Competency Mapping Telco

KARNATAK UNIVERSITY DHARWAD KARNATAK UNIVERSITY DHARWAD
K.L.E SOCIETYS K.L.E SOCIETYS

INSTITUTE OF MANAGEMENT STUDIES AND RESEARCH INSTITUTE OF MANAGEMENT STUDIES AND RESEARCH
MASTER OF BUSINESS ADMINISTRATION MASTER OF BUSINESS ADMINISTRATION
A project Report on
AT
Telco Construction Equipment Company Limited Telco Construction Equipment Company Limited
Belur Industrial Estate Belur Industrial Estate
2007-08 2007-08
nder T!e "uidance o#
Dr. M. M. Bagali Dr. M. M. Bagali
HR Facul! HR Facul!
KLES" IMSR KLES" IMSR
$u%mitted %y&
Deepti Guttal Deepti Guttal
E#a$i%ai&% N&' MBA()((*(*+ E#a$i%ai&% N&' MBA()((*(*+
Telco Construction Equipment Company Ltd Telco Construction Equipment Company Ltd. .
PAGE II
KLESS INSTITUTE OF MANAGEMENT STUDIES AND RESEARCH HUBLI MCP 4TH SEM
Recognized by AICTE, New Delhi,
affiliated to Karnatak Univerity,
Dharwad
E!ail" klei!r#yahoo$co!
%ebite" www$klei!r$org
'(L(E( $ociety)s
INSTITUTE OF MANAGEMENT STUDIES and RESEARCH
I&'R CA&(U', )ID*ANA+AR, ,U-.I/012234 5Karnataka 'tate6
(hone 5o6 " 2137/8399:77
Tel;<a=" 2137/839737>
Director 5off6" 2137/7071>:3
(lace!ent" 2137/38>1>:3
Re#( *o & 'LE$-I+$R, & -ate&
Certificate
This is to certify that,
Ms Deepti R
Ms Deepti R
Guttal
Guttal
has done major concurrent project- 2008 under the title of
Competency Mapping
Competency Mapping
as a part of Second year of MBA from KA!ATAK "!#$%S#T&, 'har(ad
durin) year 200*-08+
,er e-amination Seat !o. MBA06002021
.......+
#nternal /uide
K+0+%+Sy1s, #+M+S+
,u2li
.......+
'irector
K+0+%+Sy1s, #+M+S+
,u2li
PAGE III
PAGE IV
DECLARATI ON

I DEE,TI GUTTAL -.r. /! 0.clar. -a -. 1r&2.c il.0
Competency Mapping a Telco Construction Equipment
Company Ltd. Su/$i.0 /! $. 3&r -. a4ar0 &3 -. 1&"
gra0uai&% 0.gr.. Master of Business Administration /!
Kar%aa5 U%i6.r"i!7 D-ar4a0 i" $! &rigi%al 4&r5 a%0 i" %&
"u/$i.0 .l".4-.r. 3&r a4ar0 &3 a%! 0.gr.. &r 0i1l&$a.
DEE,TI GUTTAL
Da.'
,lac.' Hu/li M.B.A IV S.$.".r
PAGE V
ACKNOWLEDGEMENT
T!e satis#action and eup!oria t!at accompanies t!e success#ul
completion o# any tas. /ould %e incomplete /it!out t!an.in0 people /!o
made it possi%le( +any are responsi%le #or t!e .no/led0e and e1perience I
!a2e 0ained durin0 my +ajor Concurrent 3roject(
I /ould li.e to e1press my pro#ound sense o# 0ratitude to our Esteemed
I,C -irector and my internal 0uide Dr. M. M. Bagali4 #or !is complete support4
encoura0ement and 0uidance durin0 my entire project(
I also /ould li.e to a2ail t!is opportunity to t!an. Mr. A"i M&ric. Mi%2
Asst mana0er 5uman Resource and Mr.A"-i"- S-ar$a mana0er 5uman
Resource TELCO #or pro2idin0 me an opportunity to carry out t!e project and
e1tendin0 t!eir 2alua%le 0uidance and complete support durin0 t!is entire
duration(
+y sincere t!an.s to all t!e employees o# Telco /!o in spite o# t!eir
%usy sc!edules accommodated me #or one to one interactions to collect my
primary data(
And I also t!an. my 3arents and 6amily #or t!eir co-operation and !elp(
PAGE VI
TABLE OF CONTENTS
EXECUTIVE SUMMARY.................................................................................................................................................. 1
?b@ective $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 3
'tate!ent of Aroble! $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 3
Utility of the tBdy $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 3
.i!itation$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 3
ConlBion$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ :
COMPETENCY MAPPING .............................................................................................................................................. 5
Co!Aetency $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 7
Different tyAe of co!Aetency$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 9
Co!Aetency !aAAing $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 1
I!Aortance of co!Aetency !aAAing $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ >
Co!Aetency !aAAing in cBrrent cenario $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 42
.inking co!Aetency !aAAing to Aerfor!ance !anage!ent" The new (aradig!$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$48
Co!Aetency !aAAing +aA analyi Aroce$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 43
-enefit$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 4:
Co!Aetency !aAAing a varioB ,R& activitie$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 47
)alBe addition for organization$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 49
)alBe addition for e!Aloyee$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 49
