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Competency Mapping for a leading Technical Institution to assist the Strategic sourcing of talent and for Quality Improvement
*M S Pramod,** C K Nagendra Gupta,*** C Shilpa

1. Problem Definition
The success of Institutions and universities depend on the effective deployment of competitive teachers for instruction, research, and administration. As the demand for teaching professionals continues to exceed the supply, the higher education community is facing a growing staffing challenge. The recruitment and retention of teaching professionals is a campuswide problem. In a recent study of the major HR Issues on campus in the area of teaching professionals four arenas were identified:

Recruitmentfinding and hiring qualified candidates Retentionretaining employees through innovative compensation and/or benefit packages and attractive working conditions Retrainingdeveloping employees to meet current and future technology needs Restructuringcreating new job descriptions and/or job classifications to better reflect the emerging new technology and to provide flexibility in this changing profession
2. Objectives In line with the problem definition the objectives for the study were set. Primary Objective: To design and develop a competency map for the institution. Secondary Objectives: To prepare exhaustive listing of competencies with clear definition and categorization. To develop competency matrix. To develop competency model for education institution. The project was done in RV College of Engineering, Bangalore
Student Engineer, R V College of Engineering, Bangalore, Email:pramod.srinivasa@gmail.com Assistant Professor, R V College of Engineering, Bangalore, Email: cknguptha@yahoo.co.in *** Assistant Professor, R. V. College of Engineering, Bangalore, Email: shilpa17416@gmail.com
**
Global Competition and Competitiveness of Indian Corporate, 21, 22, 23 May 2009
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3. Introduction Organizations in the modern days are undergoing heavy transformation in the wake of industrialization and globalization. Here, Human Resource Management practices are getting wider acceptance in the developmental and transformational process. Organization management is giving more thrust in understanding and developing the competency of employees and make use the tool competency mapping, for the improvement of productivity and in maintaining a positive work culture. This application of the competence approach covers the operational areas of human resource management in the organization viz., selection, remuneration, vocational training, evaluation and promotion. Competitive advantage depends largely on the ability to activate and use organisational resources. As a result, the focus in the strategic management, organisational behaviour and human resource management literature has turned to the internal capabilities of organisations including a particular focus on employees' competencies. Traditional approach to competency management, which is analogous to job analysis, focuses on competencies of successful individuals, rather than on competencies that are needed to support an organisation to meet its short- or long-term objectives. It is important to realise that there is a need to shift toward a forward-looking and proactive approach to competency modelling and present a competency methodology that supports this need. 4. Competency Mapping Concepts 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. For instance, management competency includes the traits of systems thinking and emotional intelligence, and skills in influence and negotiation. A person possesses a competence as long as the skills, abilities, and knowledge that constitute that competence are a part of them, enabling the person to perform effective action within a certain workplace environment. Therefore, one might not lose knowledge, a skill, or an ability, but still lose a competence if what is needed to do a job well changes.
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COMPETENCY MAPPING A competency is something that describes what, where, how and when a job to be done as per the requirement of the organizational objectives. Competency mapping is a process of identifying key competencies for a particular position in an organization, and then using it for job-evaluation, recruitment, training and development, performance management, succession planning, etc. Competency mapping process is designed to consistently measure and assess individual and group performance to accomplish the objectives of the organization and it further help to fulfill the expectations of customers. It is used to identify key attributes (knowledge, skills, and behavior attributes) that are required to perform effectively in a job classification or an identified process. Competency mapping involves two sets of activities. One is related to the work activities and work process and the other is related to the individual and group performance. It is about identifying preferred behaviors and personal skills, which distinguish excellent and outstanding performance from the average. Uses of Competency Mapping Competency mapping can play a significant role in Recruitment / selection. Training/ development. Performance management. Career planning/development. Succession planning. Manpower planning. Human resource development. Human resource planning. HR strategic planning.
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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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. 5. Methodology The general methodology of competency mapping study consists of a series of logical steps, including: Step 1: Identifying Job Families All the jobs in the organization are grouped on the basis of commonality. In a Technical Education Institution the jobs are designed as per the guidelines of the All India Council for Technical Education (AICTE) and the University (Visveswaraya Technical University - VTU) guidelines. The Institute has standard jobs/positions as per the stipulations of the Governing bodies. The Institutes staff strength is listed in the following table (1); Table 1. Teaching Faculty: UG PRINCIPAL PROFESSORS ASST PROFESSORS SEL GRADE LECTURER SR LECTURER LECTURER PART TIME / VISITING LECTURER TOTAL GRAND TOTAL 001 031 047 005 005 146 021 256 321 PG 000 015 017 000 004 021 008 065 TOTAL 001 046 064 005 009 167 029 321
