CHAPTER

30
Strategic Human Resource
Development (SHRD)
titled "Strategic Human Resource Development", Armstrong Michael
In this chapter
has covered following aspects:

1. Meaning of strategic human resource development (SHRD).

2. Objectives of SHRD and the development process.
3 HRD and HRM.
4. The principal concerns of SHRD.
4.1 Individual learning strategies.
4.2 Organisational learning strategies.
4.3 learming organisation.
Developing a
4.4 Knowledge management.
4.5 Developing managers.
4.6 Strategies for developing emotional intelligence.
4.7 Developing strategic capability.

MEANING OF SHRD

Strategic human resource development (SHRD) is concerned with the development in

learning organisation and the provision of learning, development and training opportun
order to improve individual, team and organisational performance.

Definition
ople's
Strategic HRD is a development that arises from a powerful vision about the peop
abilities and potential and arises within the overall strategic framework of the busines
 Resourcee
gic Human Re Development (SHRD)
strategic
199

es a broad and
long-term view about how HRD strategies can support the
S

HRD
H R D

itess strategies.
business stn HRD strategies flow from
ahireme ent of
ent in helping to business
to ensure that the business attains goals. To but
its strategies, do they
this, have
it is
in
role

the
he skills base and intellectual
capital, the organisatiorn requires as wel as
positive
develop
a
esserntial
to
m s u r n g t h a t the
t h e right quality of people are available to meet presernt and future needs.

2 0BJECTIVESs
VES OF SHRD AND DEVELOPMENT PROCESSs

Objectives
of SHRD

a)
SHRD aims to produce a coherent and comprehensive framework for developing
paple. Much of the HRD process will be geared to providing an environment in which
employees are encouraged to learn and develop. HRD activities may include
traditional training programmes, but the emphasis is much more on
intellectual capital and promoting organisational, team and individual learning.developing
a The focus is on creating a learning organisation within which knowledge is managed
systematically.
ii) SHRD is also about planning approaches to the encouragement of self-development
(self-managed learning) with appropriate support and guidance from within the
organisation.
(v) Although SHRD is business led, its policies have to take into account individual
aspirations and needs. The importance of individual as well as within the organisation
should be a major HRD policy consideration.

) The development process

Gratton (2000) proposes the following six-step approach:
) building the guiding coalition-Involve people from all parts of the business.
(i) imaging the
future-Create a shared vision of areas of strategic importance.
(1i) understanding current capabilities and identifying the gap-Understand 'where the
organisation is now and the gap between aspirations for the future and the reality
of the present'.
creating a
map of the system-Ensure 'that the parts can be built into a
meaningful
whole.
modelling the dynamics of the vision-Ensure that the dynamic nature of the future is
taken into account.
Draging into action-There is no great strategy, only great execution':
agree the broad themes for action and the specific issues related to those themes,
develop guiding principles,
build the
invalving line
guiding coalition by involvingline managers, and
managers, at
create issue-based' cross-functional teams to define what has . to be done,
aentify targets and stretch goals, and establish performance indicators.
 Strategic Human Resource Managemennt
200

3. HRD AND HRM

of HRM that is concerned with
associated with that aspect
HRD policies are closely human capital. One of
the objectives of
the organisation's
investing in people and developing the latent potential of
employees will be realized
HRM is the of conditions whereby
creation secured.
and their commitment to causes
of the organisation

OF SHRD
4. THE PRINCIPAL CONCERNS
with:
is concerned
As earlier mentioned, SHRD

individual learning strategies;

i) the development of learning;
(ii) the development of oganisational
(ii) the learning organisation;
iv) knowledge management;
intellectual capital;
(v) the development of
(iv) developing managers; and
emotional intelligence;
(vii) the development of
the development of strategic
capability.
(vii)
4.I Individual learning strategies areits human resource
driven by
of an organisation
The individual learning strategies skills and behaviours that
in terms of the sort of
requirements, the latter being
expressed should be the approaches
to achieve business goals. The starting point in mind the
will be required opportunities, bearing
of learning and development
adopted to the provision and as being concerned
with an increase
development. Learning more of a
distinction between learning whereas development is
of an existing skill,
in knowledge or a higher degree
different state of being or functioning.
The strategy should cover:

how learning needs will be

identified;
and
and self-managed learning;
t h e role of personal development planning
for individual learning in the form of guidance,
t h e support that should he provided
resource centres, mentoring,
external courses designed to meet
coaching learning internal or external training programmes
and
the particular needs of individuals,
courses designed to meet the needs of groups of employees.

