University Centre:

NIPSTEC

D-82, Malviya Nagar, New Delhi-110 017

(Code No.1640)

COMPETENCY MAPPING
IN
HCL COMNET LTD
(A Subsidiary of HCL Technologies)

PROJECT
By

Project report submitted in partial fulfillment of the

requirements for Master of Business Administration
Distance Education Wing, Syndicate House, Manipal-576 104

I hereby declare that the project report entitled:

COMPETENCY MAPPING
IN HCL COMNET LTD

Submitted in partial fulfillment of the requirements for the

degree of Master of Business Administration

to

Sikkim-Manipal University, India, is my original work and not

submitted for the award of any other degree, diploma,
fellowship, or any other similar title or prizes.

Place:

New Delhi

Date: 15th,Dec 2007

The project report of ABC

acceptable in quality and form.

is

approved

and

is

Internal Examiner

External Examiner

Name

Name

Qualification

Qualification

Designation

Designation

This is to certify that the project report entitled

COMPETENCY MAPPING
IN HCL COMNET LTD
Submitted in partial fulfillment of the requirements for the
degree of Masters of Business Administration of Sikkim-Manipal
University of Health, Medical & Technological Sciences

By

SH ABC
(Reg. No.)
He has worked under my supervision and guidance and that no
part of his report has been submitted for the award of any other
degree, Diploma, Fellowship or other similar titles or prizes and
the work has not been published in any journal or Magazine.

Certified

Date 15th Dec 2007

ACKNOWLEDGEMENT
I, ABC, student of Sikkim Manipal University, MBA, 4th Semester had a great
learning experience and pleasure in doing my project on COMPETENCY
MAPPING IN HCL COMNET LTD

I am thankful to Mr. Kalyanraman, Head (HR) HCL COMNET LTD- for their
valuable guidance and support throughout this project.

I sincerely appreciate the brilliant guidance and, all-out support given to me by

Mr. Vikas Chaudhary (Technical-Head, NIPSTEC), which have provided the
solid foundation and without which it was not possible to complete this project.

I would like to thank all of them for their ideas and support.

(ABC)
Reg. No.
Date: 15th Dec 2007

Part -I
Summery
S No. Description
1.

Introduction

2.
3.
4.
5.
6.

Aims and objectives

Methodology
Analysis
Conclusions
Recommendations

Page No.(s)
8 - 10
11 - 15
16 - 17
17 18
19
19 - 20

PART II
Overview of the Organization

S No.

Description

Page No.(s)

1.
2.
3.
4.

General
An Overview of the organization
HCL COMNET LTD
Operational Statistics

21
22
23
24

22
23
24
25

PART III
Project Overview

S No.

Description

Page No.(s)

1.
2.
3.
4.

Competence and Competency

Definitions
Competency Models
Objective, scope & utility of

25 - 26
26 35
36 - 49
49 - 57

5.
6.

study
Analysis
Suggestions,

58 - 71
72 - 80

inferences

&

recommendations

PART IV
1

Bibliography

86

1.

INTRODUCTION

1.1

Competency Mapping is the process of identifying,

measuring

and

developing

human

performance

in

organizations and tries to:

Give feedback to employees to improve subsequent

performance.

Identify employee training needs.

Document criteria used to allocate organizational

rewards.

Form a basis for personnel decisions-salary (merit)

increases, disciplinary actions, etc.

Provide the opportunity for organizational diagnosis

and development

Facilitate communication between employee and

administrator.

1.2

HCL COMNET LTD has introduced the Competency

Mapping

System as one of the vital aspects of Human

Resources Development for all the employees of the

Company to enable them to:

Clearly understand their roles in the organization

Perform effectively in the role against well define

objectives

Develop their skills, knowledge and capabilities both

to their and the organizations advantage and

Seek and achieve a growth of their career in the

organization.

1.3

Overview of Competency Mapping

Ideally Competency Mapping allows management to

specify what employee must do; combines feedback
and goal setting.

Everyone

involved

needs

to

recognize

that

Competency Mapping involves human judgment and

information

processing;

can

never

by

totally

objective or infallible

System should aim to be easy to operate, easy to

explain, easy to maintain, easy to administer

System should be job related, relevant, sensitive,

reliable, acceptable, practical, open, fair, and useful.

1.4

Need to take legal issues into account.

Yearly performance reviews are critical.

Organizations

are hard pressed to find good reasons why they cant

dedicate an hour-long meeting once a year to ensure the

mutual needs of
1.5

The

employee

and

organization

are

being

met.

Performance reviews help supervisors feel more honest in

their relationships with their subordinates and feel better
about themselves in their supervisory roles. Subordinates
are assured clear understanding of whats expected from
them,

their

own

personal

strengths

and

areas

for

development and a solid sense of their relationship with

their supervisor.

Avoiding performance issues ultimately

decreases morale, decreases credibility of management,

decreases the organizations overall effectiveness and
wastes more of managements time to do what isnt being
done properly.

2.

AIMS AND OBJECTIVES

To test the effectiveness of the existing frame work by
taking

the

feedback

through

discussions

from

the

participating employees.
To study the existing frame work of Competency Mapping.
To analyze the feedback received through discussions with
the employees.
To suggest appropriate process to achieve the goals of
Competency Mapping.

10

2.1

AIMS

2.1.1 Effective Competency Mapping systems contain two basic

systems operating in conjunction: an evaluation system
and a feedback system.
2.1.2 The main aim of the evaluation system is to identify the
performance gap (if any).

This gap is the shortfall that

occurs when performance does not meet the standard set

by the organization as acceptable.
2.1.3 The main aim of the feedback system is to inform the
employee about the quality of his or her performance.
(However, the information flow is not exclusively one way.
The appraisers also receive feedback from the employee
about job problems etc.)
2.1.4 One of the best ways to appreciate the purposes of
Competency Mapping is to look at it from the different
viewpoints of the main stakeholders; the employee and
the organization.
Employee Viewpoint
From the employee viewpoint, the purpose of Competency
Mapping is four-fold:
1.

Tell me what you want me to do.

2.

Tell me how well I have done it.

3.

Help me improve my performance.

4.

Reward me for doing well.

11

Organizational Viewpoint
From the organizations viewpoint, one of the most
important reasons for having a system of Competency
Mapping is to establish and uphold the principle of
accountability.
For decades it has been known to researchers that one of
the chief causes of organizational failure is non-alignment
of

responsibility

and

accountability.

Non-alignment

occurs where employees are given responsibilities and

duties, but are not held accountable for the way in which
those responsibilities and duties are performed.

What

typically happens is that several individuals or work units

appear to have overlapping roles.
The overlap allows indeed actively encourages each
individual or business unit to pass the buck to the
others. Ultimately, in the severely non-aligned system, no
one is accountable for anything.

In this event, the

principle

down

of

accountability

breaks

completely.

Organizational failure is the only possible outcome.

In cases where the non-alignment is not so sever, the
organization may continue to function, albeit inefficiently.
Like a poorly made or badly tuned engine, the non-aligned
organization may run, but it will be sluggish, costly and
unreliable.

One of the principal aims of Competency

Mapping is to make people accountable. The objective is

12

to

align

responsibility

and

accountability

at

every

organizational level.

2.2

Objectives of Competency Mappings:

Objectives for Competency Mapping can be understood in terms of
potential benefits:

2.2.1 Competency Mappings seek to meet specific objectives.

They include tell and sell, tell and listen, problem solving,
and mixed model. Tell and sell is evaluative in nature.
is used for purely evaluative purposes.

It

The supervisor

coaches by telling the employee the evaluation and then

persuading the employee to follow recommendations for
improvement. Tell and listen is evaluative in nature. The
supervisor coaches by telling the employee the evaluation
and then listens to the employees reactions to the
evaluation in a nonjudgmental manner. Problem solving is
developmental in nature and involves counseling.
used

for

employee

development

It is

purposes.

The

supervisor does not offer evaluation but lets the employee

decide his or her weak areas and works with the employee
to develop an action plan for improvement. The mixed
model combines the coaching and counseling. It is used
for both evaluative and development purposes. The
supervisor begins the appraisal with a problem solving
session and concludes with a more directive tell and sell
approach.
2.2.2 Almost

universally,

where

Competency

Mapping

is

conducted properly, both supervisors and subordinates

have reported the experience as beneficial and positive.

13

Appraisal offers a valuable opportunity to focus on work

activities and goals, to identify and correct existing
problems, and to encourage better future performance.
Thus the performance of the whole organization is
enhanced.
For many employees, an official appraisal interview may
be only time they get to have exclusive, uninterrupted
access to their supervisor.

Said one employee of a large

organization after his first formal Competency Mapping,

in twenty years of work, thats the first time anyone has
ever bothered to sit down and tell me how Im doing. The
value of this intense and purposeful interaction between a
supervisors

and

subordinate

should

not

be

underestimated.
2.2.3 Motivation and Satisfaction
Competency Mapping can have a profound effect on levels
of employee motivation and satisfaction for better as
well as worse.
Competency Mapping provides employees with recognition
for their work efforts. The power of social recognition as
an incentive has been long noted.

