INTRODUCTION TO LEARNING

Learning curve
The term learning curve refers to a graphical representation of the "average" rate of learning for an activity or tool. It can represent at a glance the initial difficulty of learning something and, to an extent, how much there is to learn after initial familiarity. For example, the Windows program Notepad is extremely simple to learn, but offers little after this. On the other extreme is the UNIX terminal editor, which is difficult to learn, but offers a wide array of features to master after the user has figured out how to work it. It is possible for something to be easy to learn, but difficult to master or hard to learn with little beyond this. Initially introduced in educational and behavioral psychology, the term has acquired a broader interpretation over time, and expressions such as "experience curve", "improvement curve", "cost improvement curve", "progress curve", "progress function", "startup curve", and "efficiency curve" are often used interchangeably. In economics the subject is rates of "development", as development refers to a whole system learning process with varying rates of progression. Generally speaking all learning displays incremental change over time, but describes an "S" curve which has different appearances depending on the time scale of observation. It has now also become associated with the evolutionary theory of punctuated equilibrium and other kinds of revolutionary change in complex systems generally, relating to innovation, organization behavior and the management of group learning, among other fields. These processes of rapidly emerging new form appear to take place by complex learning within the systems themselves, which when observable, display curves of changing rates that accelerate and decelerate. The first person to describe the learning curve was Hermann Ebbinghaus in 1885. He found that the time required memorizing a nonsense syllable increased sharply as the number of syllables increased. Psychologist, Arthur Bills gave a more detailed description of learning curves in 1934. He also discussed the properties of different types of learning curves, such as negative acceleration, positive acceleration, plateaus, and ogive curves.

In 1936, Theodore Paul Wright described the effect of learning on labor productivity in the aircraft industry and proposed a mathematical model of the learning curve.

Common Terms
The familiar expression "steep learning curve" may refer alternately to rapid learning that is easy, or especially hard, or to steady progress that is increasingly difficult. This is referred to needs to be clarified by context. The difference is specifically whether one is referring to the rate of learning or the rate of investment needed to learn. Typically for a steady rate of learning, the rate of effort or time invested first decreases and then increases without bound in approaching the limits of learning or perfection for a given subject and method. Originally it referred to quick progress in learning during the initial stages followed by gradually lesser improvements with further practice. The progress may be measured in different ways, e.g. memory accuracy vs. the number of trials. Over time, the misunderstanding has emerged that a "steep" learning curve means that something requires a great deal of effort to learn because of the natural association of the word "steep" with a slope which is difficult to climb. This has led to confusion and disagreements even among "learned" people. Frequently a "learning curve" is used to describe the effort required to acquire a new skill (e.g., expertise with a new tool) over a specific period of time. If it's a complex task requiring you to reorient your way of thinking as with learning new software, what makes it a "steep learning curve" in the mental strain of comprehending a new language rather than the time or physical effort involved. The effort to achieve significant progress and sufficient skill to start using a tool may be fairly predictable, but achieving real mastery requiring much more time, effort and making original discoveries about its use. Often learning brings one to an "impasse", only resolved by a seemingly radical intuitive change in direction, an "ah-ha moment" or "breakthrough" representing "S" curve learning of a different kind and on a different scale.

UNDERSTANDING LEARNING CURVE

Through the example of two individuals in different organizations. We will take the example of Mr.K.S. Johny and Mr.Atul Bharti in order to understand learning curve and their implications.

INDRODUCTION
Mr. Johny .K.S is the Deputy Manager of the Industrial Relations (IR) Department for Godrej &Boyce Manufacturing Company Ltd. He has been with the organization for more than three years and attributes a lot of his growth to his tenure in this organization. Let us take a look at his learning curve based on the variable of position, training, skill and experience.

Learning Curve for the training factor:

Training Program

6 months

1 year

3 year

Time
As we can see that Mr. Johny went through 0-3 programs within six months of joining the organization, the curve rises upward to a short height to indicate the initial stage of Mr. Johnys tenure in the organization .After a year in the organization,however Mr. Johny still had gone through the same number of programs and did not have any addition to the programs already attended .So the curve remains constant and is flattened.

After three years in the organization, we see a significant increase in the number of programs attended (8-11) and therefore the curve has a high steep upward slope indicating significant increase in the learning and training. Therefore, it can be said that overall the long curve has a steady, stepped upward slope.

Learning Curve for Positions Held:

Positions

6 months

1 year

3 year

Time
Mr. Johny joined the organization as an immediate supervisor and he held this position at the end of six months, even at the end of one year of his tenure in the organization. Therefore the curve is flat in the beginning up to one year. Then at the end of three years, his position is a higher one that is of an executive. Therefore the curve rises upward to indicate a rise in position.

Curve for Skills Acquired:

Skills

6 months

1 year

3 year

Time

Mr. Johny maintains that he has improved on his skills gradually during his tenure in the organization. He acquired human that interpersonal skills by the end of the first year and improved on them and by the third year in the organization, had acquired considerable conceptual skills. Therefore the curve has a constant upward slope indicating continuous growth in skills and improvement in capabilities (interpersonal and conceptual).

Curve for Experience gained

Experience

6 months

1 year

3 year

Time
Mr. Johny has been with Godrej for more than three years now and has had a lot of experience in the respective field in which he operates. According to him, the in-depth knowledge and experience which he has gained will help him to a very great extent in his long term career. According to him, the experience that he has gained opens up new possibilities and brings vast potential for future growth. And therefore, his curve has a straight high upward slope indicating vast amount of experience gained, and knowledge accumulated.