4.2 Organisational learning strategies

Organisations can be described as learning
continuous systems and organisational
learning can be defined as a process of: in for individuals and groups
to
Co-ordinated systems change, with mechanisms built
structure and culture to develop long-term
access, build and use organisational memory,
organisational capacity. (MARSICK)
a firm's resource-based capability.
Organisational learning strategy aims to develop
This is in accordance with one of the
basic principles of human resource mnanagementy
in people in order to develop the human capital
namely that it is necessary to invest
 Resource Development (SHRD) 201
Strare

learning organisation
Developi

ess of organisat10nal learning is the basis for the concept of a learning

. TheA learning organisation is defined as one that 'continually improves by rapidly
eating
isatio ofining the capabilities required for future success'. Senge (1
and refining

n: 'An organisation that is continually expanding to create its future: An

ning orgar

which facilitates the learning of all its members and continually transforms
aing organisations have to be able to adapt to their context and develop their people
context.

the
match
A learning organisatie tion as one that is 'skilled at creating, acquiring, and transferring
to
and at modifying its behaviour to reflect new knowledge and insights'. Learning
knowledg

are good at five

doing things:
nisations

Sustematic problem-solving which rests heavily on the philosophy and methods of the
quality m o v e m e n t ,

h Experimentation--this activity involves the systematic search for and testing of new
(b)
knowledge. Continuous improvement programmes ("kaizen') are an important
feature in a learning organisation.
c) Learning from past experience-learning organisations review their successes and
failures, assess them systematically and record the lessons learnt in a way that
employees find and accessible.
d) Learning from others-sometimes the most powerful insights come from looking
outside one's immediate environment to gain a new perspective. This process has
been called benchmarking.
(e) A disciplined process of ensuring that managers understand what is expected of them;
agreeing with them objectives against which their performance will be measured and
areas where competence levels need to be improved.

45 Management development as a business-led process (developing managers)

The process of management development is that it must be business-led even though it
l De concerned with the development of individual performance and potential. The business
o decide what sort of managers it needs to achieve its strategic goals and how it can
Obtain and develop these managers. Even when the emphasis is on self-development, as
ima be, the business must still indicate the directions in which self-development in
S Of the
acquisition of skills and knowledge and behavioural modification should go.
e
mpoct of
management development
Sapacity of the organisation to achieve its business strategies in the light of the
lato Success factors for the business (innovation, quality, cost leadership, etc.) depends
Partieu
Fardicular ne capability of its managers as developed within the organisation to meet its
demands and circumstances.
The
process of
manage ment development
when The three essential managen
ement development activities that have to be considered
lating the strategy are the:
 Strategic Human Resource Management
202

management needs;
analysis of present and future skills and effectiveness of managers against thoe
a s s e s s m e n t of existing and potential

needs; and needs.

to meet those
production of policy, strategy and plans
intelligence
4.6 Strategies for developing emotional Goleman (1999), should take accoun
strategies, according to
Leadership development "The capacity for recognizing o
He defines this as:
of the concept of emotional intelligence. ourselves, for managing
emotions well in
for motivating
Own feelings and those of others, levels of emotional intelligence is
The possession of high
ourselves and in our relationships'.
for success as a leader.
a necessary attribute of emotional intelligence:
Goleman has defined four components

to control or redirect disruptive

impulses and moods
Self-management, i.e. the ability with energy
with a propensity to pursue goals
1.
and regulate o w n behaviour, coupled associated with this component are self.
and persistence. The six competencies with
initiative, adaptability (comfort ambiguity)
control, trustworthiness/integrity,
achieve.
change and strong desire to
openness to understand your moods, emotions and
i.e. the ability to recognize and
2. Self-awareness, linked to three competencies: self-
on others. This is
drives as well as their effect self-awareness.
realistic self-assessment and emotiornal
confidence, of other people and
understand the emotional make-up
3. Social awareness, the ability to reactions. This is linked to six
to their emotional
skill in treating people according organisational
in building and retaining talent,
competencies: empathy, expertise to clients and
awareness,
cross-cultural sensitivity, valuingdiversity and service
customers. networks to get
Social skills, i.e. proficiency in managing
relatiornships and building
4. to find
reach personal goals, and the ability
the desired result from others and associated with this
c o m m o n ground and build rapport.
The five competencies
effectiveness in leading change,
conflict management,
component are: leadership, and leading teams.
influence/communication and expertise in building

