CHAPTER 1 INTRODUCTION 1.1 AN INSIGHT INTO COMPETENCY MAPPING 1.1.

1 OVERVIEW
Todays competitive and an uncertain business scenario has urged organizations to change the way they have been creating value and conducting business. Survival of the fittest is the theory that is defining the winners in business, today. The shifting business paradigm is forcing organizations to reformulate their business strategies so as to include, issues of human assets, as one of the key components. t has become essential for organizations to design a kind of people management that would act as a key to business success. Thus, the new world of work, is reinventing !uman "esource #anagement $!"#% to capitalize on employees& talent rather than force'fitting employees into a (ob'bo) and this has been facilitated by making *(ob competency + a key element of human capital, the foundation for all !uman "esource $!"% efforts. Today, the move is towards a measurable, ob(ective and a competency'based !"# ' a new way of defining and assessing the hard'to'measure traits, or otherwise, the soft skills of employees. Since their introduction two decades ago, competency models and competency'based !uman "esource #anagement have become the best practice of business focused !" processes for thousands of businesses. ,ompetencies have stood the test of time and are now re-uired for organizations seeking to integrate their !" practices with the strategic and operational needs of business.

1.1.2 WHAT ARE COMPETENCIES?

,ompetencies are the characteristics of a manager that lead to the demonstration of knowledge, skills and abilities, which result in effective performance within an occupational area. ,ompetency also embodies the capacity to transfer skills and abilities from one area to another. + !ogg ., /010.

2n analysis of the definition reveals3 ,ompetencies are the characteristics of a manager. This goes along with our premise that competency is a characteristic of a person. ,ompetencies lead to the demonstration of skills and abilities. Therefore, competency must be demonstrated and hence must be observable. t must not be inferred or e)trapolated. ,ompetencies must lead to effective performance. This means that the performance of a person with competency must be significantly better than that of a person without it. ,ompetency thus refers to behavior, differentiating success from merely doing the (ob. ,ompetency also embodies the capacity to transfer skills and abilities from one area to another. 2 sales person may be able to deliver his sales pitch flawlessly but may be tongue' tied elsewhere. !e lacks the competency of *communication. Thus competencies cannot be restricted to a single (ob alone but the person must be able to carry them along. This dispels the need to differentiate between generic and functional competencies since this part of the definition e)cludes functional competence, which is associated with a particular (ob. .roadly defined, competencies are actions which are observable in of an individuals work, characterizing effective performance in the work. the e)ecution

1.1.3 IS COMPETENCE AND COMPETENCY DIFFERENT?

4ery often, competence and competency are used interchangeably. t is essential to understand that competence and competency are two different terms. Competences refer to abilities based on work tasks or (ob responsibilities5 thus they define what has to be done. Competencies refer to abilities based on behavior5 thus they define how a (ob has to be done, e)cellently. Thus, for a sales manager, competence and competencies could be differentiated as follows3

COMPETENCE
/. 7repare -uotations and sales order processing. 6. #anage key accounts, the sales office and its staff. 8. Supervise and motivate the 9ield sales force.

COMPETENCIES
/. 7roblem Solving and :udgment 6. ;rive and ;etermination 8. ,ommercial 2wareness <. nter'personal skills =. >ffective ,ommunication

The above competencies can be described further by .ehavioral ndicators which are observable behaviors or actions, defining a particular competency, related to a specific role in an organization.

1.1.4 COMPETENCY & KNOWLEDGE SKILL AND ATTITUDE(KSA) FACTORS

t is essential to understand how competency is related to knowledge, skill and attitude factors. ,ompetencies only include behaviors that demonstrate e)cellent performance. Therefore, they do not include knowledge, but do include ?applied? knowledge or the behavioral application of knowledge that produces success. n addition, competencies do include skills, but only the manifestation of skills that produce success. 9inally, competencies are not work attitudes, but do include observable behaviors related to attitudes. >.g.3 ,onsidering the position of a marketing manager in an organization, competencies and @S2s for this position could be3 Skill3 Sets up new pro(ect introduction.

Competency3 7ositions a new pro(ect introduction so that it is clearly differentiated in the market. Knowledge: Anderstands market dynamics.

Competency: Ases understanding of market pricing dynamics to develop models. Attitude3 Bants to do an e)cellent (ob. Competency3 #eets all commitments in a timely manner. Today organizations are all talking in terms of competence. Cone are the days when people used to talk in terms of skill sets, which would make their organizations competitive. There has been a shift in the focus of the organizations. Dow they believe in e)celling and not competing. t is better to build a core competency that will see them through crisis. 2nd what other way than to develop the people, for human resource is the most valuable resource any organization has.

1.1. THE PROCESS OF COMPETENCY MAPPING

,ompetency mapping is the process of identification of the competencies re-uired to perform successfully a given (ob or role or a set of tasks at a given point of time. t consists of breaking a given role or a (ob into its constituent tasks or activities and identifying the competencies $technical, managerial, behavioral, conceptual knowledge, an attitudes, skills, etc.% needed to perform the same successfully. The product of competency mapping would be a competency model which is a descriptive set of predefined key competencies and proficiency levels re-uired to perform successfully in a specific (ob. ,ompetency #apping can be divided into four main categories3

/.

:ob ,ompetency #apping3 ' #apping based on the specific tasks of a particular (ob.

<

6. success. 8.

"ole ,ompetency #apping3 ' #apping based on the part an individual employee plays in the organizations overall

9unctional ,ompetency #apping3 ' #apping based on the skills re-uired of an employee in a particular function of the business, e.g. marketing or finance. <. ,ore ,ompetency #apping 3 ' #apping based on the competencies that every employee should have in keeping with the overall values and vision of the organization. The process of competency mapping does not fit the one'size'fits all formula. t has

to be specific to the user organization. !ence, an organization needs to create a model that reflects its own strategy, its own market, its own customers, and the competencies that bring success in that specific conte)t $including national culture%. ,ompetencies could be initially mapped 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. 9rom that, the organization can learn about the process of competency modeling, and how potential alternative formats for the models may or may not fit the needs of the business.

1.1.!. HOW ARE COMPETENCY"#ASED PRACTICES USEFUL?