Over 150 well trained technical staff are spread across various academic departments and administrative offices.
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For the purpose of the study four jobs were considered including; The Principal, Professor and H O D, Professor and Lecturer/Assistant Professor. Step 2: Identifying Competencies This is a crucial step in the "Competency Mapping" process. The competency set emerges from 3 key stakeholders: Therefore, each of job family has 3 sets of competencies: 1. 2. 3. Competency Competency set set related related to to the organization and mission / vision / strategy.
Internal
External
Customer
Expectations.
Competency set related to departmental focus areas.
Step 3: Defining Competencies The competencies identified have to be defined concisely in order to reduce misinterpretation. Competencies were identified, defined and categorized by Levels of Contribution i.e. Lecturer/Assistant Professor, Professor, and Principal. Then the resources that cover the types of competencies for different levels were listed as described below: 1. Internet resources were effectively used for listing of the competencies, the addresses are listed in bibliography. 2. Books were also referred for the above purpose, the list is provided in bibliography. 3. Informational interviews with the experts in occupational field were carried out. Exhaustive listing of the competencies were based on Technical Education Common Core: State Learning Goals, Learning Environment, Student Characteristics and Related Instructional Strategies, Personal and Professional Attributes, Partnerships, Information Technology, Business Skills, Teaching Competence, Technology, Design, Technologies Ability, Design World Context & Laboratory. Step 4: Strategizing Competencies The competencies identified are divided into Vital, Essential and Desirable competencies for each job family. Step 5: Defining Measurement Scale
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The
calibrations
in
the
measurement
scale
of
each
competency
are
defined.
A Taxonomy was developed which refers to hierarchical relationship between various competencies. The taxonomy recognizes two major measures for teacher Competence: one based on Achievement and the other based on Qualifications. Achievement comprises three domains: Teaching, Professional Achievement, and Service which all add up to the measure of teacher Achievement (see Figure 2). Teaching can be subdivided into two nodes which are teaching and supervision. Within Professional Achievement, we have research, consultancy and publication.
Figure 2: Taxonomy of Criteria for Measurement of Lecturer Competence in overall view. Step 6: Position Profiling: Each position is profiled in terms of: 1. Vital, Essential and Desirable Competencies. 2. The expected calibration on the measurement scale of each competency.
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Step 7: Person Profiling: Each person is profiled in terms of level of knowledge application and attitudes on the measurement scale of each competency. The superimposing of the Person profile on the Position profile has wide ranging ramifications. These two profiles integratively have the potential of enhancing the effectiveness of all HR Systems. The Institute has around 320 Faculty Members including the Principal. Questionnaires were designed for the selected job. A sample 130 faculty members of different age groups with various background disciplines and experience levels were interviewed. Data were collected, collated, analysed (refer data analysis part) and graphs were prepared. 6. Data Analysis Data collected through the questionnaire were entered into MS Excel Software, analysed and graphs were generated. The graphs help in identifying whether the competency is a knowledge, skill or attitude variable, thus enabling the preparation of Competency matrix which is listed in the next section. K Knowledge, S Skill, A Attitude
Competency 1: Competencies for Curriculum This describes the competencies required from the faculty to carry out the activities in curriculum.
Teaching:
Understand the central concept of the subject allotted and plans the teaching method and creates the learning experience that makes the subject matter meaningful for students.
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Understands develop and
how
students
learn
and and
provide
assistance
opportunity to support their intellectual, social, physical development, adapt to individual difference of learning.
Uses a variety of instructional strategies to encourage student development of critical thinking, problem solving, performance skill and effective use of technology.
Conduct seminars, guest lecture, practicals, test, model examinations, guides project work and assigns the internal assessment.
Student guidance: Applies quality management and continuous improvement principles.
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Plans instruction based upon curriculum goals, knowledge of the teaching/learning process, subject matter, students abilities and differences, the community; and adapts instruction based upon assessment and reflection.
Uses a variety of assessment strategies to evaluate and modify the teaching/learning process ensuring the continuous intellectual, social, physical development of learner and actively seeks opportunities for continued professional growth.
Uses best practices related to motivation and behaviour to create learning personality environment that encourage positive social interaction, self-motivation, development and active engagement in learning, thus, providing opportunities for success in their career shaping. Time and Class Room Management: Plans the course schedule for the effective usage of time and timely coverage of syllabus.