INTRODUCTION:
MR. Atul Bharti is the Deputy Manager of the HR Department (Stamping Division) for Crompton Greaves Ltd. He works closely with the manufacturing unit and therefore has a lot of technical knowledge about the process and also in-depth knowledge about HRM. He has been with Crompton Greaves for over one year. Let us analyze his learning curves.

Curve for Training

Training Program

6 months

1 year

3 year

Time
Mr. Atul Bharti has been with Crompton Greaves for over one year now and as can be seen by his curve, he went through 0-3 training programs within six months and this was increased to 4-7 programs attended in one year. Therefore, his curve has a constant medium height upward slope indicating continuous increase in programs attended by him over a period of one year which is his tenure in Crompton Greaves till date.

Curve for Positions Held

Positions

6 months

1 year

3 year

Time

Mr. Bharti joined the organization in a managerial position and he maintained the same position at the end of six months, even at the end of one year. Therefore, since there was no change in his position over the one year he was with the organization, the curve remains constant and is absolutely flat indicating no changes in position what so ever

Curve for Skills Acquired

Skills

6 months

1 year

3 year

Time
Mr.Bharti maintains that he acquired a lot of technical skills in the course of one year since he works in close co-ordination with the production unit and these skills are very essential to him for carrying out his duties. Therefore his curve has a short upward slope initially and then is flattened out as there is no additional or higher level of skills acquired.

Curve for Experience Gained

Experience

6 months

1 year

3 year

Time

Since Mr. Bharti has been with the organization for only one year he has not accumulated a vast store of experience yet. And therefore, when asked, he said that the experience that he has gained yet will help him only fairly in the long term as there are still more things to learn and gain knowledge of and therefore, his curve has an upward slope which is slight and medium in height indicating average amount of experience gained and potential for more knowledge to be acquired.

COMPARATIVE ANALYSIS OF Mr. JOHNY AND Mr. BHARTI

Learning Curve for the training factor:

(Mr. K.S. Johny)

Training Program

6 months

1 year

3 year

Time

Learning curve for training factor:

(Mr. Bharti)

Training Program

6 months

1 year

3 year

Time
As can be seen Mr. Johnys curve is stepped since he received training in the first six months and then there was a slack and over a period of one year there was no significant addition or increase to the programs attended. However the curve then climbs steeply and reaches a height since there was a great increase in the program attended over three years. So it can be inferred that there was a period of review of the knowledge gained and then more training was provided after what was earlier learnt

was assimilated during the review period. This however is not the case with Mr. Bharti, whose curve is a constant upward slope indicating continuous training given over a span of one year. So there was no period of review in between the first set of programs and the second set of programs in the same year. However the number of programs attended and training given over one year was immense and much more than that given to Mr. Johny over one year.

Learning Curve for Positions Held: (Mr. K.S. Johny)

Positions

6 months

1 year

3 year

Time

Curve for Positions Held:

(Mr. Bharti)

Positions

6 months

1 year

3 year

Time

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Mr. Bharti has been with the organization for only one year whereas Mr. Johny has been with his organizations for more than three years. In compating their growth in their respective organizations, it can be easily observed that the curve for both individuals for up to the period of one year is absolutely the same since they maintained the same position that they first held on joining the organization for up to one year. Here the curve ends for Mr. Bharti while Mr. Johny goes on to grow to a higher position as his tenure in the organization increases and therefore, his curve acquires an upward slope.

Curve for Skills Acquired:

(Mr. K.S. Jhony)

Skills

6 months

1 year

3 year

Time

Curve for Skills Acquired:

(Mr. Bharti)

Skills

6 months

1 year

3 year

Time

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The curve for Mr. Johny is constant and upward and ends up at a highest since Mr. Johny acquires human skills and then goes on to also acquire conceptual skills which are at a higher level. However Mr.Bhartis curve is upward slopping shortly in the beginning as he obtains technical skills and then flattens out as there is lack of growth in the level of skills acquired and the skills remains as primarily technical at the end of one year. Therefore, it can be inferred that Mr.Johny acquired higher level of additional skills even at the end of one year. of his tenure with the organization while Mr. Bhartis skills remains at the primary technical level at the end of one year.

Curve for Experience gained:

(Mr. K.S. Johny)

Experience

6 months

1 year

3 year

Time

Curve for Experience Gained:

(Mr. Bharti)

Experience

6 months

1 year

3 year

Time

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Since Mr. Bharti has worked with his organization for only one year whereas Mr. Johny has been a part of his organization for more than three years. Therefore, the curve is long and upward slopping, Mr. Johny and it is short and upward slopping for Mr. Bharti. However in order to compare the experience gained over one year, it can be said that Mr. Johnys experience is equivalent to Mr. Bharti experience and knowledge gained. Throygh the experience since the slope is similar over a period of one year.

