IBS HYDERABAD

Academic Year: 2020-22

Semester III

COMPETENCY MAPPING & ASSESSMENT

Project Report
On

“COMPETENCY BASED PERFORMANCE MANAGEMENT

& EVALUATION”

Submitted in the partial fulfilment in the Award of the degree in Masters in Business
Administration

Submitted to: Prof. Sitamma Mikkillneni

Submitted by:

NAME ENROLLMENT NUMBER

Saumya Srivastava 20BSPHH01C1116
Shweta Injapuri 20BSPHH01C1228
Deepanjana Banerjee 20BSPHH01C0357
Gandham Vaishnavi 20BSPHH01C0423
Shilpa Sinha 20BSPHH01C1158
Dharani Sai Lakshmi 20BSPHH01C0685
Honey Kumari 20BSPHH01C0488

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 DECLARATION

We hereby declare that the report on “Competency-Based Performance Management &

Evaluation” submitted for the degree in M.B.A is our original work and carried out by us under
the supervision of Prof. Sitamma.
We are declaring that the conclusion drawn are complete based on our knowledge and
understanding. We further declare that to the best of our knowledge and belief that the project
report does not contain any part of any work which has been submitted for the award of any
other degree/diploma/certificate in this or any other University. Also, we would declare that,
this particular report has not been submitted to any of the other institute or university for the
award of any degree/diploma etc

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 ACKNOWLEDGEMENT

We would like to express our humble gratitude and heart full thanks to our COMPETENCY
MAPPING AND ASSESMENT faculty Prof. Sitamma, for exemplary guidance at every
level. Her constant encouragement and valuable inputs helped us to complete this project.
Through this acknowledgment we express our sincere gratitude to all those people who have
helped us in the preparation of this report which has been a great learning experience.
We would also like to expand our deepest gratitude to all those who have directly and indirectly
guided us in writing this project.

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 TABLE OF CONTENTS
DECLARATION ....................................................................................................................... 2
ACKNOWLEDGEMENT ......................................................................................................... 3
COMPETENCY BASED PERFORMANCE MANAGEMENT .............................................. 5
What is performance management? .................................................................................. 5
Competency based Performance Management ................................................................. 5
Steps in Developing Competency based PMS ................................................................... 6
Benefits .................................................................................................................................. 6
COMPETENCY BASED PERFORMANCE EVALUATION ................................................. 7
Evaluation Types ................................................................................................................. 7
Importance of Evaluations.................................................................................................. 7
Common Evaluation Mistakes ........................................................................................... 7
Two-way Involvement ......................................................................................................... 8
Competency-Based Performance Evaluation ............................................................................ 8
Organizational Competencies Method .............................................................................. 8
1. Job Competencies Method ........................................................................................... 8
2. Personal Competencies Method .................................................................................. 8
The Performance Evaluation.............................................................................................. 9
LITERATURE REVIEW ........................................................................................................ 10
COMPETENCY BASED PERFORMANCE MANAGEMENT AT BHARAT DYNAMICS
LIMITED (BDL) ..................................................................................................................... 12
COMPETENCY BASED PERFORMANCE MANAGEMENT AT DELOITTE ................. 14
COMPETENCY BASED PERFORMANCE EVALUATION AT NTPC ............................. 17
THE SHIFT FROM TRADITIONAL PERFORMANCE MANAGEMENT AND
EVALUATION TO COMPETENCY BASED PERFORMANCE MANAGEMENT AND
EVALUATION........................................................................................................................ 18
CONCLUSION ........................................................................................................................ 20
REFERENCES ........................................................................................................................ 21

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 COMPETENCY BASED PERFORMANCE MANAGEMENT

What is performance management?

Performance Management is a systematic process to manage, improve and sustain performance

throughout the organization. Human competence plays a key performance driver in the entire
process of performance management.
It uses an integrated approach to competency assessment and development, performance
observation and feedback, training, employee development, performance appraisal, and
rewards.

