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Talent Management project

On
Competency modeling in IT industry

Guided By: Submitted By:

(DR. GANESH SINGH) 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 delighted to thanks DR.GANESH SINGH for his able
guidance, constructive criticism and generous help throughout
project. We would also like to express our appreciation for the
encouragement and direct assistance, excellent cooperation,
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
blessing which 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 characteristic 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,
skills, traits, social role, self-image and motive. The ‘underlying
characteristic’, manifests itself in the form of behaviour, which helps
identification and measurement of the competency.

This is a competency era. It is beyond doubt that it is beneficial and cost


effective, to have competent people to occupy higher-level positions.
Alternatively, Competency also refers to the intellectual, managerial, social
and emotional competency.

There are two basic levels of competencies: technical and behavioural. The
first level, Technical Competencies are predominately about acquired
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 FIVE TYPES OF COMPETENCY CHARACTERISTICS
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


information. E.g. reaction time and good eyesight are physical trait
competencies of combat pilots.

3. Self-concept and values: A person’s attitude, values, or self-image.


E.g. Self-confidence, a person’s belief that he can be effective 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 function or level. - Communication, teamwork, result oriented,
interpersonal.

Managerial Competencies

Competencies which are considered essential for employees with


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,
strategic thinker, problem solving, listening skills, business writing,
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


success, but a higher level of proficiency is not highly correlated with
superior performance. Threshold competencies however do not
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.
COMPETENCY MAPPING
Competency mapping is a process through which one assesses and
determines one’s strengths as an individual worker and in some cases, as
part of an organization. It generally examines two areas: emotional
intelligence or emotional quotient (EQ), and strengths of the individual in
areas like team structure, leadership, and decision-making. Large
organizations frequently employ some form of competency mapping to
understand how to most effectively employ the competencies of strengths
of workers. They may also use competency mapping to analyze the
combination of strengths in different workers to produce the most effective
teams and the highest quality work.

It is also defined as a process of identifying key competencies for a


particular position in an organization, and then using it for job-evaluation,
recruitment, training and development, performance management,
succession planning, etc. "The competency framework serves as 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 are derived from specific job families within the organization
and are often grouped around categories, such as strategy, relationships,
innovation, leadership, risk-taking, decision-making, emotional intelligence,
etc.

“Job evaluation” based competency mapping include the following


steps:

 Conduct a job analysis by asking incumbents to complete a Role


Profile Questionnaire – The primary goal, is to gather from
incumbents what they feel are the key behaviours necessary, to
perform their respective goals.
 Using the results of the job analysis, we develop a competency based
job description.
 With a competency based job description, we begin mapping the
competencies throughout the human resource processes. The
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 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 Profiling/Job Analysis Tools” – It helps companies to extract
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 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.

“Behavioural Event Interview” – Behavioural Event Interview (BEI)


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
dealing with the situation. This enables interviewers to measure
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, a critical incident. Then it is determined from answers to some
questions, which identifies themes represented by the incidents, and asks
other involved parties to sort the incidents into proposed content
dimensions. The CIT is a method for evaluating systems in functioning
work environments. It relies on the idea that critical incidents will be
memorable, making their capture possible either through interview,
observation, or self-reporting.

“Survey Method” – In the survey method, the HR department or the


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 professionals and consultants) who are thoroughly knowledgeable
about the concerned job roles. The information collected through the
questionnaire is then analyzed using descriptive statistical tools to
determine the core competencies required for successful performance of
the said job.

“Repertory Grid” – George Alexander Kelly was born in (1905-1967)


Kansas, U.S.A.
In 1955, the two-volume work, The Psychology of Personal Constructs,
(PCT) was published and gained immediate recognition as a unique and
major development in the study of personality. In 1965 he moved to
Brandies University where he was appointed to the Riklis Chair of
Behavioural Science. Even today no reading in personality theory is
complete without the theory of personal constructs developed by Kelly.

The key points of PCT to remember are:

 Perceptions influence expectations, and expectations influence


perceptions.
 The medium through which this happens is known as the construct
system.
 Construct systems are unique to the individual and develop
throughout life.
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 ‘interpreted’ by an expert, who judges where the problems and
stresses are; rather Kelly’s approach is to discuss the map with the
interviewee, 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 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, 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 others may yield superior quality data but expensive and 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


securing employment with a new organization. Organizations that are
purposefully using cutting-edge methods to choose talent for positions or
project roles are engaging in what is called “competency-based
interviewing and selection”. These interviewing and selection methods are
being used not only for hiring external applicants, but also for staffing
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
encourage future development plans from individuals, and to plan for
succession in the organization. Therefore, the individual employees in such
an organization will have an ongoing need to use and map their
competencies.