9or a Company, competency'based practices3 retention. role. .uild competitive advantage by strengthening core operations by ?raising the bar? and reinforcing behaviors that lead to top performance. ncrease the effectiveness of training and professional development programs 7rovide data on development needs that emerge from group andEor 7rovide a common framework and language for discussing how to implement 7rovide a common understanding of the scope and re-uirements of a specific by linking them to the success criteria $i.e., behavioral standards of e)cellence%. organizational composites that are an outcome of multi'rater assessments. and communicate key strategies. "einforce corporate strategy, culture, and vision. >stablish e)pectations for performance e)cellence, resulting in a systematic

approach to professional development, improved (ob satisfaction, and better employee

9or #anagers, competency'based practices3 dentify performance criteria to improve the accuracy and ease of the hiring 7rovide more ob(ective performance standards. ,larify standards of e)cellence for easier communication of performance 7rovide a clear foundation for dialogue to occur between the manager and

and selection process.

e)pectations to direct reports. employee about performance, development, and career'related issues.

9or >mployees, competency'based practices3 dentify the success criteria $i.e., behavioral standards of performance 7rovide a more specific and ob(ective assessment of their strengths and 7rovide development tools and methods for enhancing their skills.

e)cellence% re-uired to be successful in their role. specify targeted areas for professional development.

"esearch indicates that competencies are more likely to be determinants of success in comple) (obs, than knowledge and skills $Spencer, /008%. To be truly effective, competency models must have strong and irrevocable ties to the strategic issues of the organization The use of competency based management systems affords companies the opportunity to concentrate on their operations without sacrificing the need to have a well managed workforce. 2ny investment an organization makes in competency profile development has benefits far beyond the usefulness of the results for employee development purposes. Thus, competencies are here to stay and create a win'win situation for both the organization and its employees.

1.2. COMPETENCY ASSESSMENT

After indenting the job responsibilities & competency requirements,one should go for assessing where do individuals stand in terms of the competencies required, which is known as Competency Assessment ,ompetency based assessment is a system for assessing a person&s knowledge and skills. 2ssessment is based on actual skills and knowledge a person can demonstrate in the workplace or in other relevant conte)ts. ,ompetency based assessment is also a system for providing portable -ualifications against nationally recognized competency standards.

1.3.#ACKGROUND OF THE PRO#LEM Suguna 7oultry 9arm Htd lays emphasis on working with competent people to achieve results efficiently and effectively. Bith this view from the inception, the company has formulated its own competency matri). Suguna 7oultry 9arm Htd is interested to know the current competency level of its departments with respect to the managers and to know the importance of various competencies in performing their (ob. 1.4. STATEMENT OF THE PRO#LEM To determine the current competency level of its departments with respect to the managers and to know the importance of various competencies in performing their (ob.

1. . O#$ECTIVES To identify the core competencies re-uired to perform a (ob successfully. To identify the e)isting competency level of the employees. To find out the gap between re-uired competency level$",H% and current competency level $,,H% To identify the importance of various competencies in performing the (ob at different departments.

1.!. SCOPE OF THE STUDY% This research was carried out to identify the current competency level in all departments and to know the importance of various competencies in performing their (ob. The study of competency mapping and assessment covers all H= level employees i.e. managers in all departments. The study currently focuses on 8/ managers present in ,orporate Iffice. The study serves a number of purposes. t is done for the following functions3 Cap 2nalysis "ole ,larity Selection, 7otential dentification, Crowth 7lans. Succession 7lanning. "estructuring nventory of competencies for future planning

1.&. TIME FRAME The study with its specific ob(ectives was carried out from /8th #ay 6JJ0 to /8th :uly 6JJ0. 0

1.'. LIMITATIONS OF THE STUDY >mployees view may be biased. The study was confined only to the managers and not all. The primary data collected is from -uestionnaire and hence the result would bear all the limitations of the primary data.

/J

CHAPTER"2 ORGANISATION PROFILE

Started in the year /01<, Suguna 7oultry 9arm Himited is ndias largest poultry enterprise with a turnover of 6J8J crores in 6JJG'J1. Sugunas pioneering efforts in contract 9arming have helped thousands of farmers to grow along with the company. #anaging ;irector M(. #.S)*+,-(-(-.-+ and :oint #anaging ;irector M(. G.#. S*+,-(-(-.-+ head the group. Suguna currently operates in // states working with /=,JJJ farmers, 6=,JJJ channel partners and <,1JJ employees. 2t the heart of Sugunas success lies the vision of energizing rural ndia.

E+/(0121+0 R*(-3 I+,1Suguna 7oultry 9arm Himited has drafted a new success saga with a vision to strengthen the backbone of the ndian economy. The organization has focused on reaching out to rural ndia through its innovative and sustainable business model, reaching out to the rural segment of the poultry farming community. "eaching out to embrace new ideologies that will help Suguna set trends in our areas of e)pertise. 2t Suguna, we firmly believe that in reaching out, we will be able to nurture a more holistic growth.

S*0*+-42 C)(/ 5*21+/22 -6718171/2

Suguna imports the grandparent birds from "oss in A@, best known for their tenderness and taste and from Hohmann in Cermany, the best in layers. State'of'the'art hatcheries, -uality feed and best farm management practices ensure the highest -uality broiler chicken. Suguna is the first poultry company to implement end to end >"7Ksystem for poultry business management.

//

S*0*+- 1+ #()13/( P(),*671)+

Suguna has become the household name in the broiler chicken industry. Suguna stands first in broiler production in ndia $and <th in the world by volume%. Suguna 7oultry 9arm revolutionized the ndian poultry industry through contract farming. Suguna ,hicken, is a highly trusted brand name offering high -uality, nutritious, hygienic and affordable broiler chicken.

S*0*+- 1+ L-9/(2 1+,*27(9

Suguna offers day old Hayer chicks and pullets to ndian farmers who prefer more number of saleable eggs and layers that are highly efficient in gram feed per egg, and adaptable to different environmental conditions with high livability. The chick is a white'egg layer and as such highly suitable for cages, deep litter, aviary and free' range management.

G3)5-3 P-(7+/(2 ): S*0*+Suguna partnered with "oss of A@ for importing broiler grandparent stock and Hohmann of Cermany for Hayer grandparents. Suguna imports day old grandparent and parent stock chicks from "oss, a subsidiary of 2viagen for broiler. Hohmann is today the world&s Dumber one 7rimary .reeding ,ompany for Hayers under the umbrella of >rich Bes(ohann Croup of ,ompanies ead-uartered in ,u)haven, Cerman.