Goleman (1999) are:

The steps required to develop emotional intelligence suggested by
assess the requirements of jobs in terms of emotional skills;
individuals to identify their level of
emotional intelligence-360-degree
assess
feedback can be a powerful source of data;
level of
gauge readiness-ensure that people are prepared to improve their
emotional intelligence;
motivate people to believe that the learning experience will benefit them;
that nes
make change self-directed-encourage people to prepare a learning plan
their interests, resources and goals;
focus on clear, manageable goalsthe focus must be on immediate, manageabe
and starts,
steps. bearing in mind that cultivating a new skill is gradual with stops
the old ways will re-assert themselves from time to time;
 an Resource De evelopment (SHRD 203

prevent relapse-show people how they can learn lessons from the inevitable
relapses;

rmance feedbac.
give Pee practice, remembering that emotional competence cannot be improved
enco
o v e r n i g h t ;

models of desired behaviours;

rovide
urage and nd reinforce-create a climate that rewards self-improvement; and
enco
evaluate-estat establish sound outcome measures and then assess perfoorn
rmance against
them.

eloping strategic capability

and the
opi capability
Strategic
consists of the ability to select the most approprinte strategy
capabi

required to implement it, including resource requirements.

nrses

REFERENCES

Michael, Strategic
Human Management, London, Kogan Press (2000). Gratefully acknowledged.
Kesource
Armstrong Mich
Hill, Boston. McGraw
HR Strategy,
Walker,
anes aron, Handbook of Strategic HRM, Jaico Publishing House, Mumbai.
and Angela Baro
Armstrong
hkchael
 CHAPTE

31
Strategies for Developing
Capabilities of Employees
of strategies for developing employee's
capabilites
In this chapter following aspects
are covered:

1. Employees new views of career paths.

2. Concern for plateauing.
3. Self-reliance is today's careers.
key to
4. Career development responsibilities
4.1 Employee responsibilities.
4.2 Manager's responsibilities.
4.3 Organisation role.
considerations.
5. Training and development
6. Organisational learning.
ne
in accelerated obsolescence and the
The rapid advance of technology resulting
is
of busunk
development. In addition, the rapid pace
for current skills and knowledge learn
rate at which organisations u
change requires adaptabilityamong employees. The
become the only sustaining source of competitive advantages.

. EMPLOYEES NEW vIEWS OF CAREER PATHS

views of paths as under:

Employees now are adopting new career

(i) lateral moves are becoming more routine and even desirable.
i) Jobs last longer, responsibilities evolve with no title change.
ii) Success means inner fulfilment and money, not promotions.
Strategies for Developinc
oabilities Employees 205

i) The work itselt is important along with opportunity to influence the shape of uDOTK
management practices and the
organisation.
()Work lasts until job is done, however long it takes; while many are work alcoholics.

Employees are taking advantage of this and shaping their own career.

2
cONCERN
Co
FOR PLATEAUING
2.
Because of employees advancement in companies and the shrinking opportunities tor
romotion, many employees are finding their career stagnating or plateauing at increasing!y
Prlstages. A plateau is the point in a career when the likelihood of further promotion is
early
verv low. Some may be valued as high performers and may leave for
employees
opportunities elsewhere.
ameliorate the effect of fewer advancement opportunities in several
Management can

ways as explained under:

(a) Lateral moves may be encouraged.

(b) Alternative career paths-involving non-management, specialist or individual
contributor's roles may be emphasized.
(c)Employee perception of plateauing are changed only by changing the career structure,
not just the career stage. Recognition and status which are long tied to job level, title,
promotion and compensation levels, need to be tied instead to performance, expertise,
entrepreneurism and team work. As organisations become more flexible, these shifts are
now often implemented, reducing the effects of slower and fewer promotions.