Conclusion
By studying the curves the following conclusions can be drawn. 1. Since Mr. Johny had a review period of six months in the entire training that he acquired during his tenure, he had an opportunity to assimilate the training better. This is because the training imparted was non-technical in nature. Mr. Bharti went through increasing number of training programs over the course of one year without any review period. Therefore it can be said that Mr. Bhartis training was intensive in nature. 2. Mr. Johny has been with his organization for three years and has already improved his position once and there is immense potential for further improvements as he increases his skill set. Mr .Bharti too has a lot of scope for an increase in position as his tenure in the organization increases and he acquires more experience along with higher skill levels. 3. Mr. Johny has acquired human and conceptual skills over the course of his tenure with the organization which will help him in advancing to higher positions in the organization. Mr. Bharti has acquired additional technical skills however needs to acquire interpersonal skills and some conceptual skills in order to improve his skills in order to improve his skill set and advance in the organization. 4. Since Mr. Johnys experience is more than Mr. Bharti he has scope for growth and the experience will help him long term as well Mr. Bharti still needs to gather more experience and enhance his knowledge for him to benefit from his experience on a long term basis. Therefore there is definite potential for growth with growth in experience.

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WHAT IS THE IMPORTANCE AND LIMITATION OF LEARNING CURVE ACCORDING TO Mr.K.S.JOHNY?

According to Mr. K.S.Johny , learning Curve is concerned with the idea that when a new job, process or activity commences for the first time it is likely that the workforce involved will not achieve maximum efficiency immediately. Repetition of the task is likely to make the people more confident and knowledgeable and will eventually result in a more efficient and rapid operation. Eventually the learning process will stop after continually repeating the job. As a consequence the time to complete a task will initially decline and then stabilise once efficient working is achieved. The cumulative average time per unit is assumed to decrease by a constant percentage every time that output doubles. Cumulative average time refers to the average time per unit for all units produced so far, from and including the first one made.

CONSEQUENCES FACED BY GODREJ:

A standard costing system would need to set standard labor times after the learning curve had reached a plateau. A budget will need to incorporate a learning cost factor until the plateau is reached. A budgetary control system incorporating labor variances will have to make allowances for the anticipated time changes. Identification of the learning curve will permit the company to better plan its marketing, work scheduling, recruitment and material acquisition activities. The decline in labor costs will have to be considered when estimating the overhead apportionment rate. As the employees gain experience they are more likely to reduce material wastage.

Limitations:

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 The stable conditions necessary for the learning curve to take place may not be present unplanned changes in production techniques or labor turnover will cause problems and affect the learning rate. The employees need to be motivated, agree to the plan and keep to the learning schedule these assumptions may not hold. Accurate and appropriate learning curve data may be difficult to estimate. Inaccuracy in estimating the initial labor requirement for the first unit. Inaccuracy in estimating the output required before reaching a steady state time rate.
THE TRAINING PROGRAMS UNDERTAKEN BY GODREJ & BOYCE MFG.CO.LTD. FOR THE MONTHS JULY TO SEPTEMBER, 2009 ARE AS FOLLOWS

Godrej provides training at three levels: 1. Organizational level 2. Behavioral level 3. Functional level. Organizational level training includes induction programs for trainee, development programs; know your company, leading change, performance management, supervisory skills like that to IR and role of supervisor, self management. Behavioral level training includes analytical skills, business communication, innovation and creativity, interpersonal skills, managerial skills, business presentation skills, team building and conflict management, planning and organizing, problem solving and decision making. The functional level training conducted by them includes advance in excel, ms office, finance for non-finance, bean training, negotiation skills. The batch size for each level or for each classroom training programs are approximately 25 participants.

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The target audience through these training programs are: 1. External Faculty. 2. Internal Faculty. 3. Band Structure like (administrative band, operational band, professional band, tactical band, executive band, strategic band). 4. Graduate/Diploma Engineer trainees. 5. Graduate Trainees. 6. Shop floor Supervisor.

WHAT IS THE IMPORTANCE OF LEARNING CURVE ACCORDING TO MR. ATUL BHARTI?

According to Mr. Atul the concept of learning is never constant, learning needs identification where an individual is expected to reach a set standard in which there is a must of certain skill sets that is the requirement of certain skills are essential for the job. For this the example what he gave was in respect to that of the mechanical engineer, he will pertain all the skills required to handle the job with the help of his technical knowledge and skills, but when he is taken in to the organization there are certain areas where the organization feels that he should poses some more skills additional to his initial skills as to make him more compatible. Thus to identify the gap from an individuals actual performance to the set standard performance of the organization, arrives into training need, where the organization can bridge the gap of that individual through proper training programs. Mr. Bhartis view towards learning curve was that in any organization learning curve is done not to rate a person, because an individual performance has already been prescribed before he applies for the specific job, whereas it is to describe the need of job. Thus this can be achieved only through properly planned training programs by the organization where the employee gets to learn and apply in his given job. Training which is provided at any level in the commercial world is always done when there is a return on investment. Training is done only when mutual benefit will happen. The

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training provided to an individual should result beneficial to both the sides that is benefit to the organization and as well as to the employee.

THE LEARNING PROVIDED BY CROMPTON GREAVES:

Crompton Greaves offer in house training programs, this enable them in developing their internal capabilities for HRD/OD. Their primary concentration is to build the HRD/OD related competencies (knowledge, skills, attitudes and values) in HRD/OD executive and in line manager. Areas in which they provide in house training are: 1. Personal and Organizational Value Clarification. 2. Coaching Skilled. 3. People Management Skills. 4. HRD and OD Intervention. 5. Team Building and Leadership Skills. 6. Performance Counseling. 7. Self awareness and Inter-personal relation workshop. 8. Training for trainers. 9. Behavioral Competency Building.