WHY SHOULD INDIVIDUAL EMPLOYEES MAP THEIR


COMPETENCIES?
A list of compelling reasons includes, at a minimum, the following. An
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 competencies that distinguish superior
performance in your target classification/s.
Competency Library

Action Oriented

Consistently 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 changes in assignments and priorities; adapts behavior 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 and properly apply new job-related information 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 opportunity, 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: non-


supervisors use Developing Others)

Focuses and guiding others in accomplishing work objectives; rewards and


recognizes 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.  Successfully finds resources, training, tools, 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 and 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 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 circumstances 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 (direct-


reports 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/s are done Having complete, accurate and up-
to-date descriptions for the targeted job/s provides a solid foundation for
building Competency 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 classification 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 boom started somewhere in the late 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 a response to the market dynamics.
The market competition is forcing organizations to cut down on costs
of products. The professional IT services on the other hand are
becoming increasingly expensive. Despite the global economic
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 English-
speaking scientific 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 of skilled manpower is a major draw for global customers.

IT Sector - Top Players


S.
Companies
NO.

1. TCS
2. Infosys
3. Wipro
4. HP
5. IBM
6. Satyam
7. HCL
8. Patni
9. Polaris
10. Cisco
Advances in Information Technology and Information Systems delivery
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 as the world’s innovation headquarters. ITAA offers 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 – The Information Technology Association of America


(ITAA) and the U.S. Department of Labor’s Employment and Training
Administration (DOL/ETA) have launched a new information
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.
Zensar has a behavioural competency model which is
based on various job roles in the organisation. D'Silva
describes the process of implementation:
As a Comp
resul etenc
 Having defined the various job roles, a focused
t of y study was initiated where job role holders were
com mappi interviewed on the critical incident method and the
pete ng data of success-critical factors was collated.
ncy helps  The job roles and deliverables were finalised on
map identif the basis of the competencies derived from the
ping, y the data. This data was further analysed, and on the
basis of this competencies that had an impact on
all succe
the job roles and deliverables were finalised.
the ss  After identifying the competencies, a job analysis
HR criteri exercise was carried out where the importance
proc a level of every competency was ascertained before
esse requir freezing the competency model.
s like ed for
For team leaders and project managers, the company
talen indivi
also runs development centres in-house; here,
t duals
individuals are profiled on behavioural competencies
induc to be
required for their position. "This process creates
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
s their
individual's potential, which is useful to both the
and roles
individual and the organisation. All management
traini
development programmes are also fine-tuned to
ng Lynett
address the specific competency needs at different
yield e
levels," explains D'Silva, adding that the 360-degree
muc D’Silv
a feedback has also been designed on the competency
h
model, enabling managers to get feedback from their
bette Mana
ger teams. This feedback is based on the rating of the
r
competencies which are an integral part of their
resul Learn
ts ing & managerial skill-set.
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 vice-
president 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 and development is concerned, instead of asking
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
product engineering services, deployment services, management
services, and process mapping services. The Unified 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 management services, HCL telecom UC practice 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
 Appointment notification service
 Visual voice mail and MMS application
 Smart call convergence client
 SIP-based IVR 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’s not about computers and websites, but about citizens &
businesses!
 It’s not about translating processes, but about transforming
processes!

WIPRO consulting in E-governance

Responsiveness, efficiency and transparency are the keywords 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
policies to facilitate better public participation through 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 assess the maturity level in e-governance. While framing clients’ e-
governance strategy, Wipro Infotech takes into account risk assessment and
securing e-transactions for complete quality and safety assurance.
Organizational and qualified human resource developments are some of the
key capacity-building issues that they address.
Indicative career paths in consulting

Like all organizations, Wipro Infotech also has a career path


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 under Wipro Infotech including E-Governance Consulting
Practice.
The diagrammatic representation of the career path is shown 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 on Competency Mapping for the Practice E-Governance


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
holds in the field of consulting and the total number of years 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 pre-
decided 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 roles people play in this Practice - which


means varied roles in the band level.
2. Identifying the basic understanding of the structure 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 and at what 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 experience for all employee in the
Practice – which means from the secondary database, obtaining
the years of experience of all 58 employees of the E-
Governance Consulting Practice.
5. Surveying via the mailed questionnaire method, which probes
about kind of competencies they possess
6. Identifying various competencies/skill set associated with 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 stage deals with the start up to a competency development
process involving data gathering and preparation for an intervention. It
deals essentially with the following:

 Identify an exhaustive set of job families in the organization. E.g.