Also, greater emphasis may be given to training and development for plateaued
employees. By encouraging development of skills for multiple jobs, resulting in generalists,
companies develop more flexible staffing and more efective team members, necessary to achieve
total quality objectives. Formal job rotation programmes and fluid job design allow
management to take advantage of these expanded talents. Also, plateaued employees may be
involved in developing others as instructors in training programmes, as and as leader of special
project or task teams.
.
SELF-RELIANCE IS KEY TO TODAY'S CAREERS

Company career paths are useful as a set of data on career options. Employees often
e career options far differently than their employers do. But other options are available
n as-a) flexible arrangements for working8 provide new opportunities that are not
emplated in paths or formal career development systems, (6) one should look upon
nments coming up in the company on an adhoc basis, often not following formal career.

A.
CAREER PATHS DEVELOPMENT RESPONSIBILITIES
elfreliance is becoming more important in career development. We give here career
development
oopment responsibilities as under: Effective career development
organisation,
requires that the
the immediate manager and the employee accept their responsibilities. The
tanager's role is vital to the process.
 Strategic Human Resource Management
206

4.1 Employee responsibilities

development.
responsibility for
career

Employees have to take

requirements on current
to establishment and
meet objectives and performance
Help
job.
Engage in realistic self-assessment. of realistic potential.
options and
awareness

Obtain and use feedback or c a r e e r

needs with manager.
Communicate career interests
and discuss developmental
on an ongoing basis.
Actively follow developmental plans

4.2 Manager's responsibilities

in their career development responsibilities,

Manager has to support employees information to others as needed.
career
including communicating employee and responsibilities.
Establish and communicate job requirements
Provide open and honest ongoing performance
feedback and coaching.
feedback on employee career
Provide information and realistic
organisational career
aspirations. subordinate as appropriate.
Conduct development discussions with
career
of the employee's developmental plans.
Encourage and support implementation

4.3 Organisation role

communicate business mission, objectives,

and strategies so that
Top management to
realistic career development can occur.
and opportunities
Provide information on career requirements, organisational options
and developmental systems.
Design and implement supervisor, subordinate discussion process.
an effective
career discussions.
Train managers to coach; evaluate, and conduct employee
which include on
necessary for development,
Provide employees with the resources
the-job experiences, training and education.
Ensure integration of career development components into a comprehensive system.
career
Evaluate and recognize managers for their role/success in employee
development.
5. TRAINING AND DEVELOPMENT cONSIDERATIONS

knowledge
Training and development (T&D) imply changes-changes in skill,
attitude, or social behaviour. Although there are numerous strategies for effecting change
T&D are common and important ones.
T&D activities are planned programmes of organisational improvement, and
important that they be planned as thoroughly as possible, for their ultimate objective is toi
training content to desired job behaviours.
Strategies for
for Developing Capabilities Employees
Devel

207

five step process:

This is
a

F i r s t , conciuang a comprehensive analysis of the training and development sysem

including its interaction with other organisational systems.
Second, then determining training needs and specify training objectives clearly.
The third step is to create an optimal environment for training, dividing the learning
(ii) task into its structural components.
And the fourth is to determine an optimum sequencing of components.
v) An " Sequencing components.
inally, considering alternative of
ways learning.

Careful attention to these helps to determine what is to be learned and what the
of training and development should be.
content
ubstantive
models can help guide training efforts. These include the individual
Various theoretical
and transfer, motivation theory, goal-setting, and
iferences model, principles of learning and
and development
hohaviour modeling. Each offers a systematic approach to trainingmodel-behaviour model
arh emphasizes
eac.
a direct aspect of the training process. Any single
combination of models, can yield maximum pay of, however, only when programmnes
or
to match accurately targeted training needs of individuals.
aTe designed
6. ORGANISATIONAL LEARNING

The aim of individual development is to help people to be effective learners. In this way,

the objectives are more broadly defined-not merely the development of knowledge, skills or

abilities, or the influencing of attitudes, but the development of capability.