INTRODUCTION TO COMPETENCY
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Competence
Competence is a standardized requirement for an individual to properly perform a specific job. It encompasses a combination of knowledge, skills and behavior utilized to improve performance. More generally, competence is the state or quality of being adequately or well qualified, having the ability to perform a specific role.

Competencies
Competencies are generally defined as the grouping of behaviors that encompass personal traits, skills, attitudes, behaviors and knowledge that are expressed in observable behavior and action, as characteristics of an individual, which underlie performance or behavior at work. These are fundamental building blocks that impact an organization's business results. OR Competencies are human capabilities and work related behaviours that provide a competitive advantage to an organisation.

Competencies are based on:

Knowledge: - information accumulated in a particular area of expertise
(e.g., accounting, selling, servicing, management)

Skills: - the demonstration of expertise (e.g., the ability to make effective

presentations, or to negotiate successfully)

Motive: - recurrent thoughts driving behaviors (e.g., drive for achievement,

affiliation)

Attitude: - self-concept, values and self-image

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 Traits: - a general disposition to behave in certain ways (e.g., flexibility)

Types of Competencies:
The four major types which are normally evaluated as: -

Mobilizing innovation and change: - ability to conceptualize, creativity, risktaking, visioning.

Managing people and tasks: - coordinating, decision-making, leadership /

influencing others, managing conflict, planning, and organizing.

Communication: - interpersonal relationships, listening to others, oral and

written communication.

Managing self: - learning new things, time management, personal strategies,

problem solving.

HR Functional Role lies in:

Identifying Competencies required by organizations Designing the Assessment/Development Center ( For Selection/promotion and development of managers) Designing scientific instruments for assessment (Psychological tests, In-Baskets etc) Developing Internal Assessor capabilities

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 Facilitating Developmental outcomes/action plans Institutionalizing the process in the organization

Objectives of Competency Mapping and Assessment:

Creating a competency based culture in the organization. Identifying and building competencies of individuals as efficient and effective managers. To ensure that the right people are identified and placed in the right jobs & employee potential is identified, developed and utilized to the fullest extent. Help uplift the competencies of critical groups of managers by providing them insights into their competencies and development opportunities.

Core competency
A core competency is a specific factor that a business sees as being central to the way it, or its employees work. It fulfils three key criteria: 1. It provides consumer benefits 2. It is not easy for competitors to imitate 3. It can be leveraged widely to many products and markets. A core competency can take various forms, including technical/subject matter knowhow, a reliable process and/or close relationships with customers and suppliers. It may also include product development or culture, such as employee dedication. Core competencies are particular strengths relative to other organizations in the industry which provide the fundamental basis for the provision of added value. Core competencies are the collective learning in organizations, and involve how to coordinate

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diverse production skills and integrate multiple streams of technologies. It is communication, an involvement and a deep commitment to working across organizational boundaries.

Core competencies which every effective HR professional should develop:

Business knowledge - capacity to understand competitive issues impacting the
business (e.g., market, products, technology, processes) and to understand how business can create profit and value.

Customer orientation - ability in viewing issues from the perspective of customers Effective communication - the ability to provide both verbal and written information
clearly, consistently, and persuasively.

Credibility and integrity - to walk what you talk, act with integrity in all business
transactions, and honor personal commitments.

Systemic perspective - the ability to view problems and issues in the context of the
bigger picture and understand the interrelationships among subcomponents.

Negotiation and conflict resolution skills - the capacity to reach agreements and
consensus in spite of different goals and priorities.

Competency model
Competencies are characteristics which drive outstanding performance in a given job, role or function. A competency model refers to a group of competencies required in a particular job and usually number 7 to 9 in total. The number and type of competencies in a model will depend upon the nature and complexity of work along with the culture and values of the organisation in which the work takes place.

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Since the early 70s, leading organizations have been using competencies to help recruit, select and manage their outstanding performers after Dr David McClelland, Harvard Business School Professor of Psychology, found that traditional tests such as academic aptitude and knowledge tests, did not predict success in the job. More recent research by individuals such as Daniel Goleman in Emotional Intelligence and Richard Boyatzis, in The Competent Manager, have reinforced and emphasised the importance of competencies as essential predictors of outstanding performance. A competence model, also known as a competency framework, uses the five competences described earlier. These will support the primary tasks and the job specific tasks. Together these tasks reflect the purpose of the job.

Purpose of the Competency Model

A wide gap appears to exist between the potential and actual performance of the federal HR community in delivering services needed to accomplish the agency mission. The consortium of agencies that are supporting the transformation of HRM programs has identified the development of an HR competency model as a key tool to help close the gap. The task is to establish a competency model for HR professionals to serve in new roles as strategic/business partners, advisors/consultants, and change agents as well as professional experts in all areas of human resources management. The purpose of developing the competency model is to: Redefine the role of the HR organization in the federal government. Define the knowledge, skills, abilities, and other traits, that is, the competencies needed by the HR professional. Establish the framework for building a performance-oriented and mission-driven HR organization. Design an approach to transform the federal HRM program, its leadership, and agency HR staffs.