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Develops knowledge of and uses a variety of effective communication techniques to foster active inquiry collaboration and supportive interaction in the classroom.
Competency 2: Competencies for Administration This describes the competencies required from the faculty to carry out the Administration activities. Teaching: Maintain personal logbook with attendance, lesson plan, subject log and internal assessment.
Department: Assist the Head in designing the value-added paper / New courses (if offered) and other departmental activities assigned by the HOD.
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Forms various committees of students and help in the management of student affairs including sports, cultural and club activities, hostels and disciplinary functions.
College: Helps the College in management of the various activities central to an academic campus and placement activities.
Others: Ensures that all the University requirements stipulated to conduct the programme is compiled with Admission processing.
Competency 3: Behavioural Competencies This describes the behavioural competencies required from the faculty. Individual: Way of teaching. Accuracy and skill in work.
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Promptness in work.
Integrity.
Attendance and punctuality.
Maintain strict discipline.
Expression of thoughts.
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Group: Fosters positive interaction with colleagues and work in close association with them by helping in academic matters.
Fosters capacity to express his/her stands on matters relating to his/her work to assert his/her opinion during discussion with senior.
Competency 4: Competencies for Research and Consultancy This describes the competencies required from the faculty to carry out research. Creative Research: Engages in research / industrial survey.
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Provide accurate, truthful and complete reports and disseminate the research outcome through authorised and agreed channels and ensuring that the work is available for critical review.
Submits conference paper and journal article based on the standards and guidelines of state, regional or national conference or journals.
Management: Manages and conducts the research in compliance with the university policies and procedures governing and obtains the grants ensuring compliance with the terms and conditions governing.
Supervises project work.
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Monitoring and controlling the progress of the project in a professional manner.
Take up/ Assist the HOD in getting industrial Consultancy assignment.
Develop industrial institution tie up.
Competency 5: Competencies for Corporate Training This describes the competencies required from the faculty to carry out corporate training.
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Identify the training needs.
Designing the course and material for training.
Plan and compile the training program effectively.
Competency 6: Competencies for Professional Commitment This describes the competencies required from the faculty for professional commitment.
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Provides
opportunities
for
the
interaction of community concerns and issue. Also utilizes it as a learning environment.
Provides engineering related volunteer service to community by conducting professional development workshop in engineering education.
7. Competency Map / Matrix Data Analysis led to the categorization of the teacher competencies as knowledge, skill or attitude variable. The following table (2) gives a sample list of categorization: Competency Map Knowledge Curriculum planning Research methodology Innovating teaching strategies Student learning process Adolescent learning needs and characteristics General culture Teaching models and approaches, Pedagogy Subject matter Characteristics of school context Working materials Student needs
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Skills Creating a learning environment Developing learning strategies Applying theoretical concepts to practice Using of educational media and instructional materials Conducting educational research Demonstrating high teaching skills Reviewing assignments and providing appropriate feedback Organizing artistic activities for students Doing creative work and developing the creativity of his or her students Evaluating student assessment Advising students, Motivating students Working efficiently in teams Developing competencies of his or her students Demonstrating the relationship among different course contents Establishing a relationship between teaching and learning Detecting and solving discipline problems in the classroom. Attitudes Being sensible towards student needs Having an attitude towards long life learning Being a self-controlled person Being an affective and adaptable person Promoting student human development Modeling values Preparing creative people Interested in literature exchange with peers Motivated for professional development Working well with others
8. COMPETENCY MODEL
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9. Detailed Competency Model for Faculty in Engineering Education Tier Name Personal Effectiveness Tier Block Integrity Interpersonal Skills F O U N D A T I O N 3 Workplace Competencies Planning and Organizing Working with and Technology Figure: High Level Competency Model for Lecturer Tools Checking, Examining Problem Solving and DecisionMaking and Recording Teamwork Customer Focus 2 Academic Competencies Basic Computer Skills Science and Critical Analytical Thinking Creative Thinking Scheduling Adaptability/Flexibility and and Communication Listening Speaking Business Fundamentals Workplace Computer and Reading Initiative Willingness Learn Writing Professionalism to Dependability Reliability Mathematics Active Learning and
Technology
Coordinating Applications
Tier 1 -Personal Effectiveness Competencies