S*0*+- A+971;/ F()</+ 6=16>/+

Suguna e)ports frozen chicken products, under the Suguna 2nytime brand to #iddle >ast, where they are well received and have a good presence. Sugie&s products are processed in a modern processing plant near Adumalpet which is !2,,7 certified and abides the international standards based on Total Luality #anagement $TL#% system with strict compliance to hygiene and inspection re-uirements and and adopting the traditional halal techni-ue. Suguna 2nytime frozen chicken is also available domestically in all metros. /6

S*0*+- D-139 F(/22=

Suguna ;aily 9ressh is Sugunas latest venture comprising a chain of high'-uality retail stores which retail fresh hygienic ready to cook chicken and as well as speciality eggs, mutton and seafood. These stores provide a novel and hygienic buying e)perience for our discerning customers. Ine can get choice portions of fresh chicken and also ready'to'cook items at these outlets, which incorporate hygienic storage and packing. 7lans are on to open /G= stores across ndia by the coming year

S*0*+- H);/ #17/2 ? H);/ M/-3 R/@3-6/;/+7

Suguna has recently launched a new category of !ome #eal "eplacement foods under the brand name Suguna !ome .ites. Starting with a range of 1 heat n eat entrOe and main meals, Suguna will soon introduce more in this range as well as a range of dried ready to eat he facts and figures of Suguna, as of today indicate its growth and its reach. Suguna offers a range of value added eggs fortified with special natural nutrients, catering to the nutritional and health re-uirements of various groups of people. Suguna !eart enriched with Imega 8 fatty acids and 4itamin > has up to =JM lower cholesterol than ordinary table eggs and helps maintain a healthy heart. Suguna 2ctive, enriched with ;!2, Irganic Selenium, and 4itamin > is particularly good for children and teens as ;!2 assists in brain development and improving eyesight. 4itamin > is a powerful antio)idant and is good for the skin and has anti ageing properties. Imega 8 fatty acids cannot be produced by the body and must be obtained from the diet. Irganic Selenium is good for maintaining overall health and preventing certain types of diseases and is more efficiently absorbed by the body than inorganic sources. Suguna 7ro is enriched with protein and vitamins $Hutein and Nean)thinin%. The high protein in Suguna 7ro helps build and repair the cells in muscles and other body tissues. 4itamin 2 is

S*0*+- #(-+,/, /002

helpful for healthy skin and good vision. 2dditionally Hutein an important pigment in Suguna pro prevents macular degeneration and cataract of eyes. ,alcium P 7hosphorus helps in formation of bones and teeth. Suguna Shakti shares similar nutrients as Suguna 7ro and is of smaller size. Suguna has en(oyed a strong business growth through its innovative business model and unstinted efforts at giving high -uality products and ensuring value for the customer. The changing demographic profile of ndia, increasing urbanization and the empowerment of rural ndia will add millions of new families to the economic mainstream. The company is well positioned to service this ever growing demand for poultry products in ndia and the world.

F-67 2=//7
The facts and figures of Suguna, as of today indicate its growth and its reach.

/st in ndian broiler production /Jth largest poultry enterprise in the world "s. 6J8J crore turnover // states <,1JJ employees /=,JJJ Q farmers 6=,JJJ channel partners =JJ,JJJ people benefit from indirect employment 80= million chickens produced per annum 8F hatcheries =6 feed mills /.=F million tons feed production per annum /J,JJJ tons of processed chicken meat per annum

CHAPTER "3 REVIEW OF RELATED LITERATURE

3.1 WHAT IS COMPETENCY? 2ny underlying characteristic re-uired for performing a given task, activity or role successfully can be considered as competency. ,ompetency may take the following forms3 @nowledge 2ttitude Skill Ither characteristics of an individual including #otives 4alues Traits Self ,oncept DEFINITION% 9irst popularized by #OYATAIS (1B'2) with "esearch result on clusters of competencies3 2 capacity that e)ists in a person that leads to behavior that meets the (ob demands within parameters of organizational environment, and that, in turn brings about desired results UNIDO (2CC2)"

2 ,ompetency is a set of skills, related knowledge and attributes that allow an individual to successfully perform a task or an activity within a specific function or (ob. RANKIN (2CC2)%

,ompetencies are definition of skills and behaviors that organizations e)pect their staff to practice in work.

MANSFIELD (1BB&)%

Anderlying characteristics of a person that results in effective a superior performance. WOODRUFFE (1BB1)%

C);@/7/+69% 2 person' related concept that refers to the dimensions of behavior lying behind competent performer. C);@/7/+6/% 2 work' related concept that refers to areas of work at which the person is competent C);@/7/+61/2% Iften referred as the combination of the above two. AL#ANESE(1B'B) % ,ompetencies are personal characteristics that contribute to effective managerial performance. HAYES(1B&B) % ,ompetencies are generic knowledge motive, trait, social role or a skill of a person linkedto superior performance on the (ob .

COMPETENCY ? #ROAD CATEGORIES G/+/(16 C);@/7/+61/2 ,ompetencies which are considered essential for all employees regardless of their function or level. ' ,ommunication, initiative, listening etc.These are basic competencies re-uired to do the (ob, which do not differentiate between high and low performers M-+-0/(1-3 C);@/7/+61/2 ,ompetencies which are considered essential for employees with managerial or supervisory responsibility in any functional area including directors and senior posts performers. T=(/2=)3, )( P/(:)(;-+6/% 7erformance competencies are those that differentiate between high and low

3.2 THE ROOTS OF COMPETENCY APPROACH% #ichael ,rozier shocked the management community by defining the organization as imperfect social compromises .9ar from being scientific constructs he depicted a comple) organization as a reflection of its actual degree of competency. ;espite a growing interest of competency among mangers and human resource professionals in recent years, the modern competency movement in industrial' organizational psychology actually dates from the mid/0=Js and early /0GJs. n that regard, :ohn 9lanagans work $/0=<% and ;ave #c,lellands studies $/0GJ% might be cited as two landmark efforts that originally invented the concept of competency. ,oncept maps were invented by :oseph Dovak in the /0FJs for use as a teaching tool. Hater in /01F Billiam Trochim developed the concept map into a strategic planning tool for use in the design of organizational components. Trochim&s techni-ue differs significantly from Dovak&s original school of thought. Bhile Dovak&s maps are generated for an individual, Trochim&s are generated by a group.

3.3 HISTORY OF COMPETENCIES% $)=+ F3-+-0-+ (1B 4) 2 seminal article published by :ohn 9lanagan in /0=< established ,ritical ncidents Techni-ue as a precursor to the key methodology used in rigorous competency studies. .ased on studies of AS 2ir 9orce pilot performance, 9lanagan concluded that the principle ob(ective of (ob analysis procedures should be the determination of critical re-uirements. These re-uirements include those which have been demonstrated to have made the difference between success and failure in carrying out an important part of the (ob assigned in a significant number of instances. 9rom here, critical incidents techni-ue was originally discovered. ,ritical incidents itself can be defined as a set of procedures for systematically identifying behaviors that contribute to success or failure of individuals or organizations in specific situations. 9lanagans work, while not strictly about competencies, was important because it laid the foundation for a new approach to e)amining what people do. n a later form, the critical incidents techni-ue would resurface to focus around significant behavioral events that distinguish between e)emplary and fully'successful performers. t is 9lanagans critical incidents techni-ue that si)teen years later inspires ;avid #c,lelland to discover and develop the term of competency. #/+.-;1+ #3)); (USA) n mid fifties .>D:2# D laid the foundation for identifying educational ob(ectives by defining @S2, s needed to be developed in education. The educational ob(ectives developed by them were grouped under the cognitive domain.