In organisation learning, management invests continually in employees and empowers
a new sort of loyalty. A
them to learn, grow and contribute. Employees respond with
An overriding, shared sense of vision
reciprocal commitment to learn, grow and contribute. of al.
and purpose is necessary in such an organisation to focus the energies
Alearning organisation takes the ideas of continuous improvement seriously. Employees
their jobs and quality of
are
constantly seeking ways to improve the way they perform
to try out new ideas, and
Tesulting products and services. Learning allows employees and
Occasionally make mistakes. Learning requires stepping back from day-to-day operations
of people
eexamining how work is done. It is meant to developing the potential capabilities
an organisation. Figure 1 explains five disciplines of organisation learning as under:

FiGURE
Five Disciplines of Organisational Learning

() Personal Mastery

) Mental Models (ii) Establishing Shared

Vision
Organisational
Learning
() Team Learning () Systems Thinking
 Strategic Human Resource Manageme.
208

) Personal Mastery
P'roficiency in personal and professional aspect of life

(i) Mental Models

Think possible alternatives, think
Think in wnus that open up learning and growth.
n.
not
in terms of existing hierarchy and established norms. These perceptions are challenged
use of data, and rational
inference and proble
support change, openness, trust, effective vehicle for changing mental
solving processes are vital. Planning processes are excellent
models, when used effectively. When they are not, they perpetuate old thinking and actione

(ii) Establishing shared vision

What is desired and is possible.

(iv) Team Learning

Individuals act as colleagues and work together openly to achieve a new level of
This requires person a defensive barriers and
knowledge and capability as an organisation. is a team skill. A group of
motivating employees to learn and act together. Team learning
talented individual learners will not necessarily produce a learning team, but a group of
talented athletes will produce a great sport team. (Senge, 1990)

(v) Systems Thinking

An understanding of interrelatedness of behaviours/systems and feedback-learning
from experience and from others. Everyone to share responsibility for learning.
In a learning organisation, everyone contributes. Everyone leads, everyone chooses to
learn, to work as a team member. The capacity of an organisation to be competitive depends
on all employees developing their capabilities together. The rate at which organisations leam
may become the only sustainable source of competitive advantage.

REFERENCES

Adapted from James W. Walker, Human Resource Strategy, McGraw Hill Series in Management.
Lynda Gratton and others, Strategic Human Resource Management (1999), Oxford University Press.
 CHAPTER

34
Competency Mapping and
Development
We shall understand following
aspects relating to competency mapping and core
competency in organisation setting:

(i) What is competency?

(i) Characteristics of competencies.
(1i) Some common competencies in organisations.
(iv) Methods of identifying competencies.
v) Competency mapping
(vi) Competency development

These aspects discussed under for easy

are as
understanding:
) WHAT Is cOMPETENCY?
What is a
Speci competency? Assessment centres are basically measuring tools. The
cations most commonly measured by assessment centres are called
There difference competencies.
is between conmpetence and competency. These terms though
quite distinct are
etumes used
interchangeably. Accordingly, the ditference between them is as follows:
Competence refers to abilities based on work tasks or job responsibilities.
Lompetrncy refers to abilities based on behaviour. These are the characteristics of the
persons who are doing the For example, a competency that would be relevant
job.
to
any managerial function in any organisation could be
decision-making. The
associated behaviours for this competency could be 'uses all available information in
making decisions'.
 Stretegic Human Resource Mene
228

the
in effect. ompetner concerns the ob
and comgëhemey concern
personA vE
persOn

Teievant definition of competency bv Hogg B. i

that ead to the demons
Competencies the characteristis of amamageT
are within an occupationsl
in effextive performance
skils and abiities which resuit
to transter skzlis and abilities from one a
Competency also embodies the ospacity
another.
cOMPETENCIES
CHARACTERISTICS OF
(1) SOME

of this definition
reveals the following aspects
An analvsis
Competency is a characteristic
Competencies are the characterzstics of a marnageT.
(a
person.
the iemonstrataon skills arnd abulites. These must
b)Competencies lead to

observable peTformarnce. Competency thus refers to beharin

c) Competencies must lead to etfative It must be clear and easy
from merely doing the jb.
differentiating sucoess to which thev a
must be relerant to the organisation
understand. The competencies
must be abe to relate to the behavicura
associated. The people in the organisation
do on a daily basis. It must be discrete.
indicators as something which they
skills ard abilities from one area to
embodies the capacity to transteT
(d) Competency also the salesmàn who may be able to deliver hs
another. This is best exemplified by
be elsewhere. He lacks the competency
tongue-tied
sales pitch flawlessiy but may restricted to single job alone but
Thus, competencies cannot be
a
communication'.
the person must be able to carry them along.