-enefit of Bing Co!Aetency baed 'election 'yte!$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 41
-enefit of Bing Co!Aetency baed Training and DeveloA!ent yte!$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 41
-enefit of Bing Co!Aetency baed (erfor!ance AAAraial yte!$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 41
-enefit of Bing Co!Aetency baed 'Bcceion (lanning 'yte!$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 4>
METHODOLOGY ........................................................................................................................................................ 20
Co!Aetency !aAAing of e!Aloyee at Telco $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 84
COMPANY PROFILE.................................................................................................................................................... 24
Dharwad Alant$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 80
-rief of Dharwad !anBfactBring Bnit$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 87
)iion and &iion tate!ent of Telco$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 87
Telco CBality Aolicy $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 89
Telco (hilooAhy and )alBe $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 89
T(& Aolicy$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 81
Telco (/D/C/A/I cycle$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 81
(rodBct of Telco$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 8>
Co!Aetitor of Telco$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 32
<oreign )endor of Telco $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 34
.ocal vendor of Telco$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 38
,B!an ReoBrce (olicie at Telco$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 38
AboBt the (rodBction DeAart!ent $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 37
ANALYSIS ................................................................................................................................................................ 3
(roble! $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ :2
+aA Analyi$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ :4
Co!Aarative analyi$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 423
<inal ReBlt of the Aider chart and co!Aarative analyi in hort$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 42>
<inding and Reco!!endation $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 42>
ConclBion $$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 448
ANNEXURE ............................................................................................................................................................. 115
&aAAing for!at$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 447
Analyi Te!Alate$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 449
'('' C?DIN+ ',EET$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$ 441
PAGE 1
EXECUTIVE SUMMARY
EXECUTIVE SUMMARY
PAGE 2

The project is all a2out mappin) the competency of the floor employees of
Telco construction %3uipment Company 0td+ Competency mappin) has 2ecome the
latest 2u44(ord for many or)ani4ations as more and more of them are applyin) this
concept for trainin), career de5elopment and selection of their employees+ The chan)e
in the ideolo)y of the or)ani4ations can 2e attri2uted to the chan)e in the (or6
culture, en5ironment, as (ell as )ro(in) competition amon) companies+
Competency mappin) ena2les the or)ani4ation to lin6 selection, trainin)
process (ith de5elopment and future 2usiness strate)y+ The process of competency
mappin) also helps the or)ani4ation to understand (hat constitutes superior
performance and pro5ides a frame(or6 for superior performance+ #t ena2les to
esta2lish measurements that ma6e a difference in performance le5els+ Competencies
mappin) are 2ecomin) a fre3uently-used and (ritten-a2out 5ehicle for or)ani4ational
applications such as
'efinin) the factors for success in jo2s and (or6 roles (ithin the
or)ani4ation
Assessin) the current performance and future de5elopment needs of
persons holdin) jo2s and roles
Mappin) succession possi2ilities for employees (ithin the
or)ani4ation
Selectin) applicants for open positions, usin) competency-2ased
inter5ie(in) techni3ue
PAGE 3
# ha5e carried out the competency mappin) for 788 floor employee of Telco
construction %3uipment Company 0td +Competency mappin) includes )ap analysis of
all floor employees and # ha5e su))ested the impro5ement areas re3uired for