D-81, M6C3/33-+, (H-(8-(, P296=)3)0127) !e pioneered the ,ompetency #ovement across the world and made it a global concept. !is classic books on Talent and Society, 2chievement motive, The 2chieving Society, #otivating economic achievement and power the inner e)perience brought out several new dimensions of the competency. These competencies e)posed by #c .,leland dealt with effective domain in .looms terminology.

R16=-(, #)9-7<12. "ichard .oyatzis wrote the first empirically'based and fully'researched book on competency model developments. t was with .oyatzis that (ob competency came to widely understood to mean an underlying characteristic of a person that leads or causes superior or effective performance. .oyatzis was e)plicit in describing the importance of clearly'defined competency as reflected in specific behavior and clearly defined performance outcomes when he wrote that the important points is that specific actions cause, or lead to, the specified results. ,ertain characteristics or abilities of the person enable him or her to demonstrate the appropriate specific actions$.oyatzis, /016, p. /6%.2s founding developer of competency modeling in the Anited States, .oyatzis grounded competency interventions on documented behavioral indicators that caused or influenced effective (ob performance. .oyatzis, like 9lanagan, stressed the importance of systematic analysis in collecting and analyzing e)amples of the actual performance of individuals doing the work. The method for documenting the actual performance was collected through the behavioral event interview $.> %, an intensive face'to'face interview that involves soliciting critical incidents from performers and documenting what the performers thinking and doing during the incidents.

The relationship management set competencies included essential social skills. ;eveloping others involved sensing peoples development needs and bolstering their abilities a talent not (ust of e)cellent coaches and mentors but also of outstanding leaders. ,ompetence in developing others was found to be a hallmark of superior managers5 among sales managers for e)ample, it typified those at the top of the field $ Spencer and Spencer, /008%. 2lthough this ability was crucial for those managing

front line works, it has also emerged as a vital skill for effective leadership at high levels $Coleman, 6JJJ%. The most effective people sense others reaction and find tune their own responses to move interaction in the best direction. This emotional competence emerged over and over again as a hallmark of star performance, particularly among supervisors, managers and e)ecutives $Spencer and Spencer, /008%. ,reating an atmosphere of openness with clear lines of communication is a key factor in organizational success. 7eople who e)hibit their communication competence are effective in the give + and ' take of emotional information, deal with difficult issues straight forwardly, listen well and welcome sharing information fully and foster open communication and stay receptive to bad news as well as good. $ Coleman, 6JJJ%

CHAPTER "4 RESEARCH METHODOLOGY

This chapter deals with the methodology in which the study is conducted to find out the effectiveness of the competency mapping and competency assessment.

RESEARCH DESIGN
The type of the research study is a descriptive study .;escriptive study is a description of a phenomenon or characteristics associated with the population i.e. who,what,when,where and sometimes how.

POPULATION SIAE AND TYPE OF STUDY The study is census study. The population consists of all managers in
different departments at Suguna 7oultry 9arm Htd. There are 8/ managers and they all are the respondents of the study.

DATA COLLECTION METHOD P(1;-(9 ,-7Structured -uestionnaire was used to collect the re-uired details for the research .2 pilot test was conducted on !" e)ecutives alone to test the validity of the -uestionnaire and to check the feasibility of statistical tools. The -uestionnaire consists of two parts . The first part deals with assessment of self and the second part deals with the assessment of importance of each competency to perform their (ob effectively.

S/6)+,-(9 D-7The secondary data was collected using organization manuals, portal and websites.

DATA ANALYSIS
The statistical tools used for analysis are 7ercentage analysis 2rithmetic #ean Beighted 2rithmetic #ean ,orrelation ,hi's-uare test

ANALYSIS AND INTERPRETATION

2fter collection of primary data the -uestionnaire were scrutinised and transcribed before actual commencement of tabulation procedure.

CHAPTER" DATA ANALYSIS AND INTERPRETATION

S7/@2 I+8)38/, I+ C);@/7/+69 M-@@1+0 S7/@ 1" S7*,9 7=/ )(0-+1<-71)+ D1,/ 6);@/7/+61/2 The organization wide competencies were gathered from vision , mission statements of the company and company documents S7/@ 2" S7*,9 7=/ D)(> 0()*@ 3/8/3 6);@/7/+61/2 The competencies of the managers of all the departments in corporate for which the mapping was done were assimilated through the discussion with the pro(ect guide in the organization $!" dept% and documents related to their e)isting competency matri).

S7/@ 3 ? S7*,9 ): )(0-+1<-71)+ 27(*67*(/ To facilitate the study on the organization structure, the organization chart of the organization was used. t e)plains the hierarchy of the management from the e)ecutive director to the e)ecutive level.

S7/@ 4. I,/+71:1/, ()3/2 :)( D=16= 6);@/7/+69 ;-@@1+0 D-2 6-((1/, )*7 The study of competency mapping and assessment covers all H= level employees ie managers in all departments. The study currently focuses on all 8/ managers present in ,orporate Iffice.

S7/@

" S/3/67 7=/ 6)(/ 6);@/7/+61/2 7=()*0= 6);@/7/+69 5))>2 -+, :(); 7=/1(

/E1271+0 6);@/7/+69 ,1671)+-(9 1+ 7=/ 6)(@)(-7/. ;etailed analysis on the core competency was done through references with competency books written by "obbin @essler and ".7alan . 2lso conversation was initiated to understand the working environment, practices followed regarding the e)isting competency model ..The complete list of dentified core competencies is
/. 6. 8. <. =. F. G. 1. 2,! 4>#>DT ;" 4> D T 2T 4> 2D; ,">2T 4 TR ;>4>HI7 DC IT!>"S T>,!D ,2H S@ HHS 2D; @DIBH>;C> 2D2HRT ,2H 2D; 7"I.H># SIH4 DC S@ HHS T"ASTBI"T! D>SS S>"4 ,> I" >DT2T ID H>2;>"S! 7

P(/2/+7-71)+ ): 7-53/2
This chapter comprises of presentation of the data in tables , and their interpretation .the purpose of the table is to simplify the presentation and to facilitate the comparison. The tables have been formulated to observe the competency level of managers and their importance in performing their (ob.