In fact, there is

evidence that human beings will even prefer negative

recognition in preference to no recognition at all.
If nothing else, the existence of an appraisal program
indicates

to

an

employee

14

that

the

organization

is

genuinely interested in their individual performance and

development. This alone can have a positive influence on
the

individuals

sense

of

worth,

commitment

and

belonging.
The strength and prevalence of this natural human desire
for individual recognition should not be overlooked.
Absenteeism and turnover rates in some organizations
might be greatly reduced if more attention were paid to it.
Regular Competency Mapping, at least, is a good start.
2.2.4 Training and Development
Competency Mapping offers an excellent opportunity
perhaps the best that will ever occur for a supervisor
and subordinate to recognize and agree upon individual
training and development needs.
Competency Mapping can make the need for training more
pressing and relevant by linking it clearly to performance
outcomes and future career aspirations.

From the point

of view of the organization as a whole, consolidated

appraisal data can form a picture of the overall demand
for training.

This data may be analyzed by variables

such

department

as

sex,

etc.

In

this

respect,

Competency Mapping can provide a regular and efficient

training needs audit for the entire organization.

15

3.

METHODOLOGY
Research Methodology

Research design: Desk research.

Research Instrument: Observation & literature

Sampling technique: Census study of employees

Data collection technique:

Secondary data: From existing frame work, manuals

and Internet.

Primary

data:

Through

discussions

with

the

employees.

3.1

Methodology for Competency Mappings

3.1.1 A formal appraisal in the Government sector is known as

Annual Confidential Report written at the end of calendar
or financial year.
3.1.2 In view of its utmost importance, a confidential report are
necessarily to be prepared scrupulously and carefully after
following

the

procedure

prescribed

and

assessing the performance of the employee.

personally
The report

is based on an objective assessment of the work quality of

the officer reported upon. The officer recording the
remarks has to realize the importance of entries made by
him and write them with greatest possible care because

16

slightest default or negligence on the part of the recording

officer may lead to injustice to the officer reported upon
by marring the future of the employee.
3.1.3 The reporting officer impressed upon not to be in a hurry
to write the reports on all the officers working under him
on a single day. He should, however, write them within
the period stipulated.
3.1.4 The forms have been devised with a view to ensuring
maximum objectivity in the preparation of the report. In
filling up the forms, tick marks and dashes are not to be
used.

Both the reporting and the reviewing officers have

to indicate their opinion by writing out in full and

appropriate alternatives which best describe the officers
qualities.
3.1.5 Cryptic, vague or non-committal remarks are to be
avoided. Sometimes entries may not be sufficiently
meaningful. Such reports are to be returned to the
reporting officer for reconsideration,

amplification or

explanation.

4.

ANALYSIS

4.1

Generally there are two things which determine how

successful a Competency Mapping system is in place in an
organization. 1) The contents/design of the Competency
Mapping form and 2) the manner in which Competency
Mapping is conducted. While organizations lay great

17

emphasis on the contents/design part, spending much of

time, money and energy on designing most suitable,
objective, comprehensive. formats, it comes to a naught
if the appraising process is not conducted properly.
Effectiveness of the Competency Mapping system depends
on how seriously it is perceived, importance given to it by
both the subordinate and reporting officer, and the impact
it is going to have on possible rewards and punishments.
4.2

Organizations use Competency Mapping records for a

variety of things. But the best way of utilizing them is to
develop people and improve their performance through a
clear understanding of their work goals, so that they
realize and reach what Maslow calls "Self actualization"
(i.e. fully realizing their potential and thereby achieving
their own professional and also organizational goals). In
organizations where Competency Mapping is used for
reward and punishment, great care must be taken so that
it forms objective, honest and accurate record of formal
evaluation of on the job performance of the employee and
supports

or

corroborates

the

kind

of

rewards

and

punishments proposed.
4.3

The achievement of the stated objective is the mutual

responsibility

of

both the

reporting

officer

and

the

subordinate by making the appraisal process as objective

as possible. It should be a joint participative, sensitive and
positive exercise rather than being one sided, evaluative
and judgmental.

18

5.

CONCLUSIONS

5.1

Most of time Competency Mappings, are for determining

training need identification and for promotions etc.

The

Competency Mapping has delinked itself from being an

instrument

of

evaluating

performance

through

performance review discussion and bringing about better

performance

in

the

organization.

performance

management

practices

Application
that

of

enable

organizations to improve their performance and bring in a

performance driven culture is the need of the hour rather
than Competency Mapping only.

5.2

All reporting officers must be well versed in conducting the

appraisal process, as it brings consistency in evaluation
across the organization not benefiting a few because of
the functional area they are in or to a particular reporting
officer they are attached to. Company however need to
invest more time and energy in educating the reporting
officers on how to conduct the appraisal to establish goals
for the future, open channels of communication and
strengthen

the

relationship

between

employer

and

employee.

6.

RECOMMENDATIONS

6.1

Keeping in view the experience gained over the period, it

is recommended that top management should exhibit its
commitment towards a fair and objective Competency
Mapping process and actions taken on appraisal records

19

should be timely, objective and specific.

Line managers

should be impressed on conducting appraisal and utilizing

it properly for organizations benefit and conducting
appraisal should get integrated with counseling, mentoring
and proper implementation of training policy.
An appropriately conducted appraisal process will result in
better placement of employees, bring role clarity and
leads to job satisfaction which is great motivating factor
for an employee.
6.2

Identification of Training needs in the appraisal format

should

be

to

cover

the

gap

between

the

existing

competencies and the desired competencies to achieve

the set goals. Such training needs should be catered
immediately by the Reporting Officer so that it facilitates
the individual employee to attain the goals set for him.
Having identified the training needs of the employee, it
becomes the responsibility of the Reporting Officer to
ensure that such training needs are taken care of on a
timely basis. If not provided, next years appraisal report
should highlight it and the employee should be given due
weightage on his performance.

20

An overview of the organization:

Born in 1976, HCL has a 3 decade rich history of inventions and
innovations. In 1978, HCL developed the first indigenous micro-computer
at the same time as Apple and 3 years before IBM's PC. This microcomputer virtually gave birth to the Indian computer industry. The 80's
saw HCL developing know-how in many other technologies. HCL's indepth knowledge of Unix led to the development of a fine grained multiprocessor Unix in 1988, three years ahead of Sun and HP.
HCL's R&D was spun off as HCL Technologies in 1997 to mark their
advent into the software services arena. During the last eight years, HCL
has strengthened its processes and applied its know-how, developed over
30 years into multiple practices - semi-conductor, operating systems,
automobile, avionics, bio-medical engineering, wireless, telecom
technologies, and many more.
Today, HCL sells more PCs in India than any other brand, runs Northern
Ireland's largest BPO operation, and manages the network for Asia's
largest stock exchange network apart from designing zero visibility
landing systems to land the world's most popular airplane.

HCL COMNET LTD is a Subsidiary of HCL Technology. HCL COMNET

LTD has its headquarters at NOIDA, India. HCL COMNET LTD has
grown rapidly to become the largest Infrastructure player in India
(Nasscom 2007).
HCL COMNET LTD provides a wide variety of services ranging from IT
strategy and consulting to system integration, design, application
development, implementation, maintenance and product engineering.
HCL COMNET LTD is ISO 9001:2000 certified and is also assessed at
SEI-CMMi Level 5 and SEIPCMMi Level 5. HCL COMNET LTD is also BS7799 certified
across.

21

Employee strength

51,000 as 30th September, 2007 (including

subsidiaries)

Global Presence

Operations spanning 18 countries

India Presence

Offices in 170 cities & over 360 service locations

Global Delivery Centers

USA, UK, Poland, Singapore & India

Focus markets

USA, Europe, Asia Pacific and Japan

Clients

500 global organizations

Gross revenue

US$4.4 billion

Locations in India include : Noida, Mumbai, Bangalore, Kolkata,

Delhi,Hyderabad,Chennai
Locations Worldwide include : United Kingdom , USA , Europe,
Asia pacific, middle east
Some of the Partners of HCL COMNET LTD include: Microsoft,
Cisco, IBM, AMD, BOEING, DEUTCSHE BANK, BRITISH
TELECOM, APPLE, DISH TV

HCL COMNET LTD

HCL COMNET serves customers throughout Asia Pacific, Europe,
North America, and the Middle East. Clients include Microsoft, ,
BT, AMD, ABN AMRO, STAR INDIA LTD, CUMMINS, NATIONAL
STOCK EXCHANGE(India), RELIANCE INDUSTRIES, KOTAK
BANK, JOHNSON & JOHNSON, SBI and other nationalized banks.
HCL COMNET has been recognized with an ISO 9001:2000
certification and an SEI-CMM Level 5 assessment for our
software development processes, meeting the industry's highest
standards. HCL COMNET has also been certified as being
BS7799 certified across its centers . With a significant
investment in research and development, HCL focuses on
developing methodologies for fast and cost effective
implementations of new HCL COMNET Technologies. HCL has
over 35000 employees and a global presence with state-of-art
development centers in UK and India and regional offices in
USA, UK, Germany, UAE, Egypt, India, Singapore, Taiwan,
Thailand and Australia.
HCLs Offerings
HCL's long-time record of delivering mission critical software
solutions on target, for industry leaders, has led to its success
over the years. HCL leverages its domain expertise, coupled