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 Identify and incorporate the best practices from private and public sector HR organizations into the design. Provide a tool for hiring, developing, and assessing the performance of HR staff members. Establish a framework for internal strategic and workforce planning for HR. and Define competencies for a variety of organizationally-based positions and roles. The model identifies federal HR professionals' roles and core competencies. It is designed to be flexibly applied and can be adapted to specific organizational needs and culture. The model is also designed to help educate and inform the HR community, including its leadership and HR development arm, of the new directions and best practices in organizations that have undergone significant HR program reinvention. The model should aid the federal HR community in reaching consensus on approaches for adapting to new work environments.

Steps in creating a competency model:

Step One Use a job analysis process to identify the job tasks for HR positions. Step Two Broaden the way job tasks are identified. The knowledge, skills, and abilities (KSAs) are the components by which HR has traditionally identified what is needed to perform the job tasks. Looking at just KSAs is not broad enough to ensure high performance. It is the other characteristics, traits, and behaviors that are so important but have been left out or are missing from our current model. This model attempts to go beyond the KSAs and to define "other characteristics" and ensure that they are part of the new "competencies" in step Three, below.

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Step Three Identify job competencies. The definition of a job competency as used in this model is "an underlying characteristic of an employee (i.e., a motive, trait, skill, aspects of one's self- image, social role, or a body of knowledge) which results in effective and/or superior job performance" Step Four Establish the model for the new roles and related competencies. This identification of new roles and competencies may result in the need to establish new HR organizational structures. The new roles do not lend themselves to the traditional functional organizational structure which is generally a "stove pipe" with narrow technical boundaries. Step Five Develop preliminary competency clusters or organizational positions. When new roles and competencies are grouped or clustered, and/or organizational structures change, the traditional functional positions or titles are no longer appropriate. HR professionals' titles may require new identities that better reflect the nature of their roles and competencies.

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Competency mapping
"Competency mapping is a process an individual uses to identify and describe competencies that are the most critical to success in a work situation or work role. Competency Mapping Process: The competency mapping process does not fit the one-size-fits all formula. It has to be specific to the user organization. It is better to develop models that draw from but are not defined by existing research, using behavioural interview methods so that the organization creates a model that reflects its own strategy, its own market, its own customers, and the competencies that bring success in that specific context (including national culture). Start with small, discrete groups or teams, ideally in two directions-a 'horizontal slice' across the business that takes in a multi-functional or multi-site group, more or less at the same organizational level, and a 'vertical slice' taking in one whole department or team from top to bottom. From that, the organization can learn about the process of competency modelling, and how potential alternative formats for the models may or may not fit the needs of the business. It is important to focus on one or two key areas of implementation rather than the whole HRD agenda in one scoop. So if recruitment and selection or performance management are the key strategic needs of the business, and where the pain is being felt, then start there. It is advisable to begin with a 'horizontal' slice of the management or senior-most team as the benefits will percolate down to the whole organization.

Methodology for designing: The most effective route to employ recognized best-practice internal research methodology using behavioural event interview (BEI) techniques to selectively sample the target population (supplemented with expert panels and 'Competency Requirement Questionnaires' to engage wider population samples) and so build up the models from

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the data that emerges. This data should be triangulated against clear top-down input in terms of organizational strategy and business objectives, and also against external research relevant and analogous to the organizations situation-not as a driver, but as a reference point. Once the behavioural data is collected, it should be sorted, categorized and levelled carefully to create models that are both concise and comprehensive, simple and sophisticated. Developing BEI skills within the organization has the added benefit that once the model is complete, it can be used more effectively by transferring these skills to selection interviewing, development assessments, and so on. International organizations must ensure that the methodology does not screen-out those competencies that do not match the culturally-influenced pre-conceptions of the head office (wherever it is situated) of what high-performance competencies are. This is a common error. The universalist, all-powerful 'global leadership model'.

Stages in the mapping process

First stage of mapping requires understanding the vision and mission of the organization.

Second stage requires understanding from the superior performers the behavioural as well as the functional aspects required to perform job effectively. Tool for the first and second stage: BEI/ Structured Interview

Third stage involves thorough study of the BEI Reports/ Structured Interview Reports a) Identification of the competency based on competency frame work b) Measurement of competency c) Required levels of competency for each job family d) Development of dictionary which involves detail description of the competency based on the indicators. Care should be taken that the indicators should be measurable and gives objective judgment.

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Fourth Stage requires preparation for assessment. a) Methods of assessment can be either through assessment centres or 360 Degree Feedback b) If assessment centre is the choice for assessment then tools has to be ready beforehand 1. Tools should objectively measure the entire competency required. 2. Determine the type of the tools for measuring competency 3. Prepare the schedule for assessment 4. Training to the assessor should indicate their thorough understanding of the competencies and the tools and also as to how the behaviour has to be documented.

Fifth Stage involves conducting assessment centre. Usually it is a two day program which would involve giving a brief feedback to the participant about the competencies that has been assessed and where they stand to.

Sixth stage involves detailed report of the competencies assessed and also the development plan for the developmental areas.

Seventh stage involves taking the competency mapping one step further, by using the results of your evaluation to identify in what competencies individuals need additional development or training. This will help you focus your training needs on the goals of the position and company and help your employees develop toward the ultimate success of the organization.

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Why Should Individual / Employees Map Their Competencies?

