28966816 Competancy Mapping 2

8/12/2019 28966816 Competancy Mapping 2

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CHAPTER 1

INTRODUCTION


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1.1 INTRODUCTION

The word competency is derived from Latin words competere. Which means to es!ita"e. The competency concept was ori#ina""y deve"oped in psycho"o#y denotin#

individ!a"s ai"ity to respond to demand p"aced on them y their environment. $"rich

defined competency as %now"ed#e& s%i"" or ai"ity of emp"oyees re"evant for

or#ani'ationa" performance.

Competence mana#ement is ecomin# increasin#"y important in today(s

dynamic conte)t since it is ecomin# the on"y competitive advanta#es the

or#ani'ation act!a""y has which cannot e comp"icated easi"y y the competitor.

Competence mana#ement wi"" have vario!s aspects !nder it "i%e competence profi"in#

and findin# what the company is #ood at& !i"din# that is !i"din# new competence to

match the mar%et demands& recr!itment ased on competences etc.

Competency mappin# is processes of identify %ey competencies for an

or#ani'ation and a *o and incorporatin# those competencies thro!#ho!t the vario!s

process +eva"!ation& trainin#& recr!itment, of the or#ani'ation.

Competency mappin# p"ay a si#nificant ro"e in recr!itin# and retainin# peop"e

as it #ives a more acc!rate ana"ysis of the *o re-!irements& the candidates capai"ity

of the difference etween the two& and the deve"opment and trainin# needs to rid#e

the #aps.

Competencies ena"e individ!a"s to identify and artic!"ate what they offer

re#ard"ess of the *o they happen to have at the time so that the or#ani'ation can see

va"!e and !ti"i'e what capai"ity is act!a""y avai"a"e.

Competence mana#ement is ecomin# increasin#"y important in today(s

dynamic conte)t since it is ecomin# the on"y competitive advanta#es the

or#ani'ation act!a""y has which cannot e d!p"icated easi"y y the competitor.

Competence mana#ement wi"" have vario!s aspects !nder it "i%e competence profi"in#

what the company is #ood at.


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When we ta"% of competency it is imperative to %now the "eve"s of competency s!ch

as

1. Practica" competency An emp"oyee(s demonstrated ai"ity to perform a set of

tas%s.

/. 0o!ndationa" competence An emp"oyee(s demonstrated !nderstandin# of

what and why heshe is doin#.

2. Ref"e)ive competence An emp"oyee(s ai"ity to inte#rate actions with the

!nderstandin# of the action so heshe "earns from those actions and adapts to the

chan#es as and when they are re-!ired.

3. App"ied competence An emp"oyee(s an emp"oyee(s demonstrated ai"ity to

perform a set of tas%s with !nderstandin# and ref"e)ivity.

REASONS WHY COMPETENCY MAPPING IS USED:

Effective"y match individ!a" competencies to position& pro*ect team and *o

re-!irements

Prioriti'e competencies y *o& pro*ect& or position& and trac% individ!a"(s

ai"ities to f!"fi"" re-!irements

4nte#rate trainin# and administration app"ications to foc!s trainin# efforts

R!n #ap and match ana"ysis etween individ!a"s & *os & teams and positions

4ncrease s%i"" set to meet yo!r or#ani'ation scope and #rowth

4ncrease their ai"ity to attract& deve"op& retain and !ti"i'e co5wor%ers

Len#then the time that staff stay with a company y a""owin# staff memer to

discover individ!a" career paths within the company

4ncrease capacity y achievin# a more ho"istic view of the acc!m!"ated

competence of the entire or#ani'ation


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Achieve access to appropriate competence at the ri#ht time and p"ace

Esta"ish an overview of the acc!m!"ated reso!rces of the or#ani'ation and

the demand for the reso!rces.

0ind candidates with the ri#ht profi"e& from anywhere in the or#ani'ation& to

fi"" an !ne)pected vacancy

4dentify %ey positions for which yo! have no candidates

Reconci"e the aspiration of yo!r %ey peop"e with the opport!nities avai"a"e

Chec% how c"ose"y yo!r deve"opment activities are a"i#ned with the needs of

yo!r !siness

Ens!re yo! are !i"din# the appropriate ta"ent poo" to s!pport yo!r f!t!re

needs

6a%e hirin# 71 terms of foc!s& priorities& and action

A"i#n corporate o*ectives and strate#ies to each person in the company.