employees+ This analysis )i5es the information a2out (hich employee lac6s in (hich
s6ill set+ 9roject (or6 also includes the s6ill set and shop (ise analysis of the floor
employees+ This analysis )i5es the information a2out the a5era)e s6ill set distri2ution
in all the shops+ :ith the assistance and the )uidance of the human resource officials
and also hither to modifications su))ested 2y our )uide Dr M. M. Bagal and also as
per the (ell defined or)ani4ation o2jecti5es and policies re)ardin) competency
mappin) the format (ere desi)ned and necessary rele5ant data are procured from
employees (ith one to one interaction+
OB!ECTIVES OB!ECTIVES
To identify the competency le5el of shop floor employees across
or)ani4ation and compare it (ith the e-pected company standards+
To recommend some impro5ement areas for the shop floor employees
in 2uildin) competency that are re3uired+
STATEMENT OF "ROBLEM STATEMENT OF "ROBLEM
The company (as not ha5in) the information of floor employees re)ardin) the
current capa2ilities in the 5arious s6ills re3uired to perform the jo2+ ,ence the study
of competency mappin) is 2ein) carried out+
UTILITY OF T#E STUDY UTILITY OF T#E STUDY
The competency mappin) helps to identify current capa2ilities of the
employee+ Also pro5ides an opportunity for employees to assess their s6ill set+ The
analysis helps the or)ani4ation to de5ice trainin) pro)ram and jo2 rotation policies+
LIMITATIONS LIMITATIONS
Samplin) data is only ;0< of the total stren)th of the Telco 'har(ad
facility+
PAGE 4
:or6 load in fe( floors did not allo( detailed interaction 2ut samplin)
data (as accurate to the super5isor1s prudence+
CONLUSION CONLUSION
There is a )ap in s6ill sets 2et(een the company set standards and (hat the
floor employees possess+ There are fe( trainin) pro)rams for the employees to help
them understand the concepts 2ehind different s6ill sets+ #t (ould help to desi)n the
trainin) pro)ram and ma6e mandatory schedule for all employees to attend them+ =e(
other measures li6e seniors mentorin) the junior )roups and jo2 rotation should also
help+
The action plan and recommendations su))ested (ill help the company to
desi)n the 5arious trainin) pro)rams and plans for each floor employees in Telco+
PAGE 5
COM"ETENCY MA""ING
COM"ETENCY MA""ING
PAGE 6
#n this a)e of )lo2ali4ation, , department plays si)nificant role to meet the
challen)es of competiti5eness and to de5elop a re3uired 3uality oriented performers+
So, tool of competency mappin) measures a clear picture of e5ery incum2ent in the
or)ani4ation+
, has put a step to introduce a system of competency mappin) of each role
and it should 2e lien to performance mana)ement system in the or)ani4ation+ :ith
this system measure the present potential of the jo2> role holder, identify ? analy4e
the )ap, 2rid)e the )ap 2y )i5in) learnin) ? de5elopment input in the identified areas
and a)ain e-amine the competency, find out (hether it reaches to the standard
competency
The process insures that employees ha5e the opportunity to identify 2oth their
areas of stren)th and opportunity for impro5ement, (hich allo(s them to prepare an
indi5idual learnin) and de5elopment plan+ #t helps to moti5ate the 2est and de5elop
the rest (hich is a (in-(in situation for e5eryone
Therefore, , department use and implement this tool of competency
mappin) for the o5er tool of competency mappin) for the o5er )ro(th of 2usiness
COM"ETENCY COM"ETENCY
Competency is a practical a2ility that is informed to some de)ree 2y
theoretical understandin)@ this is a much 2etter model for assessment than any purely
conceptual model+ Competencies are the s6ills and a2ilities of an indi5idual that result
in 2etter performance in )i5en area
#t can 2e defined as ACom2ination of 6no(led)e, s6ills, attitude and
personality of an indi5idual as applied to a role or jo2 in the conte-t of the present and
future en5ironment that accounts for sustained success (ithin the frame(or6 of
or)ani4ation 5alues+
Competency can also 2e referred as Aa cluster of related 6no(led)e, attri2utes,
s6ills and other personal characteristics thatB
PAGE 7
Affects a major part of one1s jo2
Correlates (ith performance on the jo2
Can 2e measured a)ainst (ell esta2lish standards
Can 2e impro5ed 5ia trainin) and de5elopment
DIFFERENT TY"ES OF COM"ETENCY DIFFERENT TY"ES OF COM"ETENCY
El$%$&'al (r Ta)* +(%,$'$&+- El$%$&'al (r Ta)* +(%,$'$&+-
%lemental or tas6 competency is an a2ility to do a particular type of tas6+ A
jo2 consists of many different types of tas6s, thus re3uirin) different elemental