T2.H>'/ 2C> B S> ; ST" .AT ID I9 ">S7ID;>DTS

2ge

Number of respondents
3 12 11 5 31

Percentage
10 39 35 1 100#0

25-30 30-35 35-40 ABOVE 40 !ota"

D9>">D,> 9rom the table it is observed that 80M respondents belong to age group of 8J'8=, 8=M respondents belong to the age group of 8='<J and /FM of the respondents belong to age group of above <J and /JM of respondents belong to age group of 6=' 8J.

T2.H>'6 ; ST" .AT ID 2,,I"; DC TI T!> DA#.>" I9 R>2"S I9 >S7>" >D,> Do. of years

Number of respondents

Percentage

D9>">D,>
1-5 5-10 10-15 15-20 ABOVE 20 !ota" 13 $ 3 2 31 100#0 19 42 23 10

9rom the above table it is clear that among the 8/ respondents

/8$ <6M%of them have got work e)perience for = '/J years ,G $68M % respondents have /J'/= years of e)perience , F $/0M % respondents have /'= years of e)perience,8$ /JM% respondents have /='6J years of e)perience and only 6 $FM % respondents have e)perience of above 6J years .

T2.H>'8 ;>72"T#>DT B S> ; ST" .AT ID I9 ">S7ID;>DTS ;epartments

()*AN +E,O)+-E !E-(N.-A/ (EA/!( AN0 1%.NAN-E AN0 A--O)N!, ,-* .! P+O2E-! *A+3E!.N4 *., !A5A!.ON /E4A/ !ota" 4 5 4 2 1 1 1 31 13 1 13 $ 3 3 3 100#0

%re&uenc' 4 1 1 $

Percent 13 3 3 23

D9>">D,> 9rom the above table it is found that 68M $G% of respondents are from finance and accounts departments ,/FM $=% of respondents are from T department,/8M $<% of respondents are e-ually from human resource ,S,# and pro(ects departments. GM $6% of respondents are from marketing department and 8M $/% of respondents e-ually from legal, ta)ation, # S, !ealth and L, and technical department.

T2.H>' < 2,! >4>#>DT ;" 4>

DEPARTMENTS %.NAN-E .! ,-* P+O2E-!, *A+3E!.N4 *., /E4A/ !E-(N.-A/ (EA/!( AN0 1!A5A!.ON (+ MEAN 4#236 4#133 4#563 4#563 4#31 4 4#333 4#333 4 3#333 4#5

INFERENCE 2chievement drive in individuals is found comparatively high in S,# and 7ro(ects.

Ta)ation department managers ,,H of achievement is the lowest when compared with the other departments and ",H. ,!2"T'/
ACHIEVEMENT DRIVE
,E/% 5 4#5 4 3#5 3 2#5 *EAN 2 1#5 1 0#5 P+O2E-!, *A+3E!.N4 (EA/!( AN0 1!E-(N.-A/ !A5A!.ON 0 %.NAN-E ,-* .! *., /E4A/ (+

DEPARTMENTS

T2.H>' = D T 2T 4> 2D; ,">2T 4 TR

DEPARTMENTS %.NAN-E

MEAN 4#426

.! ,-* P+O2E-!, *A+3E!.N4 *., /E4A/ !E-(N.-A/ (EA/!( AN0 1!A5A!.ON (+

4#$ 4#25 4#3$5 4#412 4 4#5 4#5 3#5 4 4#125

INFERENCE nitiative in individuals is found comparatively high in T. !ealth and L, department managers ,,H of nitiative is the lowest when compared with the other departments and ",H. ,!2"T'6
INITIATIVE AND CREATIVITY
,E/%

P+O2E-!,

(EA/!( AN0 1-

*A+3E!.N4

!E-(N.-A/

!A5A!.ON

%.NAN-E

,-*

*.,

DEPARTMENTS

/E4A/

(+

.!

5 4#5 4 3#5 3 2#5 2 1#5 1 0#5 0

T2.H>' F
DEVELOPING OTHERS 0EPA+!*EN!, %.NAN-E .! ,-* P+O2E-!, *A+3E!.N4 *., /E4A/ !E-(N.-A/ (EA/!( AN0 1!A5A!.ON (+ *EAN 4#5 4#1 4 4# 25 4#425 4 4#5 5 4#5 4 4#$5

INFERENCE ;eveloping others competency in individuals is found comparatively high in technical department. S,#, # S and Ta)ation department managers ,,H of developing others is the lowest when compared with the other departments and ",H.

,!2"T'8
DEVELOPING OTHERS
,E/%

5 4 MEAN 3 2 1 0 *A+3E!.N4 !E-(N.-A/ P+O2E-!, !A5A!.ON ,-* *., /E4A/ (EA/!( AN0 1.! %.NAN-E (+

DEPARTMENTS

T2.H>' G T>,!D ,2H S@ HHS 2D; @DIBH>;C>

0EPA+!*EN!, %.NAN-E .! ,-* P+O2E-!, *A+3E!.N4 *., /E4A/ !E-(N.-A/ (EA/!( AN0 1!A5A!.ON (+ *EAN 4#265 4#3 3#6$5 4#5 4#33$ 4 3#5 4#5 4#5 3#5 4#3$5

INFERENCE Technical skills and knowledge competency in individuals is found comparatively high in 7ro(ect, Technical and !ealth and L, departments. Hegal and ta)ation department managers ,,H of technical skill and knowledge is the lowest when compared with the other departments and ",H. ,!2"T'<
TECHNICAL SKILLS AND KNOWLEDGE
,E/% 5 4#5 4 3#5 3 MEAN 2#5 2 1#5 1 0#5 0 *A+3E!.N4 !E-(N.-A/ P+O2E-!, !A5A!.ON ,-* *., (EA/!( AN0 1/E4A/ .! %.NAN-E (+

DEPARTMENTS

T2.H>' 1
2D2HRT ,2H 2D; 7"I.H># SIH4 DC 0EPA+!*EN!, %.NAN-E .! ,-* P+O2E-!, *A+3E!.N4 *., /E4A/ !E-(N.-A/ (EA/!( AN0 1!A5A!.ON (+ *EAN 4#214 4#5 4#125 4#3$5 4# 25 4#5 4 4 3#5 4 4#$5

INFERENCE 2nalytical and problem solving competency in individuals is found comparatively high in human resource departments. !ealth and L, department managers ,,H of analytical and problem solving competency is the lowest when compared with the other departments and ",H.