22

with proven frameworks to help customers gain efficiencies for

faster time-to-market. HCL is instrumental in radically reducing
customers' operational expenses and maximizing ROI. Solutions
support areas include:

Business Support Systems including Telecom Billing

Systems, Billing Mediation, Customer Relationship
Management and Fraud Management.
Operations Support Systems including Inventory
Management, Traffic Management, Fault Management,
Workforce Management and EAI Solutions.
Network Management Services including Network
Planning, Provisioning, and Deployment, Intelligent
Networks, Managed Network Services, Assurance Services
and Mobility Computing.
Security Management and Business Continuity
Services including Security Audit, Analysis, and Proposal
Services, CIRT Services, Business Risk Analysis and
Continuity Planning.
Next Generation Services including VoIP, Intelligent
Networks and Mobile IP
Business Process Management

Creating dedicated, in-country teams of business professionals,

combined with a synchronized Middle Office and efficient
delivery teams, HCL works closely with customers to deliver the
right combination of offshore, onshore, and onsite support
needed to deliver solutions, savings, and service.

Our Vision

To be amongst the most admired and most trusted integrated utility

companies in the world, delivering reliable and quality products

23

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and services to all customers at competitive costs, with

international standards of customer care - thereby creating
superior value for all stakeholders.

To set new benchmarks in standards of corporate performance and

governance through the pursuit of operational and financial
excellence, responsible citizenship, and profitable growth

Statement of Values
We believe that any business conduct can be ethical only
when it rests on the nine core values of Honesty, Integrity,
Respect,

Fairness,

Purposefulness,

Trust,

Responsibility, Citizenship and Caring. These values are

not to be lost sight of by anyone at HCL COMNET LTD
under any circumstances irrespective of the goals that are
intended to be achieved. To us, means are as important as
the ends.

COMPETENCE AND COMPETENCY

Competency-based approaches have developed quite rapidly since their
introduction 25 years ago. David C. McClelland is credited with
introducing the idea of competency into the human resource literature.
In response to a growing dissatisfaction with intelligence testing and the

24

S
H
A

traditional

job

analytic

approaches

to

personnel

selection,

the

competence-testing movement was described by McClelland by study of

foreign-service

officers.

Testing

for

Competence

Rather

than

Intelligence-McClellands landmark paper has continued to stir debate

even after a quarter century.
Competency-based approaches gained popularity and acceptance within
the human resources community through the work of McClelland and his
associates, particularly Richard Boyatzis, past president at the McBer
and Company. Boyatzis is credited with popularizing the term in his book
The Competent Manager (Woodruff, 1991).
Boyatzis suggested that a competency was a combination of a motive,
trait, skill, aspect of ones self-image or social role, or a body of relevant
knowledge. In other words a competency is any characteristic of an
individual that might be related to successful performance.
Kleins (1996) offered one more definition which diverges the most from
the others by suggesting that competencies are a collection of observable
behaviors, or behavioral indicators. These Behavioral indicators are
grouped according to a central theme, which then becomes the
competency. Klein suggests that the behaviors underlie the competency;
this is contrary to other definitions, which suggest that competencies
underlie behaviors.
Woodruff raised the issue of distinguishing between competence and
competency and proposed that competence is performance criterion
while competencies are behaviors driving the competence.

More recently, Rowe raised the same issue and discusses competence in
terms of a skill and a standard of performance and defines competency

25

as a behavior needed to achieve competence. This is similar to Kleins

argument that competencies are not psychological constructs thematic
groups of demonstrated observable behaviors that discriminate between
superior and average performance. These behaviors require no
inference, assumptions, or interpretation.

Definitional and boundary delineation issues exist at a number of levels

within the competency literature. This confusion exists primarily for two
reasons: difference between countries and differences arising from
pedagogical theories of how people learn. The former is largely
historically determined and reflects differences in relationships between
education

and

labor

market

in

different

countries.

Pedagogical

differences, on the other hand relate to issues of how behavioralists,

cognitivists and constructivists theorists consider notions of competency.
Levels of definitional confusion and differences in perspective exist:

Conceptualizations of competency in terms of its function.

Differences in the context of competency and competence.

However the gurus in this field feel very strongly that it is necessary to
distinguish

between

competence

(hence

competences)

and

the

competency (hence competencies). Disaster, they claim, will overtake

anyone who confuses the two terms. Whether this is true or not, the
received view of the distinction between them should be understood
Competence Defined.
Competences describe what people need to be able to do to perform a
job well or how the required results are achieved. They are about
stripping the jobs down into their component parts and linking together
the two basic elements of performance- what is to be done and to what
standard.

26

Competences are concerned with effect rather than effort and with the
output rather than inputs. Some people adopt what may be called the
output model of competence, based on the proposition that the concept of
competence

is

meaningful

only

when

it

is

demonstrated

that

competences have been applied effectively.

Competences can be defined at three levels:
1.

Core competences- these apply to the organization as a

whole. They refer to what the organization has to be good at
doing if it is to succeed. This could include such factors as
customer orientation, producing high quality goods or
delivering high quality services, innovation, adding value
through the effective use of resources and managing costs.
Core competences can be linked with balanced score card
of measuring organizational success as developed by
Kaplan and Norton.

2. Generic Competences-these are shared by a group of similar

jobs- financial accountants, system analysts, team leaders
etc. They cover the aspects of work that they have in
common, and define the shared capabilities required to
deliver the results they are expected to achieve.
3. Role-specific competences these are unique to a particular
role. They define the special tasks that they have to be able
to do; in addition to any generic competences they may
share with other people carrying out broadly similar roles.

Competency defined

27

Competency is defined as referring to the dimensions of behavior that lie

behind competent performance. These are often called behavioral
competencies, because they are intended to describe how people
behave when they carry out their role well.
When defined as competencies ,these behaviors can be classified in such
areas as the following:

Understanding what needs to be done- critical reasoning,

strategic capability, business know- how

Getting the job done- achievement drive, a pro-active approach,

confidence,

control,

flexibility,

concern

for

effectiveness,

persuasion, and influence.

Taking people with you motivation, interpersonal skills, concern for
output, persuasion, and influence.
Competencies are behaviors that individuals demonstrate when
undertaking job-relevant tasks effectively within a given organizational
context. (Steve Whiddett and Sarah Hollyforde)
Lyle Spencer, director of research and technology worldwide at
Hay/McBer, has been a font of data and wisdom about the competencies
of star performance and the value of stars for organizational
performance in coauthored classic Competence at work: Models for
Superior Performance.
McClellands 1973 paper Testing for competence Rather than
Intelligence shifted the concentration from just intelligence. He argued
that traditional academic aptitude, school grades and advanced
credentials simply did not predict how well people would perform on
the job or whether they would succeed in life. Instead, he proposed
that a set of specific competencies including empathy, self-discipline and

28

initiative distinguished the most successful from those who were merely
good to keep their jobs.
His paper launched an entirely new approach to the measure of
excellence, one that assesses peoples competencies in terms of specific
job they are doing. A competence in this tradition, is a personal trait or
set of habits that leads to more effective or superior job
performance --- in other words, an ability that adds clear economic
value to the efforts of a person on the job.
The terms competence and competency are attributed to multiple
meanings depending on the context and the perspective adopted.
Although all these definitions look different on their own way, they have
the following things in common
1. Competencies

are

Knowledge,

Skill,

Attitude

and

Other

Characteristics such as personal motives, traits that are

observable and measurable.
2. The underlying attributes must be observable and measurable
3. They should clearly differentiate superior performers from others
for a given position.
There are two levels of job competence and two kinds of job competence
models. One assesses the threshold competencies, those that people
need in order to get the job done. These are the minimal skills needed to
carry out the tasks associated with a given position. Most organizational
competence models fit into this category.
The other kind of job competence model describes distinguishing
competencies, the capabilities that set star performers apart from
average ones. These are the competencies people already in a job need
in order to perform superbly.

29

At a simplistic level, competency models seek to identify the

ideal combination of skills, knowledge, attitudes and experience,
the possession of which enables employees to become high
performers with the potential to add value to the organization.