Competency based Performance Management

Competency based performance management system is a well-structured method/model that

takes into account the skills and behaviors of the employees for a successful performance both
in present and in future job roles.
It uses the competencies an employee’s on-the-job performance.
This kind of management practices uses the skills, characteristics and behaviors of the
employees in order to evaluate and analyze their on-the-job strengths as well as to identify the
areas where they might require improvement.
Managers use this practice of performance management in order to increase employee
efficiency and morale.
Competency-based performance management essentially creates an outline of the perfect
employee skillset and creates an evaluation system, called a competency framework, upon
which further evaluation on employee performance takes place.
With a competency-based performance management system in place, one can motivate staff in
far better ways, align training program with company goals, clearly define the roles and the
skills needed to perform each job effectively and efficiently, as well as optimize the hiring
process.
Competency based PMS shifts the emphasis of appraisal from company results achieved to
employee behaviors and competencies portrayed.
Since competencies of an organizations are identified and mapped, list of skills that are required
to perform a job are identified and organizations get a list of prominent competencies available
within, competency-based PMS is both organization and employee centric.

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Steps in Developing Competency based PMS

1. Identifying competencies required for superior performance in present or future jobs

2. Develop a mixed model performance management system for assessing both

performance results and competency behaviors that predict performance in the jobs.

3. Train managers and employees in performance management (Performance

Improvement Coaching)

a. Performance Improvement Coaching

i. Agreement between managers and employees on their actual

competence levels

ii. Employee identifying and acknowledging their desired level of

competence so as to develop and then achieve their set
performance/career goals
The work results produced by employees are aligned with achievement of the organization's
strategic objectives.
The competency-based approach offers an opportunity to identify and develop the needed
competencies and in turn, competency assessment results provide training needs assessment
data that can be used to plan and deliver employees' training in a targeted manner.

Benefits
1. Improved training programs
Since the competencies will be measured, it will be easy to pinpoint the areas for
improvement and the accordingly develop a training program based on that.

2. Recognizing the strengths of employees

By tracking the competencies of the employees, both weaknesses and strengths can be
identified. And the employees can be acknowledged for those strengths leading to
motivate them.

3. Clarified expectations from the job role

Before one can track competencies, one needs to decide what they are. Managers will
be forced to think carefully about every job role to work out exactly which skills and
behaviours are required to be able to fit well. But all of this hard work pays off, because
it helps them to make clear exactly what is expected of the role. Every employee will
be able to see what their role is expected to consist of, making sure that they are on the
right track.

4. Clear picture of the workforce’s abilities

Having a clear picture of the abilities of the workforce has its own perks, one of which
is increasing the mobility within the organization.

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 COMPETENCY BASED PERFORMANCE EVALUATION

What is Performance Evaluation?

A performance evaluation is a common tool used in an organization to provide feedback to
an employee. Hiring managers and workers need to understand the importance and value of
appraisals for them to produce positive results. A primary purpose of the evaluation process
is to help an employee understand his performance and help him achieve goals.

Evaluation Types

Evaluations come in a variety of shapes and sizes. A conventional approach is the simple top-
down appraisal where a manager gives feedback to a subordinate. Another contemporary
method is the 360-degree technique, where an employee is reviewed by managers,
subordinates, peers and customers. This tool offers broader feedback from people in various
interactive relationships with the worker. The level of formality in an evaluation is important
as well. Some managers opt for more regular, informal feedback as opposed to the typical
formal evaluation that takes place once or twice a year.

Importance of Evaluations

When company leaders establish organizational objectives, they rely on each department and
employee to contribute in some way toward those shared goals. The evaluation gives a
manager a means to update a worker on her performance relative to department and job goals.
If the employee is performing well relative to goals, the appraisal is a tool for positive
reinforcement of specific behaviors. If an employee is underperforming, or struggling in
certain areas, the appraisal is a tangible device that lets a manager address these areas for
improvement.