Developers, Consultants, Associate Consultants, Senior
Consultants, Principal, Practice Heads
 Obtain Role data in regard to such identified job families
 Identify job roles within each job families E.g. In the Consultants
family the employees are distinguished by their years 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
Profile form, to prepare it to be reviewed for competency
mapping requirement
Stage 1: Identify major categories of skills

 Each job has its minimum skill requirements, to establish


proficiency levels of the incumbents, to perform their roles
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 skill requirements are determined on a functional and
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 out the role incumbent performing the major skill. For
example, ‘Presentation skills’ could be a critical skill and
‘Patience and Perseverance’ could be supplementary skills.
Similarly ‘Project Management’ could be a critical skill and
‘Ability to Handle Situations’ could be supplementary skills.
 Identification of such skill sets, would establish a boundary,
within which competencies should be defined. Effectively,
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.
This provides a framework within which competencies
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 reviewed to check for any internal consistency, validity
versus other jobs, exhaustiveness of competencies to fulfill the
job objectives and purposes
 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 job family and competencies listed. An appropriate matching
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 second mailed questionnaire used is the Repertory Grid


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.

Based on above format the questionnaire is so designed 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

Identifies issues; obtains relevant information,


Analytical relates and compares data from different sources,
Thinking 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
Development responsibilities more effectively.

Client/Customer
Develops and maintains strong relationships with
Service
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.
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
Mentoring performance.
Communicates information to individuals or groups;
delivers presentations suited to the characteristics
and needs of the audience. Clearly and concisely
conveys written information orally or in writing to
individuals or groups to ensure that they
understand the information and the message.
Communication Listens and responds appropriately to others.
Develops presentations using a variety of media
and presents ideas effectively to individuals or
Communication – groups; delivers presentations suited to the
Presentations characteristics and needs of the audience.
Uses effective approaches for choosing a course of
action or developing appropriate solutions and/or
reaching conclusions; takes action consistent with
available facts, constraints, and anticipated
Decision Making consequences.
Develops and maintains effective relationships with
others in order to encourage and support
communication and teamwork. Builds and
maintains ongoing, collaborative, working
Interpersonal relationships with coworkers to achieve the goals of
Skills the work unit.
Domain Demonstrates a designated level of technical skill
or knowledge in a specific technical area(s) and
keeps up with current developments and trends in
areas of expertise. May be acquired through
Knowledge – academic, apprenticeship or on-the-job training or a
Technical combination of these.
Demonstrated skills and abilities needed to
coordinate, facilitate, and participate in a
collaborative approach to the completion of tasks or
Leadership 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 structures, and systems to fulfill legislative or
Organizing Work mission driven organizational goals.
Coordinates and administers program, activities
and protocols; manages resources, monitors
activities and assesses environmental risks and
Program quality control, if any, quality control, associated
Management with the program.
1) Provides oversight for project(s) and all related
activities in that setting to include quality assurance
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
Project performed and/or implemented to achieve the
Management results of the project.
Analyzing competitive position by considering the
market and industry trends, existing and potential
customers, and strengths and weaknesses as
compared to competitors, provides analysis of policy
issues develops program proposals and develops
Strategic plans that address long-term customer and
Thinker 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 second mailed questionnaire used is the Repertory Grid


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 Repertory Grid questionnaire is so designed such that


identification of high performers and poor performers need to be
visualized, thereafter the behaviour being exhibited by those
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 if they strictly follow the line. 
 
According to Lynette D'Silva, manager-HR, learning & development,
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 competency mapping and why its done is low 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 Orientation
 Type of Competency found in Practice E-Governance Consulting
- Technical/Functional/Role Specific

SUGGESTIONS

 A brief introduction should be given to employees about


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 calls, to procurement and so forth. Apart from the technicality
involved at all stages of project handling, an important ingredient 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, Senior Consultants,
Principals to Practice Heads; each one of them are proficient enough from
their ends as an individual, and when they form teams they have 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 well 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
that echoed throughout were Analytical skills, Presentation Skills, and
Communication Skills. There is a continual need felt for improving upon
their expertise and 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
celebration or sending e-mails to them at client bases]; quarterly
celebrations; an employees’ 5 year completion at Wipro; yearly consulting
celebrations; internal discussions whereby good work is appreciated;
monthly reports by the Head, Consulting division whereby the High
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
satisfaction. To do this in a most effective way, there is a need to
understand further what all Competencies their High Performing employees
possess, and how can they be tapped and extended onto others who
relatively perform lower than them. For the same purpose various
techniques of Competency Mapping are implemented, though the very first
step towards a quintessence rise is creating an awareness among 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 effectively implemented by doing a Gap Analysis and hence a
Personal Development of the employee.

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