer/low performer is mentioned. These behaviors listed are then mapped for each band w.r.t. their years of experience.
LIMITATIONS Like every study has its set of constraints and limitations, this ‘Study on Competency Mapping for the Practice E-Governance Consulting at Wipro Infotech’ also has its set of constraints and limitations. They have been listed as follows:
The primary limitation of the study being, that all the employees existing in various bands are scattered all over India, where their client bases lie; largely at Gurgaon/Noida. This indirectly means
that many of the Consulting Practice employees don’t have an access to their Wipro Infotech Company ID and may take longer to respond. Neither can they be administered with better methods of Competency Mapping like BEI, Critical Incident Technique, Focus Group Discussion, since even a phone interview is remotely impossible or may take considerable amount of time to actualize.
The lowest band A1-A3 are not to be administered with the questionnaire since they act as Programmers/Developers for all the Consulting Practices of Wipro Infotech , and do not pertain to one particular Practice like the E-Governance Consulting.
By in large the awareness of what is Competency Mapping and why it needs to be done in an organization, as well as what benefits will it bring to an individual or group of people and in turn the organization; is low
The above stated reason also is validated by the reluctance of employees to identify high performers and low performers as asked in the Repertory Grid Technique.
The employees were asked to identify 3 High Performers and 3 Low Performers from their job role, correspondingly the underlying behaviour. However to be on the safe side the employees have identified either their immediate bosses/superiors/subordinates/people who've left the Practice and who are not in their job roles.
No Gap Analysis can be done, as Repertory Grid Technique has been followed. Gap Analysis is more proficiently done when an
individual is interviewed and his/her competencies are compared to the benchmarks
Thus individual development followed after Gap Analysis cannot be implemented.
Companies like Zensar Technologies and L&T InfoTech follow competency mapping. Other big companies like TCS, HCL Technologies, SBI, Idea Cellular, Exide Industries, Birla Cellulosic, etc. have got their employees trained in competency mapping course but it remains unclear unclear if they strictly follow the line. According to to Lynette D'Silva, mana manager-HR, ger-HR, le learning arning & d development evelopment,, Zensar Technologies, "Competency mapping helps identify the success criteria required for individuals to be successful in their roles." But, organisations strictly following the process of competency mapping do face some hurdles in achieving overall efficiency. Firstly, the organisations do the ultimate mistake of realising the map as the desired end result. The map is nothing but a colossal waste of time and money without proper analysis. Secondly, the mission must be to sustain a knowledge flow that is more profitable to the organisation. If the organisation is already rich beyond wildest dreams then the mission should be to measure against the current "ideal" knowledge flow.
Competency Mapping related Observations
Awareness of of compete competency ncy mappin mapping g and why its done is lo low w in the division
Growth Enablers are being utilized in the best manner as quoted in the general WIPRO framework
For the Practice E-Governance Consulting, the two major competency areas of focus are:
Domain Knowledge
Client Orientatio Orientation n
Type of Competency found in Practice E-Governance Consulting - Technical/Functional/Role Specific
SUGGESTIONS
A brief introduction introduction sh should ould be giv given en to emplo employees yees abo about ut competency mapping and its positives
When it comes to rewards and recognition, merely rewarding someone will not be that beneficiary as much as citing the reason before others i.e. for which competency that the individual possesses he/she is being rewarded
Competency Model can be used for:
Recruitment
Training and development
Career and succession planning
Rewards and recognition Performance management [as in Performance Appraisals i.e. 360˚ feedback]
Development plans for the employees’ can be conducted via:
Formal training On-the-job training
Job Rotation
Special Assignments Self-study/learning
Coaching/ mentoring
Better methods of Competency Mapping can be used like the most standardized BEI Technique, Critical Incident Technique, Focus Group Discussions & Direct Observation to obtain the Gap Analysis
CONCLUSIONS From the initial stages of interaction with clients till the final stages of finishing the project, Wipro Infotech has always believed in satisfying the clients to utmost level, be it timely deliverables, to handling of clients, to taking tak ing cal calls, ls, to procur procurem ement ent an and d so forth forth.. Apa Apart rt fro from m the techn technica icalit lity y invo involv lved ed at all all stag stages es of pr proj ojec ectt ha hand ndliling ng,, an im impo port rtan antt ingr ingred edie ient nt of
success at Wipro Infotech is the different Competencies each employee holds within himself/herself. And Wipro Infotech ensures that none of it goes unused, hence they have formulated ways and means like Growth Enablers that give a brilliant pathway to the career framework of their employees. This in turn is tapped to fullest extent when people work in teams. Right from Associate Consultants, Consultants, Consultants, Senior Consultant Consultants, s, Principals to Practice Heads; each one of them are proficient enough from thei theirr en ends ds as an indi indivi vidu dual al,, and and wh when en they they form form team teams s they they ha have ve a collective force of Competencies which make them stand unique from other Consulting Practices within Wipro Infotech and competing firms.
Their main Competency lies in the kind of expertise they hold for Domain Knowledge as we welll as Client Interaction/Orientation, and the diverse
projects undertaken by them exhibit the same. Throughout the study it has been found that each level at different Bands, there is a demand of a high level of Domain Knowledge and from Band B2 onwards a great echelon of Client Interaction/Orientation. Apart from these some other Competencies thatt ec tha echoe hoed d th throu rough ghout out we were re Ana Analyt lytica icall ski skills lls,, Pre Prese senta ntatio tion n Ski Skills lls,, an and d Communication Skills. There is a continual need felt for improving upon their expertise and developing, developing, as well as fine tuning themselves as per the market requirements of the clients. This never-ending process results to the various activities Wipro Infotech engages in for team building purpose, which indeed plays a vital role for the individual competencies to emerge into an amalgamation of a strong team. To name a few of the activities they have: birthday bashes for each employee of the various Bands [either as a cele ce lebr brat atio ion n or send sendin ing g ee-ma mail ils s to th them em at clie client nt ba base ses] s];; qua uart rter erly ly
celebrations; an employees’ 5 year completion at Wipro; yearly consulting celeb cel ebrat ration ions; s; int inter ernal nal dis discu cussi ssions ons where whereby by goo good d work work is app apprec reciat iated; ed; mont mo nthl hly y re repo port rts s by th the e Head Head,, Co Cons nsul ulti ting ng divi divisi sion on wh wher ereb eby y the the Hi High gh Performers’ names’ are mentioned.
However since Wipro Infotech – Consulting is a relatively new entrant in the Indian Industry scenario [nearly 5 years old] they still have a long way to go, and conquer many pinnacles leading to projects success and client sati sa tisf sfac acti tion on.. To do th this is in a mos ostt effe effect ctiv ive e wa way, y, the there is a ne need ed to understand further what all Competencies their High Performing employees possess, and how can they be tapped and extended onto others who rela relati tive vely ly pe perf rfor orm m lowe lowerr th than an th them em.. Fo Forr the the sa same me purpo urpose se vari variou ous s techniques of Competency Mapping are implemented, though the very first step towards towards a quinte quintessen ssence ce rise is creat creating ing an awaren awareness ess amon among g their employees of ‘What is Competency Mapping all about, and how will it help them and in turn the company?’ Thereafter the results obtained can be more mo re ef effe fect ctiv ivel ely y im impl plem emen ente ted d by doin doing g a Ga Gap p An Anal alys ysis is an and d he henc nce e a Personal Development of the employee.