Common Evaluation Mistakes

Hiring managers make certain common mistakes in implementing evaluations. One mistake
is that some managers rely too much on formal appraisals and don't offer ongoing feedback to
employees. An employee shouldn't experience a positive or negative surprise during a formal
evaluation. Other common mistakes are overinflating a so-so employee's performance
because he is likeable, or being too harsh on an otherwise capable employee because his
personality does not mesh well with his manager's personality. In addition, some managers
are not skilled at assessing an employee's performance, which leads to misinterpretations of
the employee's strengths and weaknesses.

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Two-way Involvement

It is important for managers to invite input from employees during an evaluation. This input
helps managers learn more about the support and resources an employee needs. An
evaluation is also a good time to set new goals, and to map out training and development
needs for a worker. Employees like to feel like they have a voice. When they are allowed to
share feedback or ideas during the formal appraisal process, they are given this voice.

Competency-Based Performance Evaluation

Successful organizations may recruit, hire and retain good talent. Once the talent is on board,
effective performance management processes must be in place to provide employees
feedback on their performances and to ensure they are receiving the tools and support to be
high achievers. Some performance evaluation methods provide feedback based on defined
competencies and goals. These methods can include the use of organizational, job and
personal competencies.

Organizational Competencies Method

Some organizations have core competencies -- skills possessed internally that make the
organization competitive -- necessary to provide their products and services to the customer.
Companies may develop these competencies based on benefit to the customer and the
financial state of the organization. Some examples are communication skills, leadership,
critical thinking and creativity. These competencies may be included in a performance
evaluation process.

1. Job Competencies Method

Job competencies contain the necessary knowledge, skills and abilities to accomplish
organizational goals. Knowledge is what the employee knows about the job function
through previous experience or education. Skills are required to perform the job function.
Abilities are defined as what is necessary to perform the job. Some companies design
their evaluation based on these three areas -- knowledge, skills and abilities -- referred to
as KSAs

2. Personal Competencies Method

Personal competencies are what we are born with. We may have a talent for playing the
piano but never work as musicians. Some people recognize what they enjoy and are good
at doing. They seek out work that pertains to those competencies. Some examples of
personal competencies are creativity, good judgment and being numbers oriented or a
good public speaker. Companies may use assessment tools to determine personal
competencies.

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The Performance Evaluation

Taking into consideration all the competencies, companies use the competency performance
evaluation methods to determine what is going well with performance, identifying the
performance gaps and determining which employee development plans should be
implemented. Job descriptions based on one or all three competency areas, clearly defined
goals and expectations serve as a basis for continuous improvement and growth. The
advantage in using competency-based performance evaluations is that they consider all the
major competencies required for company growth and success.

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 LITERATURE REVIEW

Organizations continue to encourage people to live up to the organization's values through