APPROACHES TO DEFINE COMPETENCY

Competency can be defined through three approaches. They are1. Worker- oriented
2. Work-oriented
3. Multidimensional

Worker-oriented definitions:

The behavioral characteristics of an individual that are

causally related to effective and/ or superior performance
in a job. This means that there is evidence that indicates that
possession of the characteristic precedes and leads to effective
and /or superior performance on the job.(Boyatzis,1982)

An underlying characteristic of an individual that is

casually related to criterion referenced effective and/or
superior performance on the job. (Spencer and Spencer,
1993)

A high performance or H-competency is a relatively stable

set of behaviors, which produces superior workgroup
performance

in

more

environments. (Schroder, 1989)

30

complex

organizational

Work-oriented definitions

Occupational competence- the ability to perform the activities

within

an

occupation

or

function

to

the

level

of

performance in the employment. (Management Charter

Initiative, 1990)

The ability to perform the activities within an occupation

(Nordhaug and Gronhaug, 1994)

An action behavior or outcome which the people should be

able to demonstrate (Training Standards Agency)

Multidimensional definitions

The ability to apply knowledge, understanding, practical and

thinking skills to achieve effective performance to the standards
required in the employment. This includes solving problems and
being sufficiently flexible to meet the changing demands. (NCVQ,
1997)

The skills, knowledge and understanding, qualities and attributes,

sets of values, beliefs and attitudes which lead to effective
managerial performance in a given context, situation or role
(Woodall and Winstanley, 1998)

The conceptualizations of Boyatzis and Spencer and Spencer are

predominantly input-based and worker oriented and focuses on
person related variables that individuals bring to the job.
Another perspective argues that competency options should be output
based or work-oriented and considers outputs associated with effective
performance.

31

Multi-dimensional definitions tend to draw on the best of both

approaches.

CONCEPTUALISATIONS OF THE FUNCTION OF COMPETENCY

The literature reveals that competencies are defined in terms of three
distinct

perspectives:

competencies

as

individual

characteristics;

competencies as characteristics of organizations; and the notion that

competencies as a tool to structure and facilitate communication between
education and labor market.
Competencies as characteristics of individual
This perspective argues that competencies are essentially related to the
characteristics of the individuals. The most important difference in
emphasis here relates these characteristics can be learned or whether
they are innate. The dominant view is to emphasize the trainability
dimension of competency. A more traditional view emphasizes that
competence and competencies are given. They argue that characteristics
such as emotion, attitude and cognition originate from innate abilities and
therefore cannot be learned; they can only be developed. A related
perspective here is the notion that competencies do not relate to
capacities, but instead to the willingness and ability of the employee to
use his/ her capacities in specific situations.
Competencies are characteristics of organization
This perspective takes as a starting point the view that human
competencies are one of the resources available to the organizations.
This origin of this notion of competencies can be attributed to the work of
Prahlad and Hammel (1990), who analyzed the competitiveness of the

32

organization and attributed it to the core competency of the organization.

They postulated that organizations can possess unique clusters of factors
that allow the firm to be competitive and human capital is one of those
factors. The resource-based view conceptualizes the organization as a
collection of competencies and draws attention to the issues of learning,
including knowledge accumulation and experience.
A further consideration here is whether competency frameworks should
be based on current organizational priorities or should be based on
current organizational priorities or should be future oriented and derived
from organizations vision statement. Such a dualistic choice is dependent
on whether one views competencies as a tool enabling organizational
change through direct communication with employees or whether one
believes that competencies should be used as a behavioral modeling
mechanism to deal with current organizational problems and difficulties.
Competency as a mode of discourse between education and labor market

This perspective argues that competences represent a tool to improve

communication in education and labor market. It conceptualizes
competencies as a framing device- a model of discourse- and it in no way
attempt to specify of what competencies consist. This perspective is
commonly advocated in Continental Europe and to a certain extent in the
UK. The need for such a discourse arises from two sets of developments.
The first relates to the changing nature of the labor market with its
emphasis on flexibility, employability, the potential for obsolescence of
knowledge and skills and the emergence of knowledge as a production
factor. These changes in the requirements of the labor market in turn
influenced views on how people are educated and trained in educational
institutions.
COMPETENCY FRAMEWORKS

33

A Competency Framework is a model representing the required skills,

knowledge, experience and personal qualities for the people in an
organization. They can be grouped under the generic title of
Competencies. The Competency Framework is developed for an
organization through the competency mapping process.

Typologies
Sparrow and Hilltrop suggest that competencies fall into three
categories: behavioral, managerial and core. Behavioral competencies
are defined as behavioral repertoires, which employees bring to and input
on the job. The level of analysis is the individual and the job and there is a
clear specification that these competencies are what employees need to
bring to the role /job to perform at the required level. Managerial
competencies tend to be defined as knowledge, skill and attitude and
small number of personal behaviors. The unit of analysis is the
organization and it is assumed that such competencies are generic; are
externally transferable and there is an entry-level threshold. Core
competencies derive from within the realm of strategy and competitive
advantage. The unit of analysis is both an organizational and individual.
Boyatzis(1982) made earlier attempts to specify competency frameworks
when he distinguished between threshold and high performance level
competencies.
The Kioto people management model, for example (Devisch,1998)
categorizes competencies as core, functional and specific competencies.
Devisch argues that the concept of core competency refers to the means
by which employees adjust to the corporate culture of the organization.
Functional competencies are linked to job roles and the way in which they
interact with other roles. They can be both technical and organizational in
nature. Specific competencies are defined as attributes that a person is
required to bring to a job, in order to ensure successful performance.

34

Kujipers (2000) adopts an even broader perspective and proposes a

typology of competencies which consist of three levels:
1. General

working

competencies,

which

she

defines

as

competencies required for different working situations and at

different time periods.
2. Learning Competencies, which consist of bundle of competencies,
which facilitate the development of working competencies.
3. Career related competencies, which are defined to manage
working and learning competencies within a personal career path.
Nordhaug (1998) advocates a more robust classificatory framework of
work-related competencies. It utilizes three levels of analysis: taskspecific, firm specific, and industry specific. He suggests the three
categories here. He uses the term meta-competencies to encompass a
broad spectrum of knowledge, skills and aptitude such as analytical
capabilities, creativity, knowledge of culture and capacity to tolerate
uncertainty. His additional categories include

intra-organizational

competencies which include knowledge about organizational culture,

informal networks, the political dynamics of the organization and general
industry competencies such as knowledge about industry and the ability
analyze the activities of the competitors.

COMPETENCY MODELS
THE OUTPUT MODEL

35

The most radical model and by far the most powerful in impacting current
managerial education and training is the output model. It is at the heart of
Management Charter Institute work. This model is primarily concerned
with:
Deciding what outcomes you want managers to achieve.
MCI has analysed, defined and published generic occupational standards
called management standards for four levels of management:
supervisory, first line, middle and senior. They are what MCI calls
Benchmarks of best practice.
Generally the standards are defined in this way:
Occupational standards are not descriptions of the performance
itself (specific activities or tasks), nor the means of achieving competence
(knowledge and skills learned through the training program) not the
means of measuring quality or achievement (assessment) nor the
process by which the achievement is recognized publicly (qualifications).
Standard are bench marks: descriptions of the expectations of
employment against which the actual performance of individuals will be
compared and assessed as competent, or not competent as appropriate.
In the output model, descriptions of competence are derived from a top
down analysis of a job function called functional analysis. This entails a
cascade of questions. The first question for each level of management is:
What is occupations key purpose?

To achieve the organizations objectives and continuously improve its

performance.
What key roles are entailed in fulfilling that key purpose?

Manage operations

Manage finance

36

Manage people

Manage information

What are the outcomes, which must be demonstrated in each of

those key roles?
The outcomes are first defined as units of competence. These describe in
broad terms what is expected of a competent manager is particular
aspects of a job. It is these units, which are certified within NVQs
(National Vocational Qualification).
The units of competence are then broken down further into their into their
elements of competence (something you are able to do as part of that
achievement).

Each element of competence is backed up by performance criteria.

Onto the performance criteria are tagged range statements or

indicators.
These suggest the areas and circumstances within which
employees must be able to perform satisfactorily against the
elements of competence and provide evidence of achievement.

Covering the five performance criteria are four range indicators.

The elements of competence are complemented by assessment

guidance.

This completes the output model.

The basic conceptual model developed by Mansfield and Mathews is
given below

37

THE MANAGEMENT STANDARDS MODEL

The Managers
Key purpose

Key
roles

Units of competence

Elements of
competence

O
U
T
P
U
T

Personal competence model

38

As an extension to its work on the output-based sets of management

standards, and for use as a complement to them, MCI
developed the Personal Competence Model.
The MCI model consists of four clusters and against thirteen dimensions.
Shown in the following figure.

Dimensions of personal competence.

Clusters of personal
Competence.
1. Planning to optimize
the achievement of
results.

2. Managing others to
optimize results.

Showing concern for excellence

Setting and prioritizing objectives.
Monitoring and responding to
actual against planned activities

Showing sensitivity to the needs of

others.
Relating to others
Obtaining the commitment of
others.
Presenting oneself positively.

3. Managing oneself to
optimize results

4. Using intellect to
optimize results

Showing self-confidence and

personal drive.

Managing personal emotions and

stress

Managing personal learning and

development

Collecting and organizing

information.
Identifying and applying concepts.
Taking decisions.