ELEMENTS OF COMPETENCY MANAGEMENT:

8road"y the area of !siness and peop"e competence mana#ement can

e divided into three main s!divisions

Resource an ca!ac"#$ #rac%"n& an !'ann"n&:

This is more on the operationa" front. 9ario!s pro*ects re-!ired different

s%i"" sets dependin# on the critica"ity of the pro*ect& the c"ient importance and so on.

Competence mana#ement has to consider the pro*ect moda"ities and accordin#"y

a""ocate the reso!rce so that the overa"" optimi'ation of the peop"e competencies can

ta%e p"ace.

The vario!s e"ements that competence mana#ement has to "oo% into these aspects are


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1. De("n"n& #)e co*!e#enc"es re+u"res (or !ar#"cu'ar ,o-s:

$nti" now& the HR department !sed to define on"y the s%i""s re-!ired for a

Partic!"ar *o. 8!t as we now %now& what we act!a""y re-!ire #oes eyond the *!st

technica" or soft s%i""s re-!irements. We need a comination of 4nte""i#ence&

ed!cation& E)perience& Ethics& 4nterest. Hence a re5"oo% is re-!ires at the e)istin# *o

profi"es to ta%e into consideration the other parameters "i%e interests and ethics& which

were so far i#nored.

. Ra#"n& #)e !er(or*ance o( "n"/"ua' e*!'o$ee s%"''s:

A person mi#ht e comforta"e with say *ava "an#!a#e !t mi#ht not

e e)ce""ent at it. :o the "eve" of s%i"" competence needs to e meas!red and recorded.

Prepare a s%i"" profi"e containin# the core s%i""s for their *o and add appropriate

historica" and specia"ty s%i""s. This is fo""owed y a se"f ; assessment a#ainst a s%i""s

#"ossaries descriin# s%i""s on a sca"e from 1+trainin# or "i#ht e)perience, to r#anisationa" ?rowth :trate#ies :enior 6ana#eria" Team

Performance E)ce""ence ?rad!ate En#ineer Trainees ; 0!t!re 6ana#ers

6ana#ement of :ite >perations Pro*ect Heads& En#ineers and :!pervisors

Ro"e Effectiveness Administrative and :!pport staff

Re#en#"on S#ra#e&$

Periodic review of compensation pac%a#e to match the ind!stry median.

Review of emp"oyee Performance& ased on their achievement on the defined tas%s&

at the end of the year& ratin# is awarded ased on the norma"i'ation process.

They offer fami"y accommodations and s!ita"e site a""owances for staff posted at

site away from their fami"y.

Liera"i'ed compensation pac%a#e.

We"fare meas!res& inc"!din# defined po"icy on medica" reim!rsement& medica"

ins!rance for se"f and fami"y& persona" accident cover.

A"" emp"oyees are covered y the #ro!p #rat!ity scheme with ris% cover mana#ed y

Life 4ns!rance Corporation of 4ndia.

Co*!e#"#"on

The rea" estate deve"opment ind!stry in 4ndia& whi"e fra#mented& is hi#h"y

competitive. They e)pect to face competition from "ar#e domestic as we"" as

internationa" property deve"opment and constr!ction companies as a conse-!ence of&

amon# other thin#s& the re"a)ation of the 0G4 po"icy for the rea" estate sector& risin#

#overnment e)pendit!res on infrastr!ct!re and vario!s other po"icy initiatives. 8e"ow

are some of their competitors with conte)t to the simi"arity in !siness


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C"/"' Cons#ruc#"on: ?anesan 8!i"ders& Conso"idated Constr!ction Consorti!m Ltd.&

$RC Constr!ction P. Ltd.& Ar!nacha"am D Co.& :!ramanian D Co.& etc.

Pro!er#$ De/e'o!*en#: Iain Ho!sin# D Constr!ctions Ltd.&& Ceeros Ltd.&

Chaitanya& A%shaya Homes& Tr!e 9a""ey Homes +4, Pvt. Ltd.& :hrivari Constr!ctions

Ltd.& :prin# 0ie"d :he"ters Pvt. Ltd.& 6ay 0"ower Enterprises Pvt. Ltd.& Roya"

:he"ters& etc.