,!2"T' =
ANALYTICAL AND PROBLEM SOLVING SKILLS
,E/%

P+O2E-!,

(EA/!( AN0 1-

*A+3E!.N4

!E-(N.-A/

!A5A!.ON

%.NAN-E

,-*

*.,

DEPARTMENTS

T2.H>' 0

/E4A/

(+

.!

5 4#5 4 3#5 3 2#5 2 1#5 1 0#5 0

T"ASTBI"T! D>SS
0EPA+!*EN!, %.NAN-E .! ,-* P+O2E-!, *A+3E!.N4 *., /E4A/ !E-(N.-A/ (EA/!( AN0 1!A5A!.ON (+ *EAN 4#265 4#2 4#5 4#$5 4#412 4#5 3#5 5 3 4 4# 25

INFERENCE Trustworthiness competency in individuals is found comparatively high in technical department. !ealth and L, department managers ,,H of Trustworthy competency is the lowest when compared with the other departments and ",H. ,!2"T'F
TRUSTWORTHINESS
,E/%

5 4 MEAN 3 2 1 0 *A+3E!.N4 !E-(N.-A/ P+O2E-!, !A5A!.ON ,-* *., (EA/!( AN0 1/E4A/ .! %.NAN-E (+

DEPARTMENTS

T2.H>' /J
SERVICE ORIENTATION AND RESPONSI#ILITY 0EPA+!*EN!, %.NAN-E .! ,-* P+O2E-!, *A+3E!.N4 *., /E4A/ !E-(N.-A/ (EA/!( AN0 1!A5A!.ON (+ *EAN 4#$65 4#3 4# 25 5 4#4 4#5 3#5 4#5 4#5 4#5 4#5

INFERENCE Service orientation competency in individuals is found comparatively high in pro(ects department. Hegal department managers ,,H of Service orientation competency is the lowest when compared with the other departments and ",H . ,!2"T'G

SERVICE ORIENTATION
,E/%

5 4 MEAN 3 2 1 0 *A+3E!.N4 !E-(N.-A/ P+O2E-!, !A5A!.ON ,-* *., (EA/!( AN0 1/E4A/ .! %.NAN-E (+

DEPARTMENTS

T2.H>' //
LEADERSHIP 0EPA+!*EN!, %.NAN-E .! ,-* P+O2E-!, *A+3E!.N4 *., /E4A/ !E-(N.-A/ (EA/!( AN0 1!A5A!.ON (+ *EAN 4#214 4#3 4#25 4#125 4#212 4#5 3#5 4 4 4 4#125

INFERENCE Headership competency in individuals is found comparatively high in # S department. Hegal department managers ,,H of Headership is the lowest when compared with the other departments and ",H. ,!2"T'1
LEADERSHIP
,E/% 5 4#5 4 3#5 3 MEAN 2#5 2 1#5 1 0#5 0 *A+3E!.N4 !E-(N.-A/ P+O2E-!, !A5A!.ON ,-* *., (EA/!( AN0 1/E4A/ .! %.NAN-E (+

DEPARTMENTS

T2.H>' /6 I4>"2HH ,I#7>T>D,R H>4>H I9 S>H9 D ;>72"T#>DT B S>

DEPARTMENTS %.NAN-E .! ,-* P+O2E-!, *A+3E!.N4 *., /E4A/ !E-(N.-A/ (EA/!( AN0 1!A5A!.ON (+ MEAN OF SELF 4#3 9 4#31 4#2$ 4#541 4#392 4#25 3#91 4#4$9 3#93$ 3#91 4#4 6

D9>">D,> 7ro(ect department managers are highly competent when compared with other departments. Hegal department and Ta)ation department managers ,,H in overall is the lowest when compared to the other department managers and ",H.

,!2"T'0
OVERALL COMPETENCY LEVEL OF SELF IN EACH DEPARTMENT
*EAN O% ,E/%
4# 4#5 4#4 4#3 4#2
MEAN

4#1 4 3#9 3#6 3#$ 3# *A+3E!.N4 !E-(N.-A/ P+O2E-!, !A5A!.ON ,-* *., /E4A/ (EA/!( AN0 1.! %.NAN-E (+

COMPETENCIES

T2.H>' /8

I4>"2HH ,I#7>T>D,R H>4>H I9 S>H9 2T ,I"7I"2T>

COMPETENCIES A-(.VE*EN! 0+.VE .N.!.A!.VE AN0 -+EA!.V.!7 0EVE/OP.N4 O!(E+, !E-(N.-A/ ,3.//, AN0 3NO8/E04E ANA/7!.-A/ AN0 P+OB/E* ,O/V.N4 ,3.//, !+),!8O+!(.NE,, ,E+V.-E O+.EN!A!.ON /EA0E+,(.P

WAM OF SELF 4#322 4#336 4#403 4#241 4#322 4#3$0 4#5 4 4#1 1

INFERENCE Service orientation among managers is very high when compared with other competency. Headership competency is found comparatively low among all department managers. ,!2"T'/J
OVERALL COMPETENCY LEVEL AT CORPORATE
,E/% 4# 4#5 4#4 WAM 4#3 4#2 4#1 4 3#9
!+),!8O+!(.NE,, A-(.VE*EN! 0+.VE ANA/7!.-A/ AN0 P+OB/E* ,O/V.N4 ,3.//, !E-(N.-A/ ,3.//, AN0 3NO8/E04E .N.!.A!.VE AN0 -+EA!.V.!7 ,E+V.-E O+.EN!A!.ON 0EVE/OP.N4 O!(E+, /EA0E+,(.P

COM PETENCIES

T2.H>'/< I4>"2HH AS2C> I9 ,I#7>T>D, >S D ;>72"T#>DT B S>

DEPARTMENTS %.NAN-E AN0 A--O)N!, .! ,-* P+O2E-!, MEAN OF JOB 4#053 4#11 4#03 4#255

*A+3E!.N4 *., /E4A/ !E-(N.-A/ (EA/!( AN0 1!A5A!.ON (+

4#41 4#125 4#020 4#4$9 4#354 3#654 4#593

INFERENCE t is found that !uman resource department managers highly use these competencies to perform their (obs. t is found that Ta)ation department managers use very less competencies to perform their (ob when compared with other departments ,!2"T'//
OVERALL USAGE OF COMPETENCIES IN EACH DEPATMENTS
*EAN O% 2OB 5 4 MEAN 3 2 1 !A5A!.ON 0 .! *A+3E!.N4 P+O2E-!, %.NAN-E AN0 A--O)N!, (EA/!( AN0 1*., /E4A/ ,-* !E-(N.-A/