39

The input model

The input model is concerned with deciding what qualities you want in
managers, who the manager is and what the manager knows.
Here competence is thought to depend on the possession of combination
of personal characteristics, expressed in clusters, such as the following:

Intellectual ability, knowledge, logic, creativity, etc.

Social language, ability to relate to others, etc.

Emotional stability, confidence, motivation, etc.

Physical prowess, dexterity, keen senses, etc.

Work undertaken by the McBer Corporation in conjunction with

Harvard Business School has also resulted in a widely used
model. Hayes and Boyatzis include references to the following:

Knowledge: Content knowledge. e.g. facts or procedures ,

technical or interpersonal.

Motive: The underlying need or thought pattern that drives an

individuals beheviour.

Trait: a general disposition to behave or respond in a certain way.

Self-concept: attitudes or what people value or are interested in

doing.

Items in the input model such as these are sometimes called soft skills,
compared with the tangible outputs required from the output
model. When selecting or developing managers, these factors

40

lead to questions about the kind of person they are, their level of
education and what skills they have. This model of competence
is the prevalent approach in the USA.

Process model
The process model takes the model of personal inputs a step further. It is
concerned with deciding what tasks you want people to carry
out.
The process model is easily recognizable in the design of many traditional
training and selection activities, but nowadays it is the least
discussed of the three models at this level, being more relevant
for low- level, mass occupation.

The Integrated Model

Roger

Stuart

(Stuart

Associates)

and

Philip

Lindsay

(ACL

Consulting) tentatively tried to integrate paint a more complete picture by

bringing together and integrating the input and output models into a
coherent whole: a model competence comprising of competencies. Since
neither approach adequately defines managerial competence in terms of
the context of the organization, its culture, market place and business
environment.

ORGANISATIONAL
ENVIRONMENT

O
R
O
G
A
N
I
S
A
T
O
41
N

C
O
M
P
E
T
E
N
C
E

COMPETENCE DOMAINS

M
A
N
A
G
E
R
I
A
L

C
O
M
P
E
T
E
N
C
E

COMPETENCIES

ORGANISATIONAL
CULTURE

COMPONENTS OF
COMPETENCIES

The central propositions underlying the above framework are as follows:

Competence is a statement of value that is placed on the manger

who is able to perform and be in ways that are highly valued and
required within a particular organization.

Organizational competence is a lens on the world of managerial

competence. The lens is in part shaped by organizational culture.
In turn, organizational culture is based on and derived from prior
experiences, learning, assumptions, beliefs and preoccupations.

The lens of organization competence is malleable. The lens is

changeable in response to varying circumstances, enabling
reconstrual of competence over time.

The lens of organizational competence will bring areas of key

concern- the competence domains- into focus and enable their
definition.

The lens of organizational competence will bring into focus and

define the key competencies, capabilities and attributes required to
perform successfully within the key competence domains.

COMPETENCY LEVELS

MASTERY

42

RECOGNISED STRENGTH
(Conscious of
unconscious
competence)
INDEPENDENT COMPETENCE
(Unconscious Competence)

SUPPORTED COMPETENCE

(Conscious Competence)

UNDERSTANDING

(Conscious Incompetence)

UNAWARE

(Unconscious Incompetence)

OBSERVABLE BEHAVIORS ASSOCIATED WITH EACH LEVEL OF

COMPETENCY.

Unaware (UA)

Fails to recognize the relevance of competency to

their job.

Yet to acquire knowledge or experience in the area.

43

Insensitive to issues related to competency, failing to

bring them to the attention of others inappropriately
trying to deal with them

Doesnt not recognize own limitations, unwilling to

learn

Understanding (U)

Acquiring insight and knowledge in the

competency.

Has sufficient understanding to answer

general questions or enquiries with
confidence.

Has not yet fully demonstrated competence in

practice.

Ready for closely supervised delegation

Recognize own limitations and is ready and

willing to learn.

Supported Competence (SC)

Succeeds in applying the competency

Requires regular supervision of
performance in this particular
competency

Still requires direction and coaching to

translate theory into practice.

Not yet fully confident in their ability to

work independently in the area.

44

 Seeks out opportunities to apply their

developing competence in challenging
situations.

Seeks to demonstrate that they can

work more independently
Independent Competence (IC)

Usually succeeds in applying the

competency.

Confident in own ability in this

competency.

Generates trust in others in their ability

in this competency

Guides and coaches others

Can be delegated to with confidence
Recognized Strength (RS)

Succeeds in applying the competency

even in challenging situations.

Responds intuitively to challenges

utilizing their breadth of experience in
this competency.

Strength in this area is clearly

recognized by the firm and clients

Uses strength in this area to

compensate for relative personal
weakness in other competencies than
necessary.

45

 Is actively involved in the transference

of knowledge and expertise to others
with respect to this competency.

Mastery

Succeeds in applying the competency

in challenging, unusual or highly
sensitive situations.

Achieves a degree of capability most

would aspire to but rarely achieve,
distinctive within and recognized within
their peer group.

Generates the absolute trust of others

inside or outside the firm in this area.

Used as a point of reference within the

firm, people going out of their way to
seek advice or counsel.

Able to use mastery in this area to

compensate for relative personal
weaknesses in other competencies
when necessary.

46

The Development Curve

The scale below illustrates the development of an individuals levels of
competence.

E
V
E
L
S
O
F

C
O
M
P
E
N
T
E
N
C
E

EXPERIENCE

NEED OF THE STUDY

47

Competency mapping had not been hitherto used

as a Human Resource Management tool. HCL COMNET
LTD took the charge of Telecom Solutions in India as
well as across the world in the year 1992, It has
constantly felt the need to increase its manpower to
meet

various

customer

expectations.

However,

The

organization has been undertaking this function without due deliberation

into the Competency Mapping, which can actually aid them in finding
specific selection parameters of eligible candidates for particular
designations.
Thus this was the right time to conduct a sample study on Competency
Mapping at this juncture in the organization. Thus far, no studies on the
same have been conducted in the organization. The findings of my
research would initially be used in the process of Recruitment & Training
purposes & later the scope would extend to other HR functions viz.
Performance Management Systems by carefully defining Key Result
Areas (KRA) for different departments & Effective Pay & Grading System
for increased employee satisfaction.

SPECIFIC OBJECTIVES OF THE STUDY

To find the competencies requirement at various designations in IT,
Customer Care and Business department of HCL COMNET LTD.

1. To understand the working of above-mentioned departments.

2. To gauge the training and development needs of these
departments as realized by the employees based on
competencies.

3. To explore the specific selection parameters (competencies) for

different designations in these departments to assess eligible
candidates.
4. To develop comprehensive base for HR department for conducting
competency study for whole organization in future.

48

5. To provide the functional heads with parameters for drawing well

rounded and effective performance management processes.

SCOPE OF THE STUDY

The scope of my study encompasses IT, Customer Care and Business
Departments of HCL COMNET LTD.
IT department It covers Head IT, Head Systems, Manager, Additional
Managers, Officer, Sr. Officer etc. It has not covered Billing technical and
functional teams.
Customer Care Department It has also covered IT automation part of
customer care also. Head Customer Care, Sr. Officers, OSD (Officer on
Special Duty), Assistant Manager etc.
Business

Business

Managers

of

various

divisions

in

India

e.g.,Mumbai,Noida.
The findings of this study are initially used by Recruitment & Selection
Department and Training Department and later on can be used as
effective tool in comprehensive Performance Management System (PMS)
and Pay and grading scales.
Descriptive research design, most suitable for studying Competencies
was used. A primarily qualitative study was conducted.
Types of Data:
Primary Data
Primary data was collected through various methods1. Interviews- Comprehensive interview of job holders and their
immediate bosses were conducted ascertaining purpose of job, job
profile,

reporting

structure,

number

of

subordinates,

interrelationships, external linkages, skills requirement for higher

performance and training needs etc.

49

2. Observation- Employees were observed as they perform their

jobs and information is collected and analyzed. The observation
method is most commonly used especially in studies relating to the
behavioral sciences.
Observation becomes the scientific tool and the method of data
collection for the researcher, when it serves a formulated research
purpose, is systematically planned and recorded and is subjected to
checks

and

controls

on

validity

and

reliability. Under

the

observation method, the information is sought

by way of investigators own direct observation
without asking from the respondent.

Working profile of employee

Dealing with customers both internal and external etc.

3. Critical Incident Techniques- This technique developed by

Flanagan (1954) requires observers such as supervisors, peers or
subordinates or person himself. Observers are asked to describe
incidents of effective and ineffective behavior of a person over a
period of time. It is a particularly effective technique in competency
mapping since it gives an idea about the person oriented
characteristics at particular designation, which are needed to
perform a job well.