HISTORY

The Company was formed in the year 13 in the name of The Coromande"

En#ineerin# Company Limited. The name of the Company was then chan#ed to

The Coromande" En#ineerin# CompanyPrivate LimitedJ on 1331


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ama"#amated with their Company. The share ho"ders of Coromande" Prodorite Private

Ltd. were iss!ed the shares of o!r company in the ratio of


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wood5wor%ers& !i"ders& painters& meta""!r#ists& e"ectrica" en#ineers& water s!pp"y

en#ineers& #asen#ineers& farmers& printers& carriers& and merchants and to !y& se""&

man!fact!re& repair& convert& a"ter& "et on hire and dea" in machinery& imp"ements&

ro""in#5stoc% and hardware of a"" %inds.

3. To !nderta%e and e)ec!te constr!ctiona" and en#ineerin# and a""ied contracts and

wor%s of a"" %inds.


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this fie"d and pro*ects are ein# carried o!t in p!"ic5private partnership as we"" as

8>T +8!i"d ; >perate ;

Transfer, mechanism. A"so some pro*ects !nderta%en y ?overnment "i%e KHGP

+Kationa" Hi#hway Geve"opment Pro#ramme, and P6?: +Pradhan 6antri ?ram

:ada% o*ana, are providin# necessary moment!m to rapid #rowth of this ind!stry.

The constr!ction sector acco!nts for !pwards of @ per cent of ?GP +#ross domestic

prod!ct, in any advanced economy. 4t acco!nts for ao!t F per cent of the $MNs ?GP&

1@ per cent of 4re"andNs and 11 per cent of G!aiNs. 4n 4ndia Constr!ction sector

contri!tes to @ percent of ?GP and this contri!tion is

#oin# !p every year. Recent"y ?overnment of 4ndia has ta%en an important decision

"iera"ise norms of forei#n direct investment in the constr!ction sector. The

?overnment has permitted 1 per cent forei#n direct investment in the constr!ction

sector with the "ierty to repatriate profits after a three5year period.

The minim!m pro*ect si'e for forei#n investors has a"so een red!ced from the

present norms& ased on feedac% from prospective investors. These decisions open

!p immense possii"ities& not *!st for the rea" estate and constr!ction sectors& !t a"so

for the economy as a who"e.

The constr!ction ind!stry has een assistin# in overa"" economic deve"opment& as its

contri!tion to ?GP has #one !p from ver / "acs new ho!sin# !nits re-!ired in < years.

There has een a rapid #rowth in the ind!stry for past few years. Hi#h demand

#rowth has "ed to prices do!"in# over 2 years in many cities.

Rea" Estate share in tota" 0G4 has een increased from 1 in /35< to over /


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Active participation of instit!tiona" finance in Rea" Estate

Coro*ane' En&"neer"n& Co*!an$ L"*"#e

5 Rea" Estate vent!re f!nds permitted Prominent 4ndian corporates "i%e Tata& 4C4C4

8an%& :84 and HG0C have promoted rea" estate vent!re f!nds

5 Rea" Estate 4nvestment Tr!sts +RE4Ts, e)pected to e set !p short"y

5 :evera" Private E-!ity firms have specific f!nds for Rea" Estate investments. Rea"

Estate fast

disp"acin# 4T4Te: as the top private e-!ity investment sector in 4ndia

Gro#) !o#en#"a' "n rea' es#a#e cons#ruc#"on "nus#r$

:evera" factors are e)pected to contri!te to the rapid #rowth in Rea" Estate.

5 Lar#e demand5s!pp"y #ap in afforda"e ho!sin#& with demand ein# f!e""ed y ta)

incentives and a #rowin# midd"e c"ass with hi#her savin#s.

5 4ncreasin# demand for commercia" and office space especia""y from the rapid"y

#rowin# Retai"& 4T 4Te: and Hospita"ity sectors.

5 The recent"y anno!nced IKK$R6 e)pected to provide f!rther impet!s.

4nvestment opport!nities e)ist in a"most every se#ment of the !siness.