performance management. Values include customer service, innovation, emotional
intelligence, leadership, strategic awareness, self-improvement, and professional knowledge.
The maturity of the sector and the growth of the staff in terms of exceeding expectations,
yielding, and achieving their best to the benefit of the organization and 14 themselves are the
main objectives of the performance management system. It provides self-improvement and
ensures that leadership and support are provided to employees for their development
(Armstrong 2009).
Kamuna (2007), while studying Deloitte to find the necessary conditions for an effective
performance management system: wanted to know the 16 levels by which staff performance
is measured. Findings that the standards measured in the performance management system
include strategic alignment where individual and group goals are aligned with organizational
strategies and skills because the performance management system is based on skills. This
points to the effectiveness of the performance management system using individual skills as a
standard. Efficiency is also based on respondents' responses to improvements in staff
performance that were observed in the last few years before the study and that resulted from
the organization's performance management system. The study also concluded that
implementing a performance management system improved individual performance and
overall company performance. Also, there were only 12 staff members in the sample size
study, mainly from the HR department and heads of other departments, so they raised doubts
about the sample representation.
Performance should not be reduced to just doing a particular job and achieving goals as some
of the work results are not saved by the actions of individual employees and may have other
contributing factors besides the person doing the work (Cardy and Dobbins 1994; Murphy
and Cleveland 1995). Over-focusing and undue focus on outcomes while ignoring essential
aspects of human interaction and processes that can be directed can mislead an employee's
effort on demand. One of the challenges of focusing too much on results is that employees
can use all the necessary means to achieve results, sometimes to the detriment of others and
the organization's future. Performance in light of these two: results/outcomes and behaviors.
Behavior is one of the sources of output, and output is how performance can be achieved.
Therefore, only appropriate behavior goals are counted as performance.
Van-Egten (1996) concluded that management styles, which include skills, individual
objectives, and knowledge and experience based on personal skills, are essential components
of a performance management system.
Zairi (1994) describes this train of thought by stating that the human object is the heart of the
problem of performance measurement.
Ashton (1997), in quoting the American Productivity and Quality Center's International
Benchmarking Clearinghouse, points to the knowledge that the most important causes or
breakthroughs are human problems, and their success is achieved through regular
communication and strengthening business strategy.

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According to Simons (2000), performance management systems cannot be built without
consideration of human behavior.
Abraham, Karns, Shaw, and Mena (2001), in management skills management and
management performance testing, concluded that organizations are prepared to identify a set
of desirable skills to their manager, but similar organizations do not see the corresponding
importance of incorporating these skills into the performance appraisal process; the key to
any organization aspiring to be a top-performing organization.
Soderquist, Papalexandris, Ioannou and Prastacos, (2010), in the study of typologies and
processes that support critical HRM transformation, also confirmed from their research the
benefits of combining identified skills with major HR functions and processes, which they
use to rearrange job descriptions and 20 successful presentations for them in the selection,
performance appraisal, training, and organizational development., Skills were on track to be
part of the organization's activities and culture.
Darby (1995), in a study designed for skills management development: to be honest and
truthful, found that the assessment process related to a skills-based approach could be a
learning process and tool that empowers managers involved and is one of 22 benefits for
employers. The study also reported that it was beneficial to provide service managers with
work that helped to ensure their role in training, understanding, and evaluation. The study
also cited the labor secretary as referring to the better retention of employees of the
organization as a benefit to the skills system. Gaining recognition and recognition through
previous education and facilitated success through skills support programs is one of the
strengths of the skills approach.
Ashton's (1996) findings on how skills improve performance explain how an organization
can effectively use systems based on skills that directly link individual performance to
compensation for a business purpose, helping to change cultural attitudes by identifying
behaviors in business outcomes. The competency model has also been used in a key way that
includes performance management, training and development, and selection. At the
beginning of each year, specific skills and knowledge (KSAs) are agreed upon between
employees, managers, and managers, and all are subject to organizational strengths,
organizational flexibility, commitment to corporate values, customer service management,
success management, problem-solving and implementation. It has helped to bind them to the
performance management system in terms of its definition of capabilities as effective
performance assumptions.

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 COMPETENCY BASED PERFORMANCE MANAGEMENT
AT BHARAT DYNAMICS LIMITED (BDL)
Several companies are using the skills framework as part of their staff development centers.
The purpose is to assess and evaluate the strengths and weaknesses of the work, and
therefore, future development is needed. Working as a measurement tool recognizes
behavioral factors such as performance in the workplace. While a performance-based
performance management system and reward system is less well-received than people
performing different outcomes, using other inputs, and designing remuneration policy based
on that approach is questionable (Sengupta, Venkatesh & Sinha, 2013). A moderate level of
mental performance is required, and BDL is in a position to address this issue with its PMS,
already known as the "Executive Performance Management System" (EPMS). The EPMS
consists of three components: (a) Performance and Developmental Appraisal, (b)
Qualification Assessment, and (c) Qualification Assessment. Performance management in
BDL is divided mainly into three parts:
1. Job Setting: Half-year-old deliveries or employers' work are reflected in the
interaction between employers and the manager. Setting the tasks ensures compliance
with the general financial and strategic objectives and aspirations of the BDL. The
SMART concept is followed to ensure that the tasks assigned are appropriate and
challenging. Jobs offered by the Employee (Half / Annual) comprise 100 marks, of
which the top 60 assessments are General Tasks, and the remaining 40 are assessed
for improvement each year.