DEPARTMENTS

(+

T2.H>' /= I4>"2HH AS2C> I9 >2,! ,I#7>T>D,R

COMPETENCIES A-(.VE*EN! 0+.VE .N.!.A!.VE AN0 -+EA!.V.!7 0EVE/OP.N4 O!(E+, !E-(N.-A/ ,3.//, AN0 3NO8/E04E ANA/7!.-A/ AN0 P+OB/E* ,O/V.N4 ,3.//, !+),!8O+!(.NE,, ,E+V.-E O+.EN!A!.ON /EA0E+,(.P WAM OF JOB 4#2 6 4#1 1 4#129 4#0 4 4#241 4#225 4#4 $ 4#0 4

D9>">D,> t is found that Service orientation competency is given comparatively high importance and used more by the managers to perform their (obs and it is found that Technical knowledge and leadership competency is given comparatively low importance and used less by the managers to perform their (obs. ,!2"T'/6
IMPORTANCE OF EACH COMPETENCIES TO PERFORM THE JOB
8E.4(!E0 AVE+A4E *EAN O% 2OB
4#5 4#4 4#3 WAM 4#2 4#1 4 3#9 !+),!8O+!(.NE,, A-(.VE*EN! 0+.VE ANA/7!.-A/ AN0 P+OB/E* ,O/V.N4 ,3.//, !E-(N.-A/ ,3.//, AN0 3NO8/E04E .N.!.A!.VE AN0 -+EA!.V.!7 ,E+V.-E O+.EN!A!.ON 0EVE/OP.N4 O!(E+, 3#6 /EA0E+,(.P

COMPETENCIES

,I"">H2T ID 2D2HRS S The correlation analysis deals with the association of two or more variables. The measure of correlation is called correlation coefficient. ,orrelation analysis is done by taking mean of overall competency level of self in department wise P overall usage of competencies in department wise, overall competency level of self at corporate P overall usage of each competency as a variable. ,orrelation analysis is done based on the following assumptions

Assumptio !

,alculated coefficient of correlation is /% TJ.F + strong relationship e)ists 6% J.< to J.F +moderate relationship e)ists 8% UJ.< +low relationship e)ists

CORRELATION ANALYSIS "! TABLE#"$ VARIABLE#" I4>"2HH

DEPARTMENTS %.NAN-E .! ,-* P+O2E-!, *A+3E!.N4 *., /E4A/ !E-(N.-A/ (EA/!( AN0 1!A5A!.ON (+

,I#7>T>D,R

H>4>H

I9

S>H9

>2,!

;>72"T#>DT
MEAN OF SELF 4#3 9 4#31 4#2$ 4#541 4#392 4#25 3#91 4#4$9 3#93$ 3#91 4#4 6

T2.H>' /G

VARIABLE#% I4>"2HH AS2C> I9 ,I#7>T>D, >S D ;>72"T#>DT B S>

DEPARTMENTS %.NAN-E .! ,-* P+O2E-!, *A+3E!.N4 *., /E4A/ !E-(N.-A/ (EA/!( AN0 1!A5A!.ON (+ MEAN OF JOB 4#0535$1 4#11 25 4#03 456 4#255206 4#41 $ 4#125 4#020633 4#4$91 $ 4#3541 $ 3#6541 $ 4#593$5

Co&&'()tio * 0#55 5 INFERENCE

The coefficient of correlation e)ists between J.<'J.F which denotes that there e)ist a moderate relationship between the two variables i.e. between individuals 6);@/7/+69 3/8/3 of each department and )8/(-33 *2-0/ of competencies in each department.

CORRELATION ANALYSIS %! TABLE#"+ VARIABLE#"

>2,! ,I#7>T>D,R H>4>H I9 S>H9 2T B!IH> ,I"7I"2T>

COMPETENCIES A-(.VE*EN! 0+.VE .N.!.A!.VE AN0 -+EA!.V.!7 0EVE/OP.N4 O!(E+, !E-(N.-A/ ,3.//, AN0 3NO8/E04E ANA/7!.-A/ AN0 P+OB/E* ,O/V.N4 ,3.//, !+),!8O+!(.NE,, ,E+V.-E O+.EN!A!.ON /EA0E+,(.P

WM OF SELF 4#322 4#336 4#403 4#241 4#322 4#3$0 4#5 4 4#1 1

T2.H>'/0
VARIABLE#%

AS2C> I9 >2,! ,I#7>T>D,R 2T B!IH> ,I"7I"2T>

COMPETENCIES A-(.VE*EN! 0+.VE .N.!.A!.VE AN0 -+EA!.V.!7 0EVE/OP.N4 O!(E+, !E-(N.-A/ ,3.//, AN0 3NO8/E04E ANA/7!.-A/ AN0 P+OB/E* ,O/V.N4 ,3.//, !+),!8O+!(.NE,, ,E+V.-E O+.EN!A!.ON /EA0E+,(.P WM OF JOB 4#2 6 4#1 1 4#129 4#0 4 4#241 4#225 4#4 $ 4#0 4

Co&&'()tio * 0#643 066 5

INFERENCE The coefficient of correlation is greater than J.F $TF% which denotes that there e)ist a strong relationship between the two variables 3/8/3 ): /-6= 6);@/7/+69 ): 2/3: and *2-0/ ): /-6= 6);@/7/+69 1+ .)5.

,! 'SLA2"> T>ST
('pot9es:s (o# !9ere :s no assoc:at:on bet;een age and t9e:r "e<e" of ac9:e<ement dr:<e# (a= !9ere :s an assoc:at:on bet;een age and t9e:r "e<e" of ac9:e<ement dr:<e

T2.H>'6J ,"ISS T2.AH2T ID I9 2C> 2D; 2,! >4>#>DT ;" 4>

AGE , "-ACHIEVEMENT DRIVE C&oss t).u()tio

1#A-(.EVE*EN! 0+.VE neutra" A4E 20-25 25-30 30-35 35-40 ABOVE 40 !ota" 0 0 1 0 0 1 2 3 1 agree 2 3 strong"' agree 1 2 4 5 2 14 !ota" 3 5 11 $ 5 31

T2.H>'6J$2%
C/i#S0u)&' T'sts As'mp# ,:g# >2Va"ue Pearson -9:-,&uare /:@e":9ood +at:o N of Va":d -ases 4#234a 4#4$3 31 df 6 6 s:ded? #635 #612

!AB/E-20 >B?

SV6
4#234

df 1

Significance Table value level J.J= /=.=

"esult 2ccept !o

Type of test Two'tailed

DT>"7">T2T ID 2s the table value is grater than the calculated chi's-uare value, the null hypothesis is accepted. $i.e.% !9ere :s no assoc:at:on bet;een age and t9e:r "e<e" of ac9:e<ement
dr:<e

CHAPTER"! FINDINGS OF THE STUDY

8=

#a(ority $80M% of respondents belong to the age group of 8J' #a(ority $<6M% of respondents have got work e)perience for = #a(ority $68M% of respondents belong to finance and accounts

'/J years department.