5 Ho!sin# Ao!t / "acs new !nits e)pected to e !i"t in five years.

5 >ffice space for 4T4Te: 0ive5fo"d increase in office space re-!irement over the

ne)t 2 years.

5 Commercia" space for or#anised retai"in# / "acs s-. ft. y /1.

5 Hote"s D Hospita"ity >ver 3& new rooms in the ne)t < years.

4nvestment opport!nity of over $:O


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SOME OF THE PRESTIGIOUS COMMERCIAL PRO9ECTS UNDERTA;EN8Y COROMANDEL ENGINEERING ARE

1. Py"on & 9i*ayawada Therma" Power :tation

A 3


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>n the seashore& doin# e)cavation !pto +5, 6 from the #ro!nd "eve" and ma%in# 133

nos. roc% anchors of 1 6T each to s!pport the ase s"a at +5, 6trs y dri""in#

ho"es !pto +5, 21 6trs !sin# We"" Point Water :ystem for Ge5waterin# to constr!ct

0oreay D P!mp Ho!se to rin# in raw water from sea to p!mp ho!se.

2. RCC T9 Tower& :himo#a

Erection of 1


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1.2 O89ECTI5ES OF STUDY

The o*ectives of st!dy are as fo""ows

To st!dy the %now"ed#e& s%i""& ta"ent& attit!de of the emp"oyee.

To st!dy the feasii"ity to imp"ement the competency mappin#.

STATEMENT OF THE PRO8LEM

Hence& the present st!dy is framed to chec% the feasii"ity to imp"ement the

competency mappin#. 4t a"so emphasi'es on identifyin# the si#nificant meas!res toincrease the potentia" emp"oyee.


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1.3 SCOPE OF THE STUDY

Sco!e #o #)e co*!an$

This is the e)c"!sive st!dy to chec% the feasii"ity to imp"ement the competency

mappin# in C>R>6AKGEL EK?4KEER4K?.

The need for the pro*ect is


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To create awareness of the competency mappin# to the emp"oyees.

To improve the competency of the companies.

To find and retain the potentia" emp"oyees.

Sco!e #o researc)er:

The researcher ac-!ires more information ao!t the competency mappin# which can

e !sed as core in every department of the company.

1.< L"*"#a#"on o( s#u$

The fo""owin# are the vario!s "imitation of the st!dy


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:ince the st!dy is cond!cted in a partic!"ar company& the res!"ts of this st!dy

cannot e #enera"i'ed to other companies seniors or ind!stries.

:ome emp"oyees are not interested in disc"osin# their tr!e s%i""s-!a"ifications&

so there is a chance of #ettin# some fa"se information(s.

The st!dy tota""y depends !pon the information provided y the respondents&

s!*ective ias is not e"iminated.

G!e to "ac% in time& samp"e si'e is very sma"" and in depth ana"ysis is not done.


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CHAPTER /

LITERATURE RE5IEW

.1 L"#era#ure re/"e


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In#rouc#"on #o Co*!e#enc$ *a!!"n&

Competency mappin# is important and is an essentia" e)ercise. Every we"" mana#ed

firm sho!"d have we"" defined ro"es and "ist of competencies re-!ired to perform each

ro"e effective"y. :!ch "ist sho!"d e !sed for recr!itment& performance mana#ement&

promotions& p"acements and trainin# needs identification.

Co*!e#enc$ =e6!'ana#"ons an e("n"#"ons

Competency is the vita" behavioral skills, knowledge and personal attributesthat are

trans"ations of or#ani'ationa" capai"ities and are deemed essentia" for s!ccess. They

distin#!ish e)emp"ary performers from ade-!ate performers.

4n that re#ard& competencies offer a hi#h"y descriptive means of disc!ssin# *o

performance. They #o eyond traditiona" *o descriptions eca!se they foc!s on how

emp"oyees perform their *os& not simp"y on what they do. Whi"e *o descriptions

detai" specific tas%s& competencies encompass the tan#i"e and intan#i"e ai"ities

emp"oyees possess. 0or instance& a necessary competency for a mar%etin#

professiona" mi#ht e the ai"ity to perform detai"ed mar%et ana"ysis whi"e another

competency mi#ht e "eadership -!a"ities& as evidenced thro!#h the ai"ity to !i"d

consens!s.