ORGANISATIONS
(un soME COMMON cOMPETENCIES IN

of business which it hokis p r

Each organisation has its own and distinctive style to x
different competencies for its people
and thus each organisation should require time as
to change from time to
successful in that organisation. These may need
in an organisation are characteristic to
organisation evolves. Hence, the competencies
with time and with organisaha
organisation and dynamic, since they may change
development. However, some commonly occurring competencies in business organisds
are given in Figure 1. Assessment centre evaluations are competency-based assessment d
candidate's performance.
Competencies areunderlying characteristics of an individual-knowiaige, sils
the
attitudes, values, self-concepts, traits and motives that have causal relationship
effective/and or superior performance in a job situation. Competencies may be clasired

Central and Surface Competencies

It may be mentioned that competencies exist at siurface as also at core *TNAL *
The surface level competencies of knowledge and skills are visible in behavo
performance and can be developed with appropriate training and development. a t d
the core motives and trait competencies reside deep within and are difficult to ut
measure and develop.
 Mapping and Development
Competency 229

FiGURE
Some Common
Competencies in Organisations
a) Intellectual

Comprehension

Analytical Ability
Innovation Lateral Training
Decision-Making-Problem-Solving
Planning and Organising
Strategic Perspective Thinking
Interpersonal

(b Communication

Adaptability
Interpersonal Skills and Relationship-Building
Ability to Influence Others
Leadership
Teamwork

(c) Dynamic
Initiative
Drive
Resilience
Stress Resistance
Result Orientation
Business-Related
(d)
Business Understanding
Customer Focus

Threshold and Differentiating Competencies

Threshold competencies are characteristics required by a job-holder to perform a job
whereas differentiating competencies are those characteristics which differentiate
effectively
Superior performers from average performers.

(V) METHODS OF IDENTIFYING COMPETENCIES

methods for competency analysis. Some of them

There are very large number of
a
have been used for job analysis over the ages. There are also a great number of proprietary
are the Repertory Grid method as developed by
methods. (a) The more popular methods There are also the common
George Kelly, for the identification of personal constructs. (b)
method as well as the (c) Behavioural Event
methods of job analysis like the Critical Incident
nterview (BEI) as developed by the consulting organisation Hay McBer. All these methods
results in its own mode. However, there
nave their own pros and cons and each produces results.
perfect (d) ldentification of competencies
no single way that produces consistently the of 360 degree feedback. (e) A flexible
Various job positions can be done withof thehelp situation, is probably the one that works
ution, which reacts to the requirements exhibited respondents in the job analysis.
I t is necessary to get to the basic behaviours
iE method-which is used successfully-is a modified version of the BEI
 Strategic Human esource
230 Management
Competencies as characteristic of
an individual that can he .
A competency may be described
These, typically, are characteristics that enahio
to predict outstanding performance in a job.
situations and with hat
behaviour more often, in more
pertormers to demonstrate critical requirements, work culture ad
results. The key drivers in determining competencies strategic
are

is a broad variety
of strategic requirements and wo
role requirements. Since, usually, there
the primary driver of competencies become r
cultures in current-day organisations, Scale of scope and
normally operate on an increasing
requirements. These role requirements to a leader.
ranging from executor, through specialist,
complexity
However, just being different is not enough. With competition rising up we have o
better and faster than the competitor, In
choice but to execute our development strategies
that share the honours for creating amazing strategiee
fact, one can list many organisations
A few are however credited
with flawlessly executing them. Outstanding organisations
available talent and resources. This is possible only hu
achieve great things with generally
that is evergreen and always in demand. It has
chtie execution. And this is one competency
indeed become a metacompetency.