2. Attributes Assessment: Attributes form a set of individualized outcomes which

indicate the strength of the task of accumulating the ability to practice at an acceptable
level. Self-evaluation and management rating applies to qualifications. Each attribute
has a predetermined mark according to its size, resulting in 25 sports. Symbol rating is
defined on a five-point scale. The highest level will get five patterns, and the lowest
level will get one mark. A list of symbols is provided, as given for each grade in
Table 2

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Evaluation of Competencies: Self-assessment and management rating applies to competency
evaluation. Each skill has predetermined marks according to its size, resulting in a total of 25
effects. The skill level should be on a five-point scale. The highest rating will get five marks
so that the lowest rate will get one result. A list of general skills is available for each grade, as
provided in Table 3. The company also applies the appropriate procedure for general practice
in performance management. In evaluating officials' performance, the dividing heads ensure
that management allocation is as reasonable as 15%, as good as 30%, as good as 30%, as Fair
as 15%, and as foul as 10%. The audit committee determines the final evaluation of the
investigator, the consideration, the review by the reporting authorities, and the reviewing
officers. Therefore, the metal curve method is used to achieve high points.

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 COMPETENCY BASED PERFORMANCE MANAGEMENT
AT DELOITTE

Deloitte is the world's largest technology services network in both revenue and number of
professionals. In 2013-14, they earned a record USD 34.2 billion in revenue. So, when one of
the biggest companies in the world takes over the reorganization of performance management,
it does it with sound.
The old vs. new performance management
Deloitte found that the current way they work in performance management, 360 annual
responses, spends two million hours a year developing. Most importantly, they realize that their
program does not involve employees at all. The performance is also excellent. To combat this,
Deloitte has created something unique, real-time, and artistic. They want something that
focuses on improving performance in the present rather than testing it in the past.

With a 360 response, goals were set once a year and reviewed once a year. The only issue
with this method is that the year's objectives are "deeply rooted" in real-time situations, and
much of the time is spent on practical steps. Instead, the point should be used to teach people
about their work and their activities consistently.
The number of skills is well built. In another study, 89 percent of leading organizations * had
basic skills defined in all roles (compared to 48 percent of all other companies)

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Success Profiles

Success Profiles distinguishes four essential and distinct elements of success, leading to a solid
framework for selection choices. This segregation allows HR to give their preferences and
motives - which are difficult to do - more attention when considering potential participants.
The skills category describes certain habits and skills that need to be developed to be
effective. Also, progress can be directed individually to identify the specific experience and
knowledge required to succeed in the growth plan. Each section of the Success Profile
describes different needs that can be tailored to meet the needs of your various talent
management programs. This is done by identifying only the most sensitive profile items,
distinguishing performance from the unusual or the worst.

Career Skills is well-known, in part, because it provides an overview of the various work
situations, cultures, industries, and all applications for talent management. Other common
skills use.

1. Talent Acquisition: DDI research shows that companies often use skills to measure
the effectiveness of their processes when it comes to filling key positions quickly and
effectively. Also, when organizations fully define the complete Success Profiles, they
can better compete to find and hire the required talent. Finally, when the essential
business skills are focused on negotiation and evaluation, the talent that enters the
organization is better prepared to meet the needs of the business, reducing downtime.