Co*!onen#s o( Co*!e#enc$

There are fo!r ma*or components of competency


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1. S%"'' capai"ities ac-!ired thro!#h practice. 4t can e a financia" s%i"" s!ch as

!d#etin#& or a vera" s%i"" s!ch as ma%in# a presentation.

/. ;no'e&e !nderstandin# ac-!ired thro!#h "earnin#. This refers to a ody of

information re"evant to *o performance. 4t is what peop"e have to %now to e

a"e to perform a *o& s!ch as %now"ed#e of po"icies and proced!res for a

recr!itment process.

2. Persona' a##r"-u#es inherent characteristics which are ro!#ht to the *o&

representin# the essentia" fo!ndation !pon which %now"ed#e and s%i"" can e

deve"oped.

3. 8e)a/"or The oserva"e demonstration of some competency& s%i""&

%now"ed#e and persona" attri!tes. 4t is an essentia""y definitive e)pression of a

competency in that it is a set of action that& pres!ma"y& can e oserved& ta!#ht&

"earned& and meas!red.

UNIDO +//, 5 A Competency is a set of s%i""s& re"ated %now"ed#e and attri!tes

that a""ow an individ!a" to s!ccessf!""y perform a tas% or an activity within a specific

f!nction or *o.

A"anese +1F) 5 Competencies are persona" characteristics that contri!te to

effective mana#eria" performance.

G!ois +12,& 5 A "eadin# e)pert in the app"ied competency fie"d& defines

competence as Jthe emp"oyeeNs capacity to meet +or e)ceed, a *oNs re-!irements y

prod!cin# the *o o!tp!ts at an e)pected "eve" of -!a"ity within the constraints of the

or#ani'ationNs interna" and e)terna" environments

T)e Conce!# o( Co*!e#enc$: T)e Wor% o( Da/" McC'e''an.


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The movement was ori#ina""y prope""ed y

dissatisfaction amon# researchers ao!t the va"!e of persona"ity traits tests in

predictin# *o performance. 0or instance& ?hise""i +1@@, and 6ische" +1@F, fo!nd

that testa"e persona"ity traits have "itt"e corre"ations with *o performance& and

conse-!ent"y research on these varia"es was of -!estiona"e va"!e.

:im!"taneo!s"y& an increasin# n!mer of st!dies were p!"ished which showed that

traditiona" academic aptit!de and %now"ed#e content test& as we"" as schoo" #rades and

credentia"s did not predict *o performance= and were often iased a#ainst women and

persons from "ower socioeconomic strata.

These findin#s "ed 6cC"e""and +12, to cond!ct research in order to identify

competency varia"es which did predict *o performance and which were not

iased y se) or socioeconomic factors.

T)e *os# "*!or#an# o( #)ese !r"nc"!'es ere:

$se of criterion sample compare peop"e who are c"ear"y s!ccessf!" in *os with

"ess s!ccessf!" persons to identify those characteristics with s!ccess

4dentification of operant thoughts (knowledge) and behaviorsca!sa""y re"ated to

these s!ccessf!" o!tcomes. That is& competency meas!res sho!"d invo"ve open5

ended sit!ations in which individ!a" has to #enerate ehavior.

Co*!e#enc$ Co*!onen#s


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Skills

Personal Motives

Knowledge

Co*!e#enc"es: Co*!e#enc$:

Pos"#"on a ne !rouc# uses an uners#an"n& o(

In#rouc#"on so #)a# "# "s *ar%e# !r"c"n& $na*"cs

C'ear'$ "((eren#"a#e "n #o e/e'o! !r"c"n& *oe's

T)e *ar%e#

;no'e&e: Uners#an *ar%e#

!r"c"n& $na*"cs

S%"'': Se# u! ne

Prouc#

In#rouc#"on

Pro,ec#

Co*!e#enc$:

Mee#s a'' co**"#*en#s

In a #"*e'$ *anner

Persona' Mo#"/es: Ac)"e/e*en# = an#s #o o an e6ce''en# ,o-

Co*!e#enc$ causa' ('o *oe'

Competencies


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Persona' A##r"-u#es>Mo#"/es

;no'e&e

S%"''s

Competency

O-ser/a-'e 8e)a/"ors

9o- PERFORMANCE

T)e s#e!s "n/o'/e "n co*!e#enc$ *a!!"n&

Professor 6. Gi"eep %!mar & symiosis & p!ne.