Metacompetencies
collective of effective preparation and execution of learmed
expression
Competencies are a
a linear programme. For example, let us look at the
skills and behaviour. Generally, this is
are required from marketing, which
in turn, wouid
process of product development. Inputs then to production.
This is passed on to the designers and on
get it from customer services.
Almost like passing the parcel it happens like a relay.
neither linear in acquisition nor in execution.
Metacompetencies, on the other hand, are
The product development professionals will need to work upfront.
certain frameworks also
While competency-based development goes a long way,
the much-required behavioural traits in an organisation. This
propose "learnability" as one of
execute full circles, e.g., close
primarily links business objectives with process objectives, helpdues as
sales cycles with not just registered nominations but collected well, as so on and so
and match them
forth. Subsequently, organisations would need to identify their key thrust roles
with the key competencies identified. This could then be sustained and enhanced through
coaching and mentoring.
Organisations may collaborate in such metacompetency environment to achieve goals
and then delink again making for yet another breakthrough. These ideas, integrated, provide
the design of how successful organisations world-wide tend to enhance organisational,
individual, and group competencies that lead to world class performance Systems an
act as the
processes simply serve the purpose of channelising employee performance. They
guiding beacon.
From an OD point of view, organisations will continue to refine and enhance five key
metacompetencies: strategic business planning, process orientation, performance managemeng
knowledge management and enterprise leadership.
Organisations undertake competency development to constantly enhance their capabilities
to be able to effectively perform their tasks and responsibilities. The majority of competeney
development occurs through practical hands-on experience in the form of variety o
assignments.
 ompetency M a
Mapping and Development
231

ding to Radha K.
Ac

model is Sharma,
"Identification of competencies and developmen
competency a Specialized task. The best way to identify a competency/
is through behavioural event
Ceter1Sed on the maivia ual and their interviews (BED which is a form of structure red
orview data is collected on sample competencies rather than on the tas. hrough
inter

of frustration when a personbehaviour leading to success in a role or behaviour

this meth

ng e failed to achieve what roe ortise in

needed which focuses on thoughts, one wanted to.
Expertise
feelings, behaviour and outc
usingBEI
comes to identify
patterns o f intentional behaviour
leading
p-star pertormers and average
to star
performance. A comparison of the tw
performers throws up the data on how the
t r e m e g r o u p - s t a r

fer on pertormance criteria in a

particular job/role in a particular organisation.
oroupstification of
competencies for various job positions
be done with the help of
ac dhack in which the
employee, his supervisor, subordinates and
can

360 a mpetencies which differentiate star

identify competencies
peers
a 5 or 7 point Scale can
performers
be assigned
from average formers. Their
pertor
ratings
on

i t h the scores given

with
weightages and these weightages can De
multiplied w
by them to get the final score
ld be collected on other competencies required for the for
data, would
job aposition. Based Similarly,
competency. on these
competencies could be ranked in order of importance for particular job position. a
if an
However, if an organisation is aware of its
ver,
competency requirements for various level jobs,
can straigh ghtaway go for assessment centre approach."
it

FIGURE 2
Metacompetency Cluster

Context Execution

Strategic thinking Results orientation

Systems thinking Collaborative decision-making
Action orientation

Understanding the Business

Leadership

Champion's business orientations

Coaching and mentoring
Positive influencing
232
Strategic Human Resource Managemen

carried out for any of the foll.

The competency-based assessment can be
ollowing
objectives:
individual and organisational growth,
with business growth,
strategic alignment of competencies
selection for job or culture fit,
succession planning, and
career planning of

training and development.

assessment of an individual's knowledge

is and skill :

In competency-based assessment,
the workplace or other relevant contexts. The Droc
based on demonstration of these in The person also collects evidenco
the competency standard.
begins with self-assessment against and reference to demonstrate the competence. This is
in the form of certificates, letters reviews individual's self-assessment
an assessor who
followed by workplace assessment by
him. This is further followed by interview and observation of
and the evidence produced by
in the specified job?
the skills performed by the individual

FiGURE 3
Assessment
Process of Competency-based

1.
Self
Assessment

5
Reassessment 2
or Workplace
Assessment
Certification

4. 3
Feedback, ldentification
Learning and of Competency
Development Gaps
 and Development 233
CY Mapping
Compelency

cOMPETENCY MA
MAPPING

to
(a) Competency mapping the competencies required
is the process
of identification of
successfully a given job or role or a set of tasks, at a given point of time. It consists
the
job activities and identifying
pertorm

ing a given role or

into its constituent tasks or
attitude, skills,
(technical, managerial, behavioural, conceptual
b r e a

an
m p e t e n c i e s
knowledge,
etc.) neede
to perform the same successfully.
assessment is the assessment of the extent to which a given individual or
b) Competency
individuals possess these competencies required by a given role or set of roles or
individuals

set of tne
a
evels
centres use multiple methods and multiple assessors to assess
f roles. Assessmentindividual
encies of
or a given a
group of individuals.