Secondary data
Secondary data means data that are already available i.e., they refer to
the data, which have already been collected, recorded and analyzed by
someone else.
This data has the advantage of being

Cost and time effective

50

It provides a reference base to the study

Can

be

extremely

useful

for

comparison

purposes
In

my

study

secondary

have
data

used
the

the

following

details

of

sources

which

shall

of
be

given in later part of our report (bibliography):

51

UTILITY OF STUDY
The study of competency mapping in few departments such as IT,
Customer Care and Business of HCL COMNET LTD would act as
a concrete base for taking the concept to Top Management to
undertake this project for whole organization. Initially, the findings
are given to Recruitment & selection and Training functions of
Human Resource Department of HCL COMNET LTD. Later on,
these will help making an effective Performance Management
System, which will be both goal and competency based. These
will aid the training department to improve Return on Investment
(ROI) on training. The study has helped in training need
analysis (TNA) of these departments and added the behavioral
dimension to all elements of training and development which will
help in designing modules and selecting events and activities
for the same. For recruitment & selection function, it will be used
in making selection criteria for various designations, to assess
eligible pool of candidates in interviews and for giving
assessment feedback to candidates. It will also explore the
working of various departments to be helpful to HR department in
a number of ways. In short, it will act as a new relevant and wellinformed knowledge base.

52

Activities of Commercial Department are the following --

New order

Client Solutions

Billing

Consumer care center

Recovery

HCL COMNET LTD is committed to be the best fully integrated electric

supply utility and leading provider of value added services. It is
fully geared to fulfill or exceed the customer expectations by
continuously improving the quality of all services.

Findings mentioned are developed on the basis of interview

conducted and observation with six business managers as
Sample.

CADRES & DESIGNATIONS

Officers are in the Grade ranging from A-1 to A-10. Officers have
been classified as follows:
Top Management

CMD, Directors

Senior Management

A-7 to A -10

Middle Management

A-4 to A-6

Junior Management

A-1 to A-3

Grades and Designations of the officers are as follows:

53

Grades and Designations of the officers

S No.
1
2
3
4
5
6
7

Grade
A-1
A-2
A-3
A-4
A-5
A-6
A-7

Designation
Officer/Engineer
Sr. Officer/Sr. Engineer/Asst. Manager
Dy. Manager
Additional manager
Manager /Business Manager
Sr. Manager
Chief Engineer/Chief Controller of Finance & A/Cs/
Chief Personnel Manager/ Chief of Management

A-8

9
10

A-9
A-10

Training and Development/Chief Manager

Dy. General Manager*/Addl. vice President
General Manager/ Vice President
Executive Director/Group General Manager/ Senior

11
12
13

A-11
A-12
A-13

Vice President/ Chief General Manager

Board of Directors/CEO
Vice Chairman
Chairman

54

Business Manager (Commercial) Hierarchy and

Reporting structure

BUSINESS
MANAGER
Accountant

Commercial Officer

Commercial BAM

AMPS
Telecom SolutionsIT
Mgt.

Cust. Mgt.

front
desk

Back support
Data center

Consumer
C
o
m

SupporT
support

N/W
M
Energisationo
Inspection

Metering
Recovery
Records

Division Level-1
-----------------------------------------------------------------------------------Division Level -2
-------Customer Assistance

55

WORK PROFILE OF BUSINESS MANAGERS

Department Head of District / Division Office (Grade-A5)
Responsible for various functions

Internal administration of staff and all other infrastructure facilities in

Office eg. Furniture.

Material Management (cables quantity, meters with seals, blank

bills, PCs , infrastructure etc.) and also complaint handling related
to same.

Recovery of pending dues from consumers.

Bring new customers into net.

Quality upgrading of services etc.

Performance Measures in terms of

Increase in revenue collection and recovery from clients.

Increase in number of new clients

COMPETENCIES FOR BUSINESS MANAGER

BEHAVIORAL / GENERIC COMPETENCY SET
1. PATIENCE :To remain cool and poised with every type of client in
any condition.
To have composure, maturity and self control in dealing with all
types of customers-external as well as internal.

56

 To remain ready to hear any absurd word from disturbed

consumers.
2. COPING WITH CHANGE- The power to overcome difficulties
or problems in any modifications in past scenario of system
or way of working and acclimatize in new system.
To be non-resistant for any reengineering process in system.
To be accustomed to a new situation or climate variation in
shortest time frame.
To learn new upcoming technology and make it a part of system.
3. WORKAHOLICNESS The behavior of compulsive work with
no constraints of time and effort devotion.
To remain ready for dedicated work with no time limitations.
To be enthusiastic to work in all relevant activities of job profile.
To give the job utmost importance and priority.
4.

CUSTOMER SERVICE ORIENTATION The ability to

anticipate, recognize and meet customer needs by
understanding their perspective.

To provide best service to customers by taking active interest in

their concerns.
To satisfy customer needs in present applicable guidelines of
system.
To grasp customers perspective, acting as a trusted advisor.
To resolve customer problems by empathizing with him and taking
quick initiatives.
5. COACHING AND DEVELOPING SUBORDINATES- The ability to
sense subordinates developmental needs, bolstering their

57

abilities and instruct, direct or train them for high

performance.
To identify peoples needs for further growth and give pertinent
training in this regard.
To offer timely and correct feedback to subordinates for
improvement.
To acknowledge peoples strengths and coach them to concentrate
on same.
TECHNICALCOMPETENCY SET
1. UNDERSTANDING OF BUSINESS- The sound knowledge of
commercial

aspects of business to deliver improved results

and solving consumer problems.

To possess in-depth knowledge of IT business in whole.
2.

ATTENTION TO DETAILS- The ability to focus on all minute

details and

aspects of any issues of assigned job.

To be meticulous in finding and using relevant intricacies of

problem or task.
Use of clear-cut guidelines for department reference in all
scenarios.
Develop plan of action to get things done quickly.
To meet all deadly requirements of work assigned under
commercial aspect.
4. PROBLEM SOLVING- The ability to find knowledgeable,
workable and fast solution or explanation for any consumer
grievances.
To fix or resolve any type of consumer query in shortest possible
time.

58

 To work out justified reasons for the issue cropped up.

To hit upon a solution to consumer questions within novel and
updated technology framework.
As Business Manager is responsible for each and every penny calculated
from consumer and overall revenue efficiency for his division, he should
posses above-mentioned skill set. The business of HCL COMNET LTD is
related to tangible commodity of use for everyone .Business manager
should be knowledgeable and possess maturity and patience to deal with
consumers of all profiles and solve their problems as consumers problem
is escalated to him it was not resolved at other levels.
SUGGESTIONS FOR TRAINING AND RECOMMENDATIONS
o Training should definitely be imparted in initial years of
joining for greater effect.
o Training is more of information dissemination.
o Interested in following trainings

Human Resource Management

Motivation

How to take best out of employees

Customer orientation

New process or system automation knowledge

For Subordinates
o

Group induction and orientation should be

introduced prior to joining at front office.

o On the job training is avoided in technical aspects

and customer dealing as mistakes are sometimes
very heavy and department needs to pay heavy for it.
o Communication skills and customer goodwill should
be regularly provided to employees of district offices.

59

o Training should be regularly undertaken with new

aspects attached related to new technology in use
etc.
Favorable time
4-5 days prior to four due dates in a month and training dates should
be informed well in advance for more attendance, effort and zeal.

IT DEPARTMENT
The Information Technology (IT) Department at HCL COMNET LTD is
involved in modernizing the present computing infrastructure and
providing assistance to the other department employees to use advanced
techniques and emerging technologies in a secure and reliable
environment.
Softwares related to Database maintenance & monitoring, Data collection
for billing, Consumer billing and attending to online consumer grievances
are successfully developed and implemented in all circles and districts.
The functional divisions under IT are
1. IT Support/Helpdesk
2. Monitoring / Networking
3. Execution
4. Software
5. Training
IT department at HCL COMNET LTD provides support for internal
communication and information flow by

Team HCL COMNET LTD MAHINDRA Intranet site

Microsoft Exchange

Softwares for business support and consumer support

Computer Application System

Billing Amendment Module

Document Management System

60

SAP (System Application Products)

SCADA (Supervisory Control And Data Acquisition)

GIS (Geographic Information System)

For working towards a world class electric utility.

HEAD IT
WORK PROFILE
Department head of Information Technology Department
Monitoring of all projects and activities in terms of time of completion
(daily, weekly and monthly) as per activity times defined, cost limits
etc. undertaken by IT dept.
Approvals for different new projects/technology and annual budget
decision for dept.
Negotiation with vendors for discounts and extra facilities for unlisted
items by HCL COMNET LTD.
Understand software or automation requirement by all other
departments of HCL COMNET LTD
Careful scrutiny of all ongoing projects.
Responsible for providing better IT service to whole organization with
optimization of all costs.
Pre and post release testing of all IT modules.
Enhance improvement in all ongoing projects and pushing ahead.
Technology is same for whole organization as per corporate
planning, Resource planning.
Requirement is to review the planning, give new ideas and
discuss the relevance of all projects in present scenario. Role
of Head IT is of a facilitator and not inspector so that no havoc
is created.