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2. Learning and Development: Skills provide a framework for people to develop
development programs, and management can provide feedback. Development can be
effectively planned and implemented at the organizational level when specific values
and skills are identified and transferred. DDI research shows that organizations that
target Success Profiles have a 4.8 percent chance of ranking themselves in the top 10
percent of their competitors based on the quality of their leadership talent.

3. Beneficiary management: Skills provide clarity to senior leaders as they build

talented pools to meet the needs of the business. They offer levels where people - across
the organization - can be tested. With the wisdom from the test, organizations can
identify talent gaps before they fall behind their bad heads and have negative
consequences for the business. They can also make better use of Success Profiles to
place those people who are better prepared for important promotions or other
opportunities.

4. Performance Management: Through skills, managers and employees acquire the

same language that defines HOW to perform. Apart from skills, there is a tendency to
plan an action relying too much on WHATs (results/objectives) without providing
behavioural guidance. Tips help improve apps so that your contacts understand the
specific behaviours they need to produce results. The skills framework helps to evaluate
your contacts and provide feedback throughout the performance cycle.

5. Work Planning: By identifying and transferring critical skills associated with success
at the job level, organizations can develop multi-task planning strategies. Managers can
help their employees identify future job-related development strategies that better
prepare them for their next move.

6. Culture: Strategies that help make organizational values more visible. For example, an
organization may wish to create a culture of innovation. However, naming it as a value
does not make sense unless you can identify a new character or the skills needed.
Managers need to strengthen their ethical values in line with the culture they want and
then hire certain people with the skills and motivations in line with the culture.

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 COMPETENCY BASED PERFORMANCE EVALUATION AT
NTPC

Competency and evaluation:

Rewards are evident in performance and skills; as other factors can influence performance
when management does not have direct control. Performance-based assessment can help an
organization take systematic steps to close skills gaps.
Competencies:
There are eight skills
Tested and rated at NTPC. Tested and placed at NTPC. These skills are Technical
Knowledge, Business Attitude, Positive Thinking, Resource Management, Communication
Skills, organized thinking, human partnerships, and empowerment skills.
Details of details:
Skills are tested annually on a five-point scale - a scale of 1,2,3,4 & 5 - 1, the lowest and five
highest on the scale. Depending on the skill demonstrated, the Accounting Officer places
individual skills on a scale of 1 to 5. The Reporting Officer discusses each skill (A to H) with
the Appraisee and creates a rating. All integrated strategies weigh 20% on the Complete
Performance Test. A rating for each skill level will be found at the bottom of the rating
column. After that, the aggregation rate should be converted to 20 marks using the
Conversion formula (according to the maximum 40 marks available, e.g., eight skills x 5
maximum = 40). Part II is duly signed by the Appraisee and the Reporting Officer. Skills
review and completion of Part II of the previous assessment year were conducted at the end
of the Assessment Year, no later than 15 April.

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THE SHIFT FROM TRADITIONAL PERFORMANCE MANAGEMENT
AND EVALUATION TO COMPETENCY BASED PERFORMANCE
MANAGEMENT AND EVALUATION

Performance management is a holistic approach that evaluates the relationship between