Mapping Competencies
Methods of a very large number of methods for competency analysis. Some
of them
(a) There are
number of proprietary
ave been
used tor job analysis Over the ages. There are also a great
are the Repertory Grid method as developed by George
oethods. The more popularotmethods constructs. There are also the common methods of job
ol for the identification personal lnterview (BEI) as
as the Behavioural Event
naiysis like the Critical Incident method as well
Hay McBer. All these methods have their
own pros
developed by the consulting organisation that
results in its own mode. However, there is no single way
and cons and each produces results. A flexible solution, which reacts to the requirements
of
nroduces consistently perfect to the basic
the one that works best. It is necessary to get
the situation, is probably in the job analysis. One method which has
been used
behaviours exhibited respondents
of the BEL.
sucesfullyis a moditied version
are used in combination for competency mapping
b) The following methods
Interviews

Group work
Task forces
Task analysis workshops
Questionnaire
Use of job descriptions
Performance appraisal formats
KRAs and attributes

complex. Some of
(c) How are they identified?: The process of identification is not very
the methods are given below:

the role to list the tasks to be

Simply ask each person who is currently performing
the knowledge, attitudes, and skills
performed by him one by one, and identify
required to perform each of these.
Consolidate the list.
role set group or a special task torce constituted for that role.
Present it to a

Edit and finalize.

 234 Strategic Human Resource
Managernent
role. The task force should consist of
Alternately appointa task force for each
.

current incumbents of that role who are performing it well, the reporting and reviei sorne
officers of that role, some of the past role incumbents who have successfully performed th
role. Make sure that the task force consists of at least one or more members who have so
e
understanding of the competencies and the nature of the competencies.
(d) Some Tips on How to do Competency Mapping: The following are some of the tins
to
do competency mapping at low cost:

Pick up a job or a role that is relatively well understood by all individuals in ie

company. Work out for this role and give it as an illustration. For example, sales
executive, production supervisor, assistant HR manager, receptionist, transport
manager, PR manager, etc. are known to all and easy to profile.
Work out competencies for this role, if necessary, with the help of job analvsis
specialist or an internal member who has the knowledge of competency mapping
this as an illustration.
Prepare
Circulate these others and ask various departments to do it on their own.
done by others.
Circulate samples of competencies
Ilustrate knowledge, attitudes, skills, values, etc.
Choose a sample that does not use jargons.
Explain the purpose.
Interview of past successful job-holders' helps.
. Current incumbent who are doing a good job along with their reporting officers is
a good enough team in most cases.
Once prepared even on the basis of one or two individuals inputs circulate to other
role set members.

(VI) DEVELOPING AND ASSESSING COMPETENCIES OF OTHERS

Users are, on the whole, confident they can assess and develop their own
competencies. However, developing interpersonal skills and coaching staff in the use of
competencies present the most challenge to employers. It may involve the following steps:

Explain what each competency means,

Coach staff in the use of
competency,
Decide which competencies are critical
for job
Give feedback on competency
performance,
Acquire specialist competencies,
Gather evidence of
competencies,
Match behaviour with each
competency,
Justily assessment of competency, and
Help others develop own
competency.
Organisations undertake competency development to constantly enhance their
to be able to effectively perform their tasks and responsibilities. The majority ot capabine
compee
 Competency Mappin Mapping and Development
235

Occurs through practical hands-on

experience in the form of variety of
development

ents.

5sigThere Wh
focus 1s
on development, the assessors provides feedback to the individual The
note
assessor keeps a
of areas requiring development. With the help of this, a
the individual is prepared. Companies differ in approach for developmet
petency-based
planent and it 1s linked to the objective of assessment. However, the approach olves
the llowing process model.
aroun
can be
developed through various methods
Competencies
learning
any source, i.e. books, journals, CD-ROM, internet, (b) including-(a) Open
Action learning through real
through

throork-projects, (c) Accelerated learning through situation handling, and (d) Distance
life
be from
arning from universities, etc. Individual has to
identify his own competency needs. More
htened organisations will, of Course, provide resources such as finance, time and1
p r o g r a m m e s .

REFERENCES
Nitin Sawardekar, Assessment Cerntres, Response Books, New Delhi
Capital, New Delhi, 2002.
Human
Radha R.
June,
Sharma,
2003 Assewsment and Development Centre as Toos for Competency Devekopuent, IITD Journal, January-