"A competency map is a list of an individuals competencies that represent the factors most critical to success in given jobs, departments, organizations, or industries that are part of the individuals current career plan." A list of compelling reasons includes, at a minimum, the following. An individual: Gains a clearer sense of true marketability in todays 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. Projects an appearance as a cutting-edge and well-prepared candidate, who has taken the time to learn about competencies, investigate those in demand, and map his/her own competencies prior to interviewing. Demonstrates self-confidence that comes from knowing ones 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 ones actual competencies to an organization or positions required/preferred competencies, in order to create an Individual Development Plan. Many organizations today are using the process of 360 degree feedback to compare an individuals self assessment of his/her own performance against key position and

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organization competencies to the assessment of key stakeholders that the individual interacts regularly with. The 360 feedback received is then used as input to the Individual Development plan. David McClelland takes the position that definitions for various competencies, which contain real-life examples of more competent behavior, provide specific guideposts as to how to develop the competency. The feedback information also provides a basis for career counseling or explaining why a person should or should not be promoted.

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COMPANIES WE VISITED
As a part of out HRM project we visited Godrej and Boyce manufacturing company Ltd and Crompton Greaves. In Godrej we met Mr. K.S Johny the deputy manager HR (personnel department) from the process equipment division and in Cromption Greaves we met Mr. Atul Bharti the deputy manager HR from the stamping division. Now let us look at these companies and the process of mapping in detail.

Godrej and Boyce manufacturing company Ltd.

History of Godrej
Godrej is a 111 year old manufacturing company which is a market leader for FMCGs as well as consumer durables. It has a diverse range of products from fridges, cupboards, security locks, soaps etc. it has been the market leader for the past 100 years, but since the past 5 years dude to changing market scenario and excessive competition from MNCs and other Indian firms they begun to feel the need for retaining their employees and also to hire the right people for the right job. For this they have resorted to competency mapping. Godrej- Competency Model Godrej doesnt have one particular competency model. They develop the model which is different for different levels as and when the need for it arises. For instance when there is an opening for a job that is a job vacancy the department head along with the top managers and a few seniors of the department sit down and put down the requirements of that job. After the job requirements are stated the competency model is framed kepping in minf the job requirements the mission of the company as well as the (attitude required for the job) amount of responsibility that there is to be handled.

Godrej Competency Mapping

To make the mapping process unbiased godrej has outsourced their competency mapping for internal promotions as well as fresh recruitments to company Thomas international. Now once there is vacancy for job, godrej informs Thomas international and gives them the job requirements as well as the competency set that they are looking for a candidate for that post. Once Thomas international receives the requirements they begin the mapping process. The internal staff is made known about the vacancy and those who wish to apply do so. Once Thomas international receives the list of the applicants they begin the process. They use various methods such as case-studies, group discussion, vivas, stress interviews, written tests, in-basket exercises. They have a set of predetermined benchmark for all these tests. They mark the individuals performance and then their performance is compared to the benchmark. The applicants whose performance is at power with or above the benchmark are shortlisted and this list

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is sent back to godrej. Now once godrej receives the list for internal applications they conduct a round of interviews and the best candidate is selected for the post. The same process is conducted for external recruitments. After the individuals performance is compared to the standard benchmark the list of applicants who have performed well is sent to godrej. These applicants then are put through a series of panel interviews and then the best candidate is selected, trained and is then made to handle the post. Q. How does competency mapping help the organization as well employee? Competency mapping is done to understand the business need i.e to understand what the organization needs or is looking for in an employee. The competencies required at each level and department are different. Eg: the competencies required by a human resource manager will be different from the competencies required by production manager or a material manager.

1. Competency mapping helps the organization in recruiting the right people for the

job. 2. Competency mapping helps the employee to understand his strengths and overcome his weakness.

CROMPTON GREAVES
History of Crompton Greaves
Since its inception, Crompton Greaves has been synonymously with electricity. Crompton Greaves India operations were established in 1937 (73 years), and since then the company has retained its leadership position in the management and application of electrical energy. Today Crompton Greaves is Indias largest private sector enterprise. It has diversified extensively and is engaged in designing, manufacturing and marketing technologically advanced electrical products and services related to power generation, transmission and distribution. The company is customer-centric in its focus and is the single largest source for a wide variety of electrical equipments and products. Cromptons products range from railway signaling equipment, lighting products, fans, pumps, public switching to a range of industrial products. Crompton Greaves is fast emerging as a first choice global supplier for high quality electrical equipments with several international acquisitions.

Crompton Greaves competency model

Crompton Greaves like Godrej doesnt have a set competency model that they use. According to Mr. Atul Bharti the job description is the basic requirement for the job. So when we say framing a competency model its basically putting down the behavioral competencies required for a particular job. As the job description only states the technical part i.e. the skills and knowledge required for a particular job but it doesnt state the behavioral competencies required for a job. For a particular position, what is the behavioral set that a person requires for that job profiling is done. For job profiling the department head along with seniors frame the behavioral set i.e. competencies

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required. It is important that the behavior of the applicants matched the behavioral set of the organization otherwise he wont be able to give his 100% to his job.

Cromption Greaves- Competency Mapping.