Interpersonal Skills:
Demonstrating concern for others - Shows sincere interest in others and their
concerns, and demonstrates sensitivity to the needs and feelings of others; helps others resolve sensitive interpersonal problems as appropriate; looks for ways to help people, and pitches in to help others.
Demonstrating insight into behavior - Recognizes and accurately interprets the verbal
and nonverbal behavior of others; shows insight into the actions and motives of others, and recognizes when relationships with others are strained.
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Maintaining open communication - Maintains open lines of communication with
others; encourages others to approach him/her with problems and successes; establishes a high degree of trust and credibility with others.
Working with diverse people - Is flexible and open-minded when dealing with a wide
range of people; listens to and considers others' viewpoints; works well and develops effective relationships with diverse personalities. Integrity:
Behaving ethically - Abides by a strict code of ethics and behavior; chooses an ethical
course of action and does the right thing, even in the face of opposition; encourages others to behave accordingly.
Acting fairly - Treats others with honesty, fairness and respect; makes decisions that
are objective and reflect the just treatment of others.

Taking responsibility - Takes responsibility for accomplishing work goals within
accepted timeframes; accepts responsibility for one's decisions and actions and for those of one's group, team, or department; attempts to learn from mistakes. Professionalism:
Demonstrating self-control - Demonstrates self-control by maintaining composure
and keeping emotions in check even in very difficult situations; deals calmly and effectively with stressful situations.
Professional appearance - Maintains a professional demeanor; dresses appropriately
for occupation and its requirements; maintains appropriate personal hygiene;

Substance abuse - Is free from substance abuse. Maintains a positive attitude - Projects a professional image of oneself and the
organization; demonstrates a positive attitude towards work; takes pride in one's work and the work of the organization. Initiative:
Persisting - Pursues work with energy, drive, and a strong accomplishment
orientation; persists and expends extra effort to accomplish tasks even when conditions are difficult or deadlines are tight; persists at a task or problem despite
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interruptions, obstacles, or setbacks.

Taking initiative - Goes beyond the routine demands of the job; takes initiative in
seeking out new work challenges and increasing the variety and scope of one's job; seeks opportunities to influence events and originate action; assists others who have less experience or have heavy workloads.
Working independently - Develops own ways of doing things; is able to perform
effectively even with minimal direction, support or approval and without direct supervision.
Achievement motivation - Intrinsically driven to succeed and excel; strives to exceed
standards and expectations; exhibits confidence in capabilities and an expectation to succeed in future activities. Willingness to Learn:
Demonstrating an interest in learning - Demonstrates an interest in personal learning
and development; seeks feedback from multiple sources about how to improve and develop, and modifies behavior based on feedback or self-analysis of past mistakes.
Participating in training - Takes steps to develop and maintain knowledge, skills, and
expertise necessary to achieve positive results; participates fully in relevant training programs and actively pursues other opportunities to develop knowledge and skills.
Anticipating changes in work - Anticipates changes in work demands and searches for
and participates in assignments or training that address these changing demands; treats unexpected circumstances as opportunities to learn.
Identifying career interests - Takes charge of personal career development by
identifying occupational interests, strengths, options and opportunities; makes insightful career planning decisions based on integration and consideration of others' feedback, and seeks out additional training to pursue career goals
Tier 2 -Academic Competencies

Reading:
Comprehension - Locates, understands and interprets written information in prose and
in documents such as manuals, reports, memos, letters, forms, graphs, charts, tables,
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calendars, schedules, signs, notices, applications and directions; understands the purpose of written materials; attains meaning and comprehends core ideas.
Attention to detail - Identifies main ideas; notes details and facts; detects
inconsistencies; identifies implied meaning and details; identifies missing information; identifies trends.
Integration - Critically evaluates and analyzes information in written materials;
integrates and synthesizes information from multiple written materials.