T2.H>'6/ S>H9 2SS>SS#>DT D ;>72"T#>DTS

COMPETENCY 2chievement drive nitiative and ,reativity

HIGH CCL S,# P 7ro(ects T

LOW CCL Ta)ation !ealth and -uality control

;eveloping others

Technical 7ro(ects, Technical , !ealth and L departments !"

S,#, # S and Ta)ation

Technical knowledge 2nalytical thinking and problem solving Trustworthiness Service orientation and "esponsiveness Headership

Hegal and ta)ation

!ealth and -uality control

Technical

!ealth and -uality control

7ro(ects #S

Hegal Hegal

T2.H>'66 2SS>SS#>DT I9 ,I#7>T>D,R H>4>H 2D; #7I"T2D,> TI :I.

COMPETENCY LEVEL DEPARTMENTS 7ro(ect department managers are highly competent when compared with other departments. Hegal department and Ta)ation department managers ,,H in overall is the lowest when compared to the other department managers and ",H. ,I#7>T>D,R H>4>H COMPETENCY COMPETENCY Service orientation among managers is very high when compared with other competency. Headership competency is found comparatively low among all department managers.

USAGE OF COMPETENCY !uman resource department managers highly use these competencies in their (obs. Ta)ation department managers use only fewer competencies to perform their (ob when compared with other departments.

DEPARTMENTS

AS2C> I9 >2,! ,I#7>T>D,R Service orientation is the competency which is highly used by the managers to perform the (obs. Technical knowledge and leadership is found to be used low in their (obs

#oderate relation e)ists between the two variables i.e. between individuals 6);@/7/+69 3/8/3 of each department and )8/(-33 *2-0/ of competencies in each department.

Strong relation between the two variables 3/8/3 ): /-6= 6);@/7/+69 ): 2/3: and *2-0/ ): /-6= 6);@/7/+69 1+ .)5. There is no association between age and their level of achievement drive

CHAPTER"& SUGGESTIONS
#ake competencies relevant for each group of >mployees. .ecause competencies to work effectively in organizations, they need to be made more relevant to each department or professional area in an organization. The employees can be given awareness about the core competencies of the company so that they may be interested in developing it. Training on developing each competency can be provided to the managers. The basic concepts and process of the business must be known to all managers, which will motivate them towards the development of the organization. 2ccounts , T, S,#, 7ro(ects and # S department managers use their competencies less when compared to their competency level so their (obs need to be highly competent to get the best results. ,reate a positive climate by which employees can increase the accuracy of their awareness of their own strengths and limitations5 provides coaching, training and developmental resources to improve performance

CHAPTER"' CONCLUSION
#any advanced companies are starting to adopt the use of competencies as an essential management technology to enhance their competitiveness. !owever, infact, it is e)tremely important to build the competency model up front, when competencies are applied to human resource systems. #oreover while enterprises are intent on developing a competency model, it is also very important to think about ways of determining what methods should be used for developing competency models before hand. ;eveloping competency models re-uires a great deal of time, money and effort, and if the model is poorly constructed, it may lead to wasted resources and less than satisfactory results. ,hoosing methods for developing competency models is a strategic issue, which is usually restricted by resource needs, realistic support, time re-uirements, and conformity with e)pected outcomes or business purposes. Solving these strategic issues always involves a group decision ' making process with multiple + criteria for evaluating alternatives. n Sauna 7oultry 9arm Htd the e)isting competency matri) is used to measure competency of employees at different levels, not considering their department and their functions. Therefore it would be better if competency matri) is constructed for employees in each department according to their function.

#1531)0(-@=9 #))>2
"I. D @>SSH>"s competency based 7>"9I"#2D,> ">4 >BS . Seema Sanghi 2 handbook of competency mapping "esponse books, 2 division of Sage 7ublications. 6JJ= edition. 4ar' 0ess"erA B(uman +esource *anagementC= Ne; 0e"9:A Pearson Educat:on .nc#A 2003#

".72H2D *s ,I#7>T>D,R #2D2C>#>DT

W/5217/2

www.ehresoureces.com www.google.com www.irisolutions.com http3EEhumanresource.about.com www.tvrls.com www.mindtools.com www.citeman.com

A S7*,9 )+ C);@/7/+69 M-@@1+0 -+, C);@/7/+69 A22/22;/+7 -7

;epartment3 Cender3 2ge3 $ % 6J'6=5 ;esignation3 >)perience3
$ % 6='8J5 $ % 8J'8=5 $ % 8='<J5 $ % above <J5

S*0*+- P)*37(9 F-(; L7,

C)3*;+ A" T) -22/22 7=/ -67*-3 6);@/7/+69 -+, 2>1332 = + Strongly agree 5 < ' 2gree5 8' Deutral5 6' ;isagree5 /'Strongly ;isagree C)3*;+ # ? T) -22/22 7=/ 1;@)(7-+6/ ): /-6= 6);@/7/+69 7) @/(:)(; 9)*( .)5 ='4ery mportant5 <' mportant5 8'Deutral5 6' Dot mportant5 /'Heast mportant @indly answer the following -uestion so as to assess the competencies at Suguna 7oultry 9arm Htd.

1 2 3 4 5

6 9 10 11 12 13 14 15 1 1$

COMPETENCY ACHIEVEMENT DRIVE 9ormulate challenging tasks for myself and to my team ,onsistency in results gives me satisfaction Cetting support and recognition is important to me INITIATIVE AND CREATIVITY ;eveloping new proposal is given high importance Sees new possibilities to take the organization to a higher position DEVELOPING OTHERS am able to >mpower and train people encourage my team to come up with uni-ue ideas TECHNICAL SKILLS AND KNOWLEDGE There is a clear understanding of the business and the basic facts of business @nowledge sharing of the functions of other departments are important to me ANALYTICAL AND PRO#LEM SOLVING .reak down the issues into logical steps and solve problems Set priorities in my tasks and e)ecute them accordingly TRUSTWORTHINESS ;eliver the best results on my commitment The Irganisation trusts the employees widely and e-ually SERVICE ORIENTATION AND RESPONSI#ILITY Luality of work is given high importance take ownership of the all assigned responsibilities LEADERSHIP #y team is able to complete (ob tasks within the schedule 2wareness of my teams values play an important part in responding to them

A-se"f

B-Dob

Thanks for your valuable inputs