In competency mapping it is basically the behavioral competencies of that individual that are being marked. So the competency mapping cannot be done anywhere (outsourced) it has to be done internally. As a person from the organization knows what is the behavioural set required by the organization, very good knowledge also could be bad if the person doesnt handle the situation well that is his behavior doesnt match that of the organization. Cromption uses mapping for different levels. For production line workers there is skill mapping competencies. For managerial level they map the behavioural competencies. They have their own department within the organization which carries out competency mapping. They use various mapping methods such as:

Q. Is competency mapping beneficial for the organization as well as the employee?

While recruiting you cant state whether it is beneficial or not but it is used basically to ascertain the fact that the person suits the organization before selection.

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COMPETENCY MAPPING WITH ANALYSIS

1. Basic knowledge and information 1. Command of basic facts:
Factors affecting Command of basic facts

A manager should understand the business.

Have sound knowledge of basic facts surrounding the business such as short and long term goals. Product knowledge. Maintain relationships between various departments. a) Individual rating:

Command of basic facts is very important for a manager as it is basic knowledge about the business. Especially for a HR manager as HR cannot operate in isolation. An HR manager needs to know the business, the demand of the business, How it operates, competitors etc. Mr. Johny from Godrej has received a rating of 4 whereas Mr. Bharti has received a rating of 5. Hence we can conclude that Mr. Johny has scope for improvement.

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b) Organizational benchmark:

Everyone working in an organization should have knowledge about the products and services that the organization is dealing in and also the short as well as the long term goals of the organization. The organization benchmark for Command and basic facts at Goderj is 4 whereas at Crompton Greaves it is 5. So Godrej has to try and raise the benchmark for their organization. Both the individuals that is Mr. Johny as well as Mr. Bharti are meeting their organizational benchmark, but we have to keep in mind that Mr. Bharti has been working in Crompton Greaves for a period of just one year whereas Mr. Johny is working in Godrej for more than three years.

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2. Relevant professional knowledge:

Factors affecting relevant professional knowledge: A manager should know the background of management principles including planning, organizing, controlling and directing. a) Individual rating:

Planning, organizing, controlling and directing are basic functions that a manager carries out on a daily basis. Mr. Johny and Mr. Bharti both are rated at 4 that is both of them are having the same level of competency, but we should keep in mind that Mr. Johny is working in Godrej for more than three years whereas Mr. Bharti is working in Crompton for just over a year. Both of them have a scope for improvement.

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b) Organizational benchmark:

The organizational benchmark for relevant professional knowledge at Godrej is 4 whereas at Crompton it is 5. We can say that Crompton gives more importance to the functions of planning, organizing controlling and directing. Godrej should pay more attention to these functions as they are basic functions which are carried out on a daily basis. We can conclude that Mr. Johny is meeting his organizational benchmark but Mr. Bharti still has to work hard to meet his organizations benchmark. 2. Skills and attributes

1. Continuing sensitivity to events:

Factors affecting Continuing sensitivity to events: A manager should be aware of what is going on and is perceptive. He should be open to information (hard information such as figures and facts, and soft information such as feeling of other people.)

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a) Individual rating:

An HR manager should connect with people in the organization. He should also have proper knowledge about facts and figures. Mr. Johny is rated at 3 whereas Mr. Bharti is rated at 4. Mr. Johny has scope for improvement. b) Organizational benchmark:

6 5 4 3 2 1 0 Benchmark at Godrej Benchmark at CG

The

organizational

benchmark

for

continuing sensitivity to events at Godrej is 3 whereas at Crompton Greaves the benchmark is 5. We can say that Crompton Greaves gives more importance to how a manager should understand the feeling of people as well as how he understands facts and

figures. We can conclude that both Mr. Johny and Mr. Bharti both are not meeting the organizational benchmark and so both have a scope for improvement.

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2. Analytical, problem solving and decision-making skill:

Factors affecting analytical, problem solving and decision-making skill: A manager should weigh the pros and cons in an uncertain and ambiguous situation, calling for a high level of judgment or taking appropriate decision without much delay. a) Individual rating:

Mr. Johny has received a rating of 4 whereas Mr. Bharti has received a rating of 5. As an HR manager it is important to have analytical, problem solving and decision making skills especially strategic decisions regarding recruiting the right candidate for the job. Mr. Johny should try and improve his problem solving and decision making skills.

b) Organizational benchmark:

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From the organization point of view it is very important that a manager be able to make decisions whenever required. Both the organizations that is Godrej and Crompton Greaves benchmark is 5. We can conclude that Mr. Johny has scope for improvement whereas Mr. Bharti should continue at the same level, as these skills will only improve over a period of time.

3. Social skills and abilities:

Factors affecting Social skills and abilities: A manager should develop, negotiate, resolve conflict, persuade, use and respond to authority and power so as to get things done. The other social skills a manager should develop are influence, conflict management, collaboration and cooperation, communication, leadership, building bonds and team capabilities.

a) Individual rating:

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A manager should get things done and so should develop his social skills and abilities. He has to communicate with other departments and should develop team capabilities. Mr. Johny is rated at 3 whereas Mr. Bharti is rated at 5. So Mr. Johny should try and improve his social skills and abilities. b) Organizational benchmark:

The organizational benchmark for social skills and abilities is 3 for Godrej and 5 for Crompton Greaves. Both Mr. Johny and Mr. Bharti are meeting their organizational benchmarks, but Godrej should create such an environment which can facilitate communication between the departments.

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We can conclude that Mr. Johny has scope for improvement and Mr. Bharti should maintain the same level of skills and abilities.