61

REPORTING
Dual reporting
Administration wise: In NOIDA office
Technically: To Corporate office in NOIDA

COMPETENCIES REQUIREMENT FOR IT HEAD

BEHAVIORAL COMPETENCY SET
1. LEADERSHIP- It is the ability to lead, give direction, motivate
within team context for goal attainment by doing right things within
policy framework.

Monitors boundaries and defines limits for working.

Provides direction and inspiration to all team members.
Finds a sense of purpose in larger mission.
Guide the performance of others while holding them
accountable.

Operates openly and is accessible to others.

2. TEAM BUILDING It is the art of building a foundation to bind
members harmoniously using their capabilities for the achievement
of shared goal.
Creating team synergy in attainment of collective
goal.
Model team capabilities of collaboration, respect and
cooperation.
Work cohesively in team, unleashing every members
energies and abilities to give best output.
Build effective team spirit with people of diverse
abilities, perspectives and talents.

62

3. LEVERAGING DIVERSITY It is the ability to cultivate

opportunities through different kinds of people and
their skill set.
Respect and relate well with people possessing
different technical skills.
See diversity as opportunity and blend well to get
best out of people.
Understand every member as crucial and give due
importance.
4. NEGOTIATION It is the art to confer with another to reach at a
solution via mutual agreement.

Magnanimous spirit will be winning strategy in long

run.
Compromising with other party more or less equally.
Reaching a consensus based on mutual understanding of
each others needs.
Listens attentively to second party and using varied styles
to put point.

FUNCTIONAL COMPETENCIES
1. IT INRASTRUCTURE AND SUPPORT KNOWLEDGE- Sound
understanding of all networks, interfaces, softwares and
technologies blending.
Knowledge of connectivity, LAN, WAN, typologies, leased
lines, wireless etc.
Understanding of various connectivity protocols.
Full information on Lotus Notes 6.5 and its working

63

 Exposure to all modules in use under SAP e.g. payroll,

finance etc.
2. PLANNING- It is the art of setting plans and agreeing for
department to complete goals in calculated time and
resources.
Ensures all plans are achievable in constraints.
Sense risks and manage them in time and least effort
Plans well so that system will not stop working in any
scenario.
Scheduling of all activities and working according to
priority.
3. UNDERSTANDING OF SOFTWARE DEVELOPMENT LIFE
CYCLE- It is the ability to use all steps of SDLC in all
software projects for optimization of costs.
Developing Information systems through a multi-step
process from information requirement through analysis,
design, implementation and maintenance.
Use of rational unified process for each critical software
development activity.
Appropriate model combined into hybrid methodology to
make best fit for every project.
4. PROJECT MANAGEMENT SKILLS It is the ability to plan
and manage temporary endeavor undertaken to create
unique product / service in time and resource constraints.

Proper planning and scheduling of all activities to

accomplish aim of project.

Taking calculated risk to maximize project output.

64

 Monitor the progress of project activities as per plan.

Management of all aspects related to project e.g. costs,
time, manpower etc.
Head IT is responsible for system integration at TECH
MAHINDRA, development of consumer support model and
satisfying software needs of all departments at HCL COMNET LTD
and of all offices. At such designation, technical vision and
encompassing technology in phases viz knowledge of system
integration, IT infrastructure, support and monitoring are critical for
high performance. On the other hand, behavioral competencies of
team building and leadership are essential to get work done from
collaborative teams and task forces. Negotiation skills are add-ons
resulting in win-win situations for dealing with outside vendors.

HEAD SYSTEMS
WORK PROFILE
Responsible for Software development in commercial areas of business.
SDLC requirement fulfillment of whole Delhi region.
Development, testing, implementation of various software .
And later on providing support for similar modules.
Imparting of training to end users of software created.
Successful Business Process Reengineering (BPR).
Bridges the gap between user of new system and software
developer through interactions.
Revenue Cycle Generation module in billing by 20 lakh
customers.

65

 Deals with finance, administration, legal, enforcement and

customer care department for any software requirement.
Understand internal customer needs and acts as an
interface with software programmer.
Building different cross functional teams of diverse talents
and capabilities according to quantum of work.
Monitoring the progress of projects undertaken to
complete them in least possible time and resources.

COMPETENCIES REQIREMENT
BEHAVIORAL COMPETENCY SET
1.

UNDERSTANDING OF BUSINESS- It is the ability to

grasp the working and knowing the gaps of all aspects of

power sector.
Knowing business capabilities and growth parameters.
Improving the business performance with every decision
taken.
Focus on consumer support model with system integration
and automation.
2. ANALYTICAL SKILLS- It is the art of weighing the pros and
cons in very uncertain and ambiguous situation and developing
optimal and creative solution.
Judging any situation with proper analysis.
All perspectives should be considered before making any
decision.
Business relevance and all post effects are taken care of.
Logical understanding of any issue crop up.

66

3.

TIME MANAGEMENT SKILLS- It is the art of utilizing the

available time to its optimum, thus making it the greatest

available resource.
Using every minute available in useful work.
Scheduling all the activities with strict time frames.
Execution of all projects by sticking to planned schedule.
4.

COMMUNICATION- It is the technique of providing and

receiving

verbal or written messages in precise manner to

ensure proper understanding by receiver.

Articulate the ideas in a manner that is properly understood
by receiver.
Effective utilization of different channels to provide full
information to everyone.
Delivery of message to receiver in time and taking
acknowledgement.
5. SELF-CONFIDENCE- It is the art of sensing self worth and
capabilities to enhance performance.
Presenting oneself with self-assurance.
Take a stand on what is right.
Decisive despite uncertainties and pressures of different
constraints.
Make ones presence felt in any business scenario.
6. PERSEVERANCE- It is the skill of persisting with an endeavor
inn spite of all hassles.
Pursuing a standard of excellence in every work.
Never leave a task unfinished.
Generating alternatives in any difficult situation.

67

 Reminding the purpose of task to team in the face of

obstacles.
FUNCTION COMPETENCY
1. SOFTWARE DEPLOYMENT- It is the ability to use system
thinking in all stages of software development to
implementation.

Understanding of how software can be implemented in

current system.

Feasibility of automation of any work process

Analyzing the optimal capability of software in any framework.

Interface between user needs and software developer for

better understanding and use of resources.

At Designation of Head Systems, comprehensive set of behavioral

skills are essential as systems perspective and holistic view is a
key. Dealing with internal customers in organizations,
understanding their needs and guide subordinates for automation
are the requirement. Technical vision is necessary but soft skills
and managerial skills weigh heavy on technical competencies.
Person should be aware of technical updatings but imbibing every
new technology is not essential.

TRAINING NEEDS AND SUGGESTIONS

Communication skill (verbal as well as written) training by all
channels is essential for whole organization.

Team building exercises or outbound learning programs should be

started with good management games.

Trekking in teams with minimal constraints will be quite beneficial.

For Subordinates

68

o Good technical knowledge and understanding of ins and

outs of all new software is essential. So, training is required
for oracle, D2k and any new platform or database should be
provided.

o Communication skill training is the cry of hour for this

organization.

o Time management training can be imparted.

o Leadership and negotiation skill training.
o Induction program should be launched and implemented in
HCL COMNET LTD.

o In-house trainers should be employed who will take care of

all training needs of departments as follow up is necessary
and essential for greater effect.

o Technical modules should be provided on intranet site for

effective and ease in learning.

MANAGERS AND ADDITIONAL MANAGERS

(IT)
DESIGNATION

GRADE AREA

Manager

A-5

Infrastructur
e

WORK
PROFILE(Responsibilities)
Monitoring of all IT

Manager

A-5

Data centre

69

infrastructure components in
all divisions and offices of
HCL COMNET LTD .
Connectivity , P.C.s
,Telecom
Voice, data & hardware
maintenance and execution
Server management at
NOIDA office.
Disaster recovery strategy
development and
implementation.
Providing back up and
recovery (no data loss)
during exigency.
Business continuity by IT
support systems.

RELEVANT
EXPERIENCE
12 + Years

12 + years

Manager

A-5

Projects

Implementing new and best

practices.

IT support by software
development, procurement
and implementation except
billing.
Finding relevance of
applications of new
technology areas.
Studying, evaluate and
analyze new software tools
for use in organization.

15+ Years

Planning and providing

various trainings both
internal & external
Training module and
calendar preparation.
Training needs analysis of
basic IT support in division
offices and technical in IT
deptt.
Conducting and organizing
workshops, seminars, guest
lectures.

16-17 Years

Additional
Manager

A-4

Training

COMPETENCIES REQUIREMENT
BEHAVIORAL COMPETENCY SET
1. INITIATIVE- The ability to seize new opportunities and take
advantage in development of business.
Take anticipatory action to avoid problems before they happen.
Acting before being forced to by external environment.
Displaying proactive approach in taking action with awareness of
consequences.
2. OPTIMISM- The ability to operate from ray of hope rather than
fear of failure.

70

 Persistent in achieving results despite any hassles and setbacks.

See setbacks as due to manageable rather than a personal flew.
See the positive side of every situation and circumstance.
Work with full charm in work and confidence.
3.