Application - Integrates what is learned from written materials with prior knowledge;
applies what is learned from written material to follow instructions and complete specific tasks; applies what is learned from written material to future situations. Writing:
Organization and Development - Creates documents such as letters, directions,
manuals, reports, graphs, and flow charts; communicates thoughts, ideas, information, messages and other written information, which may contain technical material, in a logical, organized and coherent manner; ideas are well developed with supporting information and examples.
Mechanics - Uses standard syntax and sentence structure; uses correct spelling,
punctuation, and capitalization; uses appropriate grammar (e.g., correct tense, subject-verb agreement, no missing words).
Tone - Writes in a manner appropriate for business; uses language appropriate for the
target audience; uses appropriate tone and word choice (e.g., writing is professional and courteous). Communication - Listening and Speaking:
Speaking - Expresses information to individuals or groups taking into account the
audience and the nature of the information (e.g., technical or controversial); speaks clearly and confidently; information is organized in a logical manner; speaks using common English conventions including proper grammar, tone and pace; tracks audience responses and reacts appropriately to those responses; effectively uses eye contact and non-verbal expression.
Listening - Receives, attends to, interprets, understands, and responds to verbal
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messages and other cues; picks out important information in verbal messages; understands complex instructions; appreciates feelings and concerns of verbal messages.
Two-way communication - Practices meaningful two-way communication (i.e., speaks
clearly, pays close attention and seeks to understand others, listens attentively and clarifies information); attends to nonverbal cues and responds appropriately.
Persuasion/Influence - Influences others; persuasively presents thoughts and ideas;
gains commitment and ensures support for proposed ideas. Critical and Analytical Thinking:
Reasoning - Possesses sufficient inductive and deductive reasoning ability to perform
job successfully; critically reviews, analyzes, synthesizes, compares and interprets information; draws conclusions from relevant and/or missing information; understands the principles underlying the relationship among facts and applies this understanding when solving problems.
Mental agility - Identifies connections between issues; quickly understands, orients to,
and learns new assignments; shifts gears and changes direction when working on multiple projects or issues.
Tier 3 -Workplace Competencies

Teamwork:
Acknowledging team membership and role - Accepts membership in the team; shows
loyalty to the team; determines when to be a leader and when to be a follower depending on what is needed to achieve the team's goals and objectives; encourages others to express their ideas and opinions; identifies and draws upon team members' strengths and weaknesses to achieve results; learns from other team members.
Establishing productive relationships - Develops constructive and cooperative
working relationships with others; exhibits tact and diplomacy and strives to build consensus; shows sensitivity to the thoughts and opinions of other team members; delivers constructive criticism and voices objections to others' ideas and opinions in a supportive, non-accusatory manner; responds appropriately to positive and
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negative feedback.
Identifying with the team and its goals - Identifies the goals, norms, values, and
customs of the team; is a team player and contributes to the group's effort; uses a group approach to identify problems and develop solutions based on group consensus; effectively communicates with all members of the group or team to achieve team goals and objectives.
Resolving conflicts - Brings others together to reconcile differences; handles conflicts
maturely by exercising "give and take" to achieve positive results for all parties; reaches formal or informal agreements that promote mutual goals and interests, and obtains commitment to those agreements from individuals or groups. Adaptability/Flexibility:
Employing unique analyses - Employs unique analyses and generates new, innovative
ideas in complex areas; integrates seemingly unrelated information to develop creative solutions; develops innovative methods of obtaining or using resources when insufficient resources are available.
Entertaining new ideas - Is open to considering new ways of doing things; actively
seeks out and carefully considers the merits of new approaches to work; willingly embraces new approaches when appropriate and discards approaches that are no longer working.
Dealing with ambiguity - Takes effective action when necessary without having to
have all the necessary facts in hand; easily changes gears in response to unpredictable or unexpected events, pressures, situations and job demands; effectively changes plans, goals, actions or priorities to deal with changing situations. Planning and Organizing:
Planning - Approaches work in a methodical manner; plans and schedules tasks so
that work is completed on time; keeps track of details to ensure work is performed accurately and completely.
Prioritizing - Prioritizes various competing tasks and performs them quickly and
efficiently according to their urgency; finds new ways of organizing work area or
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planning work to accomplish work more efficiently.