4. Emotional resilience:
Factors affecting Emotional resilience: A manager should deal with emotional stress and strain that arises as consequence of working situations of authority, leadership, power, targets and deadlines. a) Individual rating:

A manager should deal with emotional stress and strain Mr. Johny is rated at 3 whereas Mr. Bharti is rated at 4. So Mr. Bharti has greater emotional resilience than Mr. Johny, but then too both of them have scope for improvement.

b) Organizational benchmark:

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The organizational benchmark for Godrej is 3 whereas for Crompton Greaves it is 5. Mr. Johny is meeting with the organizational benchmark whereas Mr. Bharti is not meeting with the organizational benchmark, but we should keep in mind that Mr. Bharti has been in the organization for a period of just 1 year. We can thus conclude that even though Mr. Johny is meeting his organizations benchmark there is still scope for improvement as his rating is just 3.

5. Pro- activity:
Factors affecting Pro- activity: A manager should respond to the needs of the instant situation, but while making such a response consider the long-term aims and goals and the impact of immediate decision. A manager should seize opportunities as they arise A manager should handle crises swiftly and effectively

a) Individual rating:

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It is very important for a manager to seize opportunities as they arise especially in todays competitive world where there is a lot of competition. Mr. Johny has received a rating of 4 whereas Mr. Bharti has received a rating of 5. So Mr. Johny has scope for improvement. b) Organizational benchmark:

Godrej as well as Crompton Greaves have set their benchmark for pro-activity at 5. We can thus conclude that Mr. Johny has to improve his skills of handling crises situations as well as should seize opportunities for the benefit of the organization and to evade competition.

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3. Meta Qualities

1. Creativity:
Factors affecting Creativity: A manager should come up with unique ideas or solutions either ones own ideas or ideas from another source a) Individual rating:

Mr. Johny as well as Mr. Bharti is rated at 4 for creativity. But both of them still have room for improvement.

b) Organizational benchmark:

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The organizational benchmark for creativity at Godrej is 4 whereas at Crompton Greaves it is 5. So we can say that Godrej has the scope for improving on creativity of their managers in their organization. We can thus conclude that though both Mr. Johny and Mr. Bharti have the same rating Mr. Johny is able to meet his organizations benchmark whereas Mr. Bharti has not been able to do so.

2. Mental agility:
Factors affecting mental agility: A manager should grasp problems quickly, think about several things at once, understand the whole situation quickly and think on ones feet.

a) Individual rating:

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In stressful situations like in case of an accident it is the responsibility of the manager to grasp the problem quickly and take corrective action. Mr. Johny is rated at 4 whereas Mr. Bharti is rated at 5. b) Organizational benchmark:

The organizational benchmark for Godrej is 4 whereas at Crompton it is 5. Both Mr. Johny as well as Mr. Bharti have met their organizational benchmark but still Mr. Johny has scope for improvement. We can thus conclude that even though both Mr. Johny and Mr. Bharti are meeting the organizational benchmark, Mr. Johny has some room for improvement.

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3. Balanced learning habits and skills:

Factors affecting balanced learning habits and skills: A manager should use a range of learning process including use of inputs like teaching, discovery from ones own personal experiences and reflection. a) Individual rating:

Mr. Johny has received a rating of 3 whereas Mr. Bharti has received a rating of 4.

b) Organizational benchmark:

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The organizational benchmark at Godrej is 4 whereas the benchmark at Crompton is 5. Godrej should motivate their managers to use what they have learned in their training programs as well as what they have learned throughout the years for the benefit of the organization. We can thus conclude that both have the scope to do better but Mr. Johny has more scope for improvement.

4. Self-knowledge:
Factors affecting Self-knowledge: A manager should be aware of ones own beliefs, goals, values, feeling, behavior and the part they play in influencing their actions. A manager should also conduct an accurate self-assessment for himself. A manager should possess self-confidence

a) Individual rating:

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It is very difficult for a person to be aware of his own values and beliefs as they are operating unconsciously within us. It is very important for a manager to understand his behavior as a manager has to take decisions and those decisions shouldnt be colored by his biasness. Also his values and beliefs as it may cause biasness at the time of recruitment. Mr. Johny has received a rating of 4 whereas Mr. Bharti has received a rating of 5, so Mr. Johny has scope for improvement. b) Organizational benchmark:

The organizational benchmark at Godrej is 4 whereas the organizational benchmark for Crompton Greaves is 5. Mr. Johny is meeting his organizational benchmark whereas Mr. Bharti has to improve.

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We can thus conclude that even though Mr. Johny has met his organizational benchmark he still has opportunity for growth.

CONCLUSION
Thus to conclude with we can see that Crompton Greaves has adopted a more rigid mapping system as the benchmark that they have set for their employees is very high as compared to Godrej. Moreover if we compare the individual graphs also we can see that Mr. Atul Bharti from Crompton has performed better than Mr. K.S. Johny from Godrej. This is probably because of the favorable working environment opportunities that Crompton has to offer, also because of the inter-departmental communication and co-ordination and various other factors. We shouldnt forget the fact that Mr. Atul Bharti has been in the organization i.e Crompton Greaves for just around a year whereas Mr. K.S. Johny has been in Godrej for a period of more than three years. So we can draw the conclusion that Mr. Atul Bharti has great scope for growth whereas Mr. Johny has to work on a few of his competencies that he is lacking in and that can be improved upon.

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