LEADERSHIP SKILLS- the ability to provide vision to the teams,

inspiring and guiding individuals to goal accomplishment.

Plans for the teams and delegating work to them.
Making every individual move towards mission.
Channelising team towards increasing productivity.
4.

INTERPERSONAL UNDERSTANDING- The art of developing and

maintaining positive relationships with others with proper

understanding of others perspective.
Understanding the attitudes, interests and needs of others.
Knowing what motivates others
Understanding reasons for others behavior in particular situation.
Giving regard to others feelings, emotions and moods.
5. QUEST FOR LEARNING- the urge to continuously find, imbibe
and use systematically information and knowledge.
Continuously seeking out information on any new updating
technology.
Observe the pattern of system and learn from the same.
Translates new concepts into new applications.
TECHNICAL COMPETENCIES
1. PROBLEM UNDERSTANDING AND SOLVING- The ability to
understand any issue in current state from all perspectives
and finding applicable solutions.
Distinguishing symptoms from causes of any issue.

71

 Anticipating ideas to resolve the issue quickly.

Understand the needs of internal customers of organization and
apply systems approach to find a workable solution by technology.
2. UNDERSTANDING OF NEW TECHNOLOGY- The ability to
understand and appreciate the new tools and techniques
with hybrid applications.
Bent of mind to imbibe new technology.
Appreciate use of new tools in current system to improve business
performance.
Awareness of environment in terms of networking, databases,
storage systems etc.
3. SYSTEMS APPROACH- The ability to integrate all components
of a system
With support of information technology and see the effects in
totality.
Dont divide the process into sub processes.
Find solution with integration approach.
Holistic way of understanding any problem scenario to find
solution.

SUGGESTIONS AND RECOMMENDATIONS

FOR TRAINING
HEAD

TRAINING INTERSTED IN
For himself
subordinates

72

SUGGESTIONS
AND VIEWS

Infrastructur
e

Overall
management
processes

o Team
building
skills.
o Manageme
nt skills

Trainings
dont change
people
overnight.
Training is
helpful in
initial years of
joining.

Projects

Communication

o Communic
ation
o Team
behavior
skills
o Office
discipline

Praised
Transformatio
nal leadership
workshop by
external
trainer.

Data-centre

Achievement
motivation
Stress
management

o Communic
ation
o Information
sharing skill

How much a
person learns
and gains
from
behavioral
training
depends on
person to
person.

73

INFERENCES
In competence mapping self appraisal is also an important
feature for it provides a perspective from employees point of
view. It communicates his contributions, accomplishments and
reflections on various facilitating and inhibiting factors which
played a role on attaining or otherwise of the goals he set for
himself.
Analysis of performance of the employee through mutual
discussion is a very crucial aspect where the design of the
Competency Mapping format is of less importance than the
process of conducting it. Reporting officer should not let their
own biases creep in, put the subordinate at ease, set a
constructive tone, listen to subordinates self appraisal, present
his own evaluation of subordinates on the job performance,
discuss areas of difference of opinion and arrive at mutually
agreed workable solutions for realizing future goals and for the
fulfillment of professional goals of the subordinate and the
organizational goals.
Application of performance management practices that enable
organizations to improve the performance and bring in a
performance driven culture is the need of the hour rather than
Competency Mappings only.
No doubt without the commitment of the top management it
would just be very very difficult to bring this sort of change.
This in fact calls for a cultural change wherein emphasis is not
only given to the outcome or the end result but also on the
process and effort made to achieve the result. While discussing

74

of the process and effort we need to focus on the leadership

style, his approach of consulting others, his ability to learn, his
approach as a team member, his effort in planning his days and
week, and his overall orientation for subordinate development.
For this what can be done is that once in a month or two an
effort can be made by the supervisor to sit with his subordinate
and have a face to face interaction in a non threatening
atmosphere. What I have personally observed that it changes
the motivation level of an individual considerably and in fact the
employee makes all out effort to achieve the Organizational
goals.
If you want the employee to do something, you must tell
him/her exactly what you want:
important,

what

skills

and

what jobs or tasks are most

behaviors

are

required

and

acceptable, what goals should be accomplished, and what result

you expect. There are two (2) primary ways to accomplish this:
providing the employee with a job description and setting goals
and performance expectations.
Goals should be SMART:
Specific.
Measurable.
Attainable.
Realistic.
Time-limited.
Remember: initiating and maintaining positive communication
about
work
expectations
and
work
performance
is
managements responsibility!

75

RECOMMENDATIONS
To achieve the objectives of Competency Mappings in HCL
COMNET LTD., the need to initiate the individual review require
as once appraisals are filed away, people pay little attention to
the process. Performance reviews are intended to measure the
extent

to

which

an

employees

performance

meets

the

requirements of that individuals employment position. A yearly

review may not be enough to elicit the high level of performance
from employees. What can be used throughout the year to train
and motivate the employees?

Performance

management

sessions held throughout the year with each employee can help
accomplish the set goals.

Competence mapping through

Performance management is an ongoing process that involves

regular goal-setting, communication, evaluation and allocation
of rewards or consequences. A good performance management
program has a number of advantages.

A good program can

help you get the best from your employees, because when
employees

know

that

attention

is

being

paid

to

their

performance, they are generally motivated to work better.

Performance management helps redirect employee efforts.

An

employee may be working hard, but working on the wrong

things. Sessions throughout the year will enable a manager to
keep tabs on what employees are working on, in order to direct
efforts to better fulfill company goals.

Periodic performance

management gives managers a measuring tool by tracking

whether employees are achieving specific goals set for them and
with them.

76

Holding informal reviews once in two three months is ideal all

staff.

There are several benefits of reviewing frequently and

informally:

The manager is better informed and more up-todate with his or her peoples activities (and more in
touch

with

what

lies

beyond

e.g., customers,

suppliers, competitors, markets etc.)

Difficult issues can be identified, discussed and

resolved quickly, before they become serious.

Help can be given more readily people rarely ask

unless they see a good opportunity to do so the
regular informal review provides just this.

Assignments, tasks and objectives can be agreed

completed and reviewed quickly leaving actions
more than a few weeks reduces completion rates
significantly

for

all

but

the

most

senior

and

experienced people.

Objectives, direction, and purpose is more up-todate

modern

organizations

demand

more

flexibility than a single annual review allows

priorities often change through the year, so people
need to be re-directed and re-focused.

Training and development actions can be broken

down

into

smaller

more

digestible

chunks,

increasing success rates and motivational effect as a

result.

The fear factor, often associated be many with

formal appraisals, is greatly reduced because people
become more comfortable with the review process.

77

Relationships and mutual understanding develops

more quickly with greater frequency of meetings
between manager and staff member.

Staff members can be better prepared for the

formal appraisal, giving better results, and saving
management time.

Much of the review has already been covered

throughout the year by the times comes for the
formal appraisal.

Frequent review meetings increase the reliability of

notes and performance data, and reduces the
chances

of

overlooking

things

at

the

formal

appraisal.
Self-assessment :

It involves review actively in the review process.

It is likely to reduce defensive behavior.

It provide scope to run review meeting as a constructive

and

open

dialogue

by

reducing

the

top

down

developments of traditional performance approach.

It helps to generate less irritate and more positive

discussion.

Training and Development

Competency Mapping offers an excellent opportunity perhaps
the best that will ever occur for a supervisor and subordinate
to

recognize

and

agree

upon

development needs.

78

individual

training

and

Competency Mapping can make the need for training more

pressing and relevant by linking it clearly to performance
outcomes and future career aspirations.

From the point of view

of the organization as a whole, consolidated appraisal data can

form a picture of the overall demand for training.

This data

may be analyzed by variables such as sex, department etc.

In

this respect, Competency Mapping can provide a regular and

efficient training needs audit for the entire organization.
The scope for improvement lies in identification of training needs
and such training are taken care of on a timely basis. It should
be made more frequent because training of any kind is always
helpful be it profile oriented or personality oriented. There must
be proper dissipation of training schedule so that nobody skips
these programs.
The perforated sheet in the appraisal format which contains the
area of training required by the employee to enable agreed
action to happen, must reach HR Division and it becomes the
responsibility of the Reporting Officer to ensure that such
training needs are taken care of on a timely basis. If not
provided, next years appraisal report should highlight it and the
employee should be given due weightage on his performance.

*****

79

BIBLIOGRAPHY

1. Working with Emotional Intelligence

Daniel Goleman
2. Competence at work :Models for Superior Performance
Lyle M. Spencer and Signe M. Spencer
3. The Competent Manager: A model for effective
performance
Richard Boyatzis
4. A Practical Guide to Competencies
Steve Whiddett
Sarah Hollyforde
5. The Handbook of Competency Mapping
Seema Sanghi
6. Andres Drejer Organizational Learning and Competence
Development
The Learning Organization, Volume 7. Number 4,2000,
pp206-220
7. Competency Frame Work, Ernst & Young
8.
Pearn Kandola (1996) Tools for Assessment and
Development Centres
Institute of Personnel and Development.

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81