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1, Cond!ct a *o ana"ysis y as%in# inc!ments to comp"ete a position information

-!estionnaire +P4,. This can e provided for inc!ments to comp"ete& or yo! can

cond!ct one5on5one interviews !sin# the P4 as a #!ide. The primary #oa" is to #ather

from inc!ments what they fee" are the %ey ehaviors necessary to perform their

respective *os.

/, $sin# the res!"ts of the *o ana"ysis& yo! are ready to deve"op a competency ased

*o description. A samp"e of a competency ased *o description #enerated from the

P4 may e ana"y'ed. This can e deve"oped after caref!""y ana"y'in# the inp!t from

the represented #ro!p of inc!ments and convertin# it to standard competencies.

2, With a competency ased *o description& yo! are on yo!r way to e#in mappin#

the competencies thro!#ho!t yo!r h!man reso!rces processes. The competencies of

the respective *o description ecome yo!r factors for assessment on the performance

eva"!ation. $sin# competencies wi"" he"p #!ide yo! to perform more o*ective

eva"!ations ased on disp"ayed or not disp"ayed ehaviors.

3, Ta%in# the competency mappin# one step f!rther& yo! can !se the res!"ts of yo!r

eva"!ation to identify in what competencies individ!a"s need additiona" deve"opment

or trainin#. This wi"" he"p yo! foc!s yo!r trainin# needs on the #oa"s of the position

and company and he"p yo!r emp"oyees deve"op toward the !"timate s!ccess of the

or#ani'ation

Co*!e#enc$ Ma!!"n& a# ?ensar LT In(o#ec)


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Sensar has a ehaviora" competency mode" which is ased on vario!s *o ro"es in the

or#ani'ation. The fo""owin# is the process of imp"ementation of competency mappin#.

Havin# defined the vario!s *o ro"es& a foc!sed st!dy was initiated where *o ro"e

ho"ders were interviewed on the critica" incident method and the data of s!ccess5

critica" factors co""ated.

The *o ro"es and de"ivera"es were fina"i'ed on the asis of the competencies derived

from the data. This data was f!rther ana"y'ed& and on the asis of this competencies

that had an impact on the *o ro"es and de"ivera"es were fina"i'ed.

After identifyin# the competencies& a *o ana"ysis e)ercise was carried o!t where the

importance "eve" of every competency was ascertained efore free'in# the

competency mode".

LDT 4nfotech a PC66 Leve" < company has a s!ccessf!" competency ased HR

system. Recr!itment& trainin#& *o rotation& s!ccession p"annin# and promotions a""

are defined y competency mappin#. Kear"y a"" o!r HR interventions are "in%ed to

competency. Competencies are enhanced thro!#h trainin# and *o rotation. He adds

that a"" peop"e who have #one thro!#h *o rotation !nder#o a transformation and #et a

roader perspective of the company. 0or instance a person "ac%in# in ne#otiation

s%i""s mi#ht e p!t in the sa"es or p!rchase department for a year to hone his s%i""s in

the area


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CHAPTER 2

RESEARCH METHODOLOGY

0.1 Researc) *e#)oo'o&$


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The methodo"o#y of the st!dy e)p"ains the systematic way of findin# answers to the

pre determined o*ectives. 6oreover this provides the c"ear path to accomp"Fish and

achFieve the desired res!"ts. The fo""owin# are the sta#es thro!#h research have to

pass for co""ectin# ana"y'in# and interpretin# the vario!s information.

Researc) es"&n

4n this st!dy the researcher has adopted a descriptive research method. Gescriptive

researches are those st!dies which are concerned with descriin# the characteristics of

a partic!"ar individ!a"& or of a #ro!p.

Researc) #oo'

Two -!estionnaire are !sed as a research too" for this st!dy.the -!estionnaire are

chosen as it provides a more comprehensive view than any other research too". The

res!"ts are ana"y'ed !sin# :P::.

A standardi'ed mode" is prepared ased on the opinions of the e)ec!tives and this

standardi'ed mode" is compared with the opinions of emp"oyees to determine the #ap.