employees and the organization and examines how employee engagement can be promoted.
Performance evaluation is concerned with the assessment of employee competencies, such as
commitment to the organization's core values, the ability to take initiative and to take
responsibility for tasks, strengths and weaknesses, skills and training. In summary, a
competence-based performance management approach creates a work environment in which
roles, relationships and responsibilities are clearly defined between managers and employees.
Performance assessments include predefined standards that are used to measure an employee's
work behavior and results and to provide feedback to the employee. The supervisor is expected
to evaluate the employee on the basis of certain parameters, ranging from unsatisfactory to
outstanding. The main objective of a performance evaluation system is to exercise control over
employee activities through disciplinary measures, management, promotions and rewards.
The problem is obviously that today the vast majority of employees collect their entire
experience in performance management through annual performance reviews, evaluations,
evaluations and evaluations. Competency based Performance Management takes the process
by several steps and controls the performance of employees in such a way that it is consistent
with the achievement of the overall vision, mission, goals, goals and strategy of the
organization. Companies are constantly looking for different processes to evaluate the
performance of their employees, and there is no system that fits everyone.
While employers can train employees in certain technical skills, the Society for Human
Resources Management reports, it is much more difficult to impart skills in problem solving
and strategic thinking. This is especially true for companies such as professional services
companies, who need to develop people quickly to compete, companies that need continuous
performance feedback to support rapid innovation and retailers that need better coordination
between retail space and back office to better serve their customers. Examples of skills
employers should look for include security and continuous learning.
An organization should be ready to design, develop and implement the necessary training for
its own competency-based performance management system. Training managers and their staff
in competence-based design will ensure that new managers can fill in forms and implement
other processes within performance management systems. Both plant managers and their
employees benefit from the conception and implementation of competence-based training
courses that clearly communicate the competence base and the process elements, instruments
and participation.

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In traditional management, the role of the instructor is limited to experts in the classroom. This
practice sets an income cap for employees in order to master the skills of employees, but the
traditional model faces all sorts of limitations. This has led to an increase in performance-
based bonuses for business leaders, and this change has affected front-line executives and
hourly workers in organizations that rely on an evaluation process to assess their performance.
By turning your performance review process into a culture of continuous, lifelong learning
using competence-specific competence assessments, you can drive real growth in your
organization. By using performance review methods to provide the necessary tools to train and
retrain employees in the right way that is consistent with their skills and the needs of the
company, you have the chance to put each person on a path of continuous learning and growth.
Simply put, quality people don't work for idiots, and they give their managers extraordinary
performances when they want to.

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 CONCLUSION
The competency-based performance management system is a well-structured method model
that considers the employees' skills and behaviors for successful performance in both present
and future job roles. Since the competencies of an employee are identified and mapped, a list
of skills required to perform a job is recognized, and the organization get a list of main
competencies available within. Competency-based PMS is both organization and employee-
centric. Develop a hybrid model performance management system to assess performance
results and competency behaviors that predict job performance.
Once talented, performance management processes should be put in place to provide
employees with feedback on their performance and ensure they receive the tools and support
to be high achievers. Some performance evaluation methods offer input based on defined
competencies and goals. Considering all the competencies, companies use the competency
performance evaluation methods to determine what is going well with performance, identify
the performance gaps, and determine which employee development plans should be
implemented.
The problem is that today, most employees collect their entire experience in performance
management through annual performance reviews, evaluations, and evaluations. Competency-
based Performance Management takes the process by several steps. It controls the performance
of employees in a way that is consistent with the achievement of the organization's overall
vision, mission, goals, goals, and strategy. Training managers and their staff in competence-
based design will ensure that new managers can fill in forms and implement other processes
within performance management systems.

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 REFERENCES
1. https://blog.weekdone.com/case-study-how-deloitte-reinvented-their-performance-
management/

2. https://www.researchgate.net/publication/305190499_Competency_based_Performan
ce_Management_-_The_Bharat_Dynamics_Ltd_BDL_Way

3. http://erepository.uonbi.ac.ke/bitstream/handle/11295/99212/Mwaniki%20John_The
%20Effectiveness%20of%20Competency%20Based%20Performance%20Review%2
0at%20Mantrac%20Kenya%20Limited.pdf?sequence=1

4. http://compensationinsider.com/does-competency-based-performance-management-
really-work/

5. https://blog.avilar.com/2016/04/20/7-keys-to-competency-based-performance-
management/
6. https://www.performyard.com/articles/how-to-track-competencies-in-performance-
reviews
7. https://www.growthengineering.co.uk/5-key-advantages-of-competency-based-
performance-management/
8. https://www.hr.upenn.edu/for-managers/performance-management/competencies
9. https://scholar.google.co.in/scholar?q=competency+based+performance+management
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management-systems/

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