Allocating resources - Estimates resources needed for project completion; allocates
time and resources effectively and coordinates efforts with all affected parties; keeps all parties informed of progress and all relevant changes to project timelines.
Anticipating obstacles - Anticipates obstacles to project completion and develops
contingency plans to address them; takes necessary corrective action when projects go off-track. Creative Thinking:
Generating innovative solutions - Uses information, knowledge, and beliefs to
generate original, innovative solutions to problems; reframes problems in a different light to find fresh approaches; entertains wide-ranging possibilities others may miss; takes advantage of difficult or unusual situations to develop unique approaches and useful solutions.
Seeing the big picture - Has broad knowledge and perspective; pieces together
seemingly unrelated data to identify patterns and trends and to see a bigger picture; understands the pieces of a system as a whole and appreciates the consequences of actions on other parts of the system; possesses a big-picture view of the situation. Problem Solving and Decision-Making:
Identifying the problem - Anticipates or recognizes the existence of a problem;
identifies the true nature of the problem by analyzing its component parts; uses all available reference systems to locate and obtain information relevant to the problem; recalls previously learned information that is relevant to the problem.
Locating, gathering, and organizing relevant information - Effectively uses both
internal resources (e.g., internal computer networks, company filing systems) and external resources (e.g., internet search engines) to locate and gather information; examines information obtained for relevance and completeness; recognizes important gaps in existing information and takes steps to eliminate those gaps; organizes/reorganizes information as appropriate to gain a better understanding of the problem.
Generating alternatives - Integrates previously learned and externally obtained
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information to generate a variety of high-quality alternative approaches to the problem; skillfully uses logic and analysis to identify the strengths and weaknesses, the costs and benefits, and the short- and long-term consequences of different approaches.
Choosing a solution - Decisively chooses the best solution after contemplating
available approaches to the problem; makes difficult decisions even in highly ambiguous or ill-defined situations; quickly chooses an effective solution without assistance when appropriate.
Implementing the solution - Commits to a solution in a timely manner, and develops a
realistic approach for implementing the chosen solution; observes and evaluates the outcomes of implementing the solution to assess the need for alternative approaches and to identify lessons learned. Scheduling and Coordinating:
Arranging - Makes arrangements (e.g. for traveling, meetings) that fulfill all
requirements as efficiently and economically as possible; handles all aspects of arrangements thoroughly and completely with little or no supervision.
Informing - Responds to the schedules of others affected by arrangements; informs
others of arrangements, giving them complete, accurate and timely information; insures that others receive needed materials in time.
Verifying - Takes steps to verify all arrangements; recognizes problems, generates
effective alternatives, and takes corrective action.

Coordinating in distributed environments - Coordinates schedules of colleagues, co-
workers, and clients in regional locations (i.e., across time zones) to ensure that inconvenience is minimized and productivity is enhanced; leverages technology (e.g., internet, teleconference) to facilitate information sharing in distributed work environments; takes advantage of team member availability throughout business hours in multiple time zones to enhance productivity.
Shiftwork - Effectively coordinates the transition of employees at the beginning and
end of each work shift; disseminates crucial information in an organized manner to rapidly bring employees up to speed at the start of their shifts; ensures that employees are updated on work completed on past shifts and work that still needs to
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be completed. Business Fundamentals:

Situational awareness - Understands the organization's mission and functions;
recognizes one's role in the functioning of the company and understands the potential impact one's own performance can have on the success of the organization; grasps the potential impact of the company's well-being on employees.
Business ethics - Demonstrates respect for coworkers, colleagues, and customers; acts
in the best interest of the company, the community, and the environment; complies with applicable laws and rules governing work and reports loss, waste, or theft or company property to appropriate personnel.
Market knowledge - Understands market trends in the industry and the company's
position in the market; knows who the company's primary competitors are, and stays current on organizational strategies to maintain competitiveness. Figure: Detailed Competency Model for Lecturer 10. Conclusion A significant advantage of mapping ones competencies has to do with using them for future development planning. Development planning in organizations spans a continuum from notdone-at-all to very informal to very formal processes. Larger organizations that do practice the use of more formal development planning tend to have competency models and competency assessment tools, from which individuals and their managers craft future development plans. In some organizations, those development plans are part of the organizations performance management process. In other organizations, development plans are completed confidentially, separate from performance management, for the individuals own career development benefit. No matter how formal or informal and organizations practices are regarding development planning, the important idea for the individual is to map his or her top competencies that are important to their future career passion and success. From among those top competencies, the individual needs to identify their current competency strengths, and also their future competency development needs. Great care needs to be given to crafting a development plan that puts equal or greater weight on using ones competency strengths, rather than upon
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expending too many personal or other resources on trying to develop competency weaknesses into competency strengths. Significant competency weaknesses do need to be managed around through the use of such methods as delegating, partnering, and some personal modification of behaviors. This will require some planning on the part of the individual, and can be a very valuable part of development discussions with ones manager, mentor, or career coach. But an approach that focuses on fixing weaknesses and building them into strengths tends to create a mindset of only grim determination, for both the individual and his/her manager/mentor/coach. This tends to sap energy from the individual that could otherwise be positively deployed in the arena of developing and/or better using current competency strengths. Competency mapping is a powerful and potent tool for making concrete and recognizable the employable assets that any individual brings into their career. Mapping ones competency strengths might be one of the most powerful self-marketing tools available to both individuals and organizational talent management professionals today.
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11. References: 1) Aitken, J (1998) The Capable Teacher, number 2, summer 1998 2) Bailey, K.M. & D. Nunan (2001) Pursuing Professional Development: Self as Source Heinle & Heinle 3) Banerjee, Jayanti and Dianne Wall (2006) Assessing and reporting performances on presessional EAP courses: Developing a final assessment checklist and investigating its validity. Journal of EAP, 5 (1) pp 5069. 4) Blin, F. (2004) CALL and the development of learner autonomy: Towards an activity theoretical perspective. reCALL 16 (2) pp377-395. 5) Clancy, S. (1997) Perceptions of portfolios as professional development International Consortium for Educational Development in HE www.schools.nsw.edu.ac [retrieved 21/07/07] 6) Dow Jones Interactive http://www/C/WINDOWS/portfolio.htm [retrieved 15/03/07] 7) Fry, H. et al (1999) Handbook for Teaching and Learning in Higher Education Kogan Page 9) Hurst, B., C. Wilson & G. Cramer (1998) Professional teaching portfolios: tools for reflection, growth and advancement 10) Hyland, K. 2006 English for Academic Purposes: an Advanced Resource Book. Routledge. 11) Johns, A. M. (1997) Text, Role and Context: Developing Academic Literacies. Cambridge University Press. 12) McLean,M. & J.E. Bullard (2000) Becoming an university teacher : evidence from teaching portfolios (how academics learn to teach) Teacher Development 4/1 pp79-97

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Competency Mapping for a leading Technical Institution to assist the Strategic sourcing of talent and for Quality Improvement

*M S Pramod,** C K Nagendra Gupta,*** C Shilpa

Competency set related to departmental focus areas.

Understands develop and

Student guidance: Applies quality management and continuous improvement principles.

Attendance and punctuality.

Maintain strict discipline.

Supervises project work.

Monitoring and controlling the progress of the project in a professional manner.

Take up/ Assist the HOD in getting industrial Consultancy assignment.

Develop industrial institution tie up.

Identify the training needs.

Designing the course and material for training.

Plan and compile the training program effectively.

interaction of community concerns and issue. Also utilizes it as a learning environment.

Tier 1 -Personal Effectiveness Competencies

Maintaining open communication - Maintains open lines of communication with

are objective and reflect the just treatment of others.

for occupation and its requirements; maintains appropriate personal hygiene;

interruptions, obstacles, or setbacks.

Tier 2 -Academic Competencies

integrates and synthesizes information from multiple written materials.

Tier 3 -Workplace Competencies

planning work to accomplish work more efficiently.

effective alternatives, and takes corrective action.

be completed. Business Fundamentals:

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M S Pramod, C K Nagendra Gupta, C Shilpa