Des"&n o( +ues#"onna"re

Two -!estionnaire were desi#ned

>ne 5 To st!dy the feasii"ity to imp"ement the competency mappin#

Two ;To st!dy the %now"ed#e& s%i""& ta"ent& attit!de of the emp"oyee

!estionnaire was framed in s!ch a way to #ather information& which favors the

o*ective. The -!estion inc"!ded where of ratin# -!estions

7ues#"onna"re )as (our sec#"ons "n "#

!estion re"ated to persona" detai"s of the emp"oyee.


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!estions re"ated to %now"ed#e ao!t their *o.

!estion re"ated to *o competencies.

!estion re"ated to ehavior competencies.

Sa*!'e es"&n

4t is a definite method for otainin# a samp"e from a #iven pop!"ation.

4t is a techni-!e the researcher !s!a""y adopts in se"ectin# items for the samp"e.

Sa*!'"n& #ec)n"+ue

The researcher has adopted a Lottery method to so"icit the opinions from the

respondents. Here the respondents are #iven e-!a" chance of #ettin# se"ected. 4t is a

proai"ity samp"in# method.

Sa*!'e s"4e

As there is time constraint& the n!mer of samp"es chosen is


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This ana"ysis he"ps !s to show the fre-!ency of distri!tion of vario!s items and the

va"id percenta#e of distri!tion.

C)"@S+uare Tes#

Chi5s-!are +>5E, +E/,

Where > and E denote the oserved and e)pected fre-!encies& respective"y.

4nspection of this definition shows that Chi :-!are is a descriptive

meas!re of the ma#nit!de of the discrepancies etween the oserved and e)pected

fre-!encies. The "ar#er these discrepancies the "ar#er Chi :-!are wi"" tend to e. 4f no

discrepancies e)ist and oservation and e)pected fre-!encies are the same Chi :-!are

wi"" e Sero.

4n this st!dy& Chi5:-!are ana"ysis was !sed to test the re"ationship

etween demo#raphic factors and variation in recr!itin# the staff for different

departments.

Percen#a&e Ana'$s"s:

This is the ear"iest and est method to ana"y'e the #iven data. The

percenta#e wise distri!tion of the data #ives an idea of which factor is more or which

is "ess.

Percenta#e ana"ysis +Ko. of Respondents :amp"e si'e, U


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CHAPTER 3

DATA ANALYSIS AND INTERPRETATION

Ta-'e 2.1 A&e o( #)e res!onen#


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Gra!) 2.1

In(erence:

The aove percenta#e ana"ysis ma%es it c"ear that

6a*ority of the respondent fa"" etween the a#e #ro!p //53.

age

Frequency Percent

Valid 22-30 26 52.0

30-40 22 44.0

40-50 2 4.0

Total 50 100.0


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Ta-'e 2. Wor% e6!er"ence

Gra!) 2.

In(erence:



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Ta-'e 2.0 Des"&na#"on o( res!onen#

Gra!) 2.0

In(erence:



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Ta-'e 2.2 E*!'o$ees %no'e&e "'' -e en)ance

Gra!) 2.2

In(erence:


F/ of respondents a#ree to it that if competency mappin# is imp"emented

their %now"ed#e wi"" e enhanced.

1F of respondents neither a#ree nor disa#ree that if competency mappin# is

imp"emented their %now"ed#e wi"" e enhanced.

!"ployee knowledge will #e en$anced

Frequency Percent

Valid S 1! $&"#

2$ &"#

. + 1!"#

(otal '# 1##"#


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Ta-'e 2.3 E*!'o$ees s%"''s "'' -e s)ar!ene

Gra!) 2.3

In(erence:


F/ a#ree that if competency mappin# is imp"emented their s%i""s wi"" e

sharpened.

1F neither a#ree nor disa#ree that if competency mappin# is imp"emented

their s%i""s wi"" e sharpened.

!"ployee kill will #e $arpened

Frequency Percent

Valid S 1, $"#

2 !"#

. + 1!"#

(otal '# 1##"#


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Ta-'e 2.< Co*!e#"#"/e a/an#a&e "#) "n #)e #ea* o( #)e e*!'o$ees

Gra!) 2.

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28966816 Competancy Mapping 2

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