competencies+ The elemental competencies can 2e standardi4ed, precisely
differentiated, de5eloped into a model across the or)ani4ation, and are easier to
identify, study, understand, map, assess and de5elop+
/enerally the competencies that (e tal6 in , are the elemental
competencies+
B$.a/(ral (r "$r)(&al +(%,$'$&+- B$.a/(ral (r "$r)(&al +(%,$'$&+-
"nderlyin) performance characteristics of indi5iduals (hich they 2rin) to
(or6+ #t includes interpersonal, leadership, analytical and achie5ement orientation
attri2utes
T.r$).(l0 a&0 ,$r1(r%a&+$ +(%,$'$&+- T.r$).(l0 a&0 ,$r1(r%a&+$ +(%,$'$&+-
Boyat4is C7;82D made the distinction 2et(een the t(o+ The former does not
ma6e any distinction 2et(een hi)h and lo( performance 2ut are the 2asic
competencies to do a jo2+ 9erformance competencies ma6e this distinction+
PAGE 8
S2r1a+$ +(%,$'$&+$) S2r1a+$ +(%,$'$&+$)
#t may 2e mentioned that competencies e-ist at 2oth the surface as also at the
core personality le5el+ The surface le5el competencies of 6no(led)e and s6ills are
5isi2le in one1s 2eha5ior or performance and can 2e de5eloped (ith appropriate
trainin) and de5elopment+ ,o(e5er, the core moti5es and trait competencies reside
deep (ithin us and are difficult to understand, measure and de5elop+ Since these are
lar)e in num2er, one needs to focus on specific moti5es and traits (ith a 5ie( to
de5elopin) them in a cost effecti5e manner+ ,o(e5er, self concept lies some(here
2et(een surface and core competencies+ The competencies lyin) deep (ithin can 2e
de5eloped o5er a lon)er period of time 2y appropriate jo2 placement of the employee
(hich (ill offer him opportunities to de5elop these competencies for future senior
roles+ #t has often 2een o2ser5ed that one1s 2est performance is dri5en 2y core
competencies rather than tas6 related s6ills and 6no(led)e, (hich )oes to sho( that
selection on the 2asis of 3ualifications or s6ills alone (ill not ensure a candidate1s
2est performance+
COM"ETENCY MA""ING COM"ETENCY MA""ING
Competency Mappin) is the process of identifyin) the competencies re3uired
to perform a jo2 or role successfully and>or a jo2 incorporatin) those competencies
throu)hout the 5arious process Ci+e+ jo2 e5aluation, trainin), recruitmentD of the
or)ani4ation+
Competency mappin) is identified in the or)ani4ation Competencies can 2e
identified 2y one of more of the follo(in) cate)ory of people@ %-perts, ,
Specialists, Eo2 analysts, 9sycholo)ists, #ndustrial %n)ineers etc+ in consultation (ith@
0ine Mana)ers, Current ? 9ast ole holders, Super5isin) Seniors, eportin) and
e5ie(in) Ffficers, #nternal Customers, Su2ordinates of the role holders and Fther
role set mem2ers of the role Cthose (ho ha5e e-pectations from the role holder and
(ho interact (ith h him>herD+
PAGE 9
VARIOUS MET#ODOLOGIES USED FOR VARIOUS MET#ODOLOGIES USED FOR
COM"ETENCY MA""ING COM"ETENCY MA""ING
The follo(in) methods are used in for competency mappin)@
#nter5ie(s
/roup (or6
Tas6 =orces
Tas6 Analysis (or6shops
Guestionnaire
"se of Eo2 descriptions
9erformance Appraisal =ormat
IM"ORTANCE OF COM"ETENCY MA""ING IM"ORTANCE OF COM"ETENCY MA""ING
Structured and documented procedures pro5ide con5enience in
recruitment there2y reducin) time and employee cost+
9redefined criteria eliminate chances of (ron) recruitment, there2y
reducin) time and employee cost+
The or)ani4ation has a ready Hre6oner of s6ill in5entory> mana)ement
in5entory
Trainin) need identification 2ecomes clear and precise+
,elps in 2enchmar6in) the standards+
/ains a clearer sense of true mar6eta2ility in today1s jo2 mar6etB once
the indi5idual 6no(s ho( his>her competencies compare to those that are
as6ed for 2y the jo2 mar6et in 6ey positions of the interest+
PAGE 1
9rojects an appearance as a Acuttin) ed)eI and (ell-prepared
candidates, (ho has ta6en the time to learn a2out competencies, in5esti)ate
those in demand, and map his>her o(n competencies prior to inter5ie(in)+
'e5elops the capa2ility to compare one1s actual competencies to an
or)ani4ation or position1s re3uired> preferred competencies in order to create
an indi5idual de5elopment plan+
COM"ETENCY MA""ING IN CURRENT SCENARIO COM"ETENCY MA""ING IN CURRENT SCENARIO
:hen (e tal6 a2out a lo( cost in 5arious factors of production, in particular
machine, material, man, etc+ Man i+e+ human resource is an important and 5alua2le
asset of any or)ani4ation and that to competent and s6illed human resource is more
5alua2le in this a)e of )lo2ali4ation (here economic de5elopment ta6e place 2y
understandin) of competiti5eness and total 3uality mana)ement+ ,ere competent
human resource means find the ri)ht people for the ri)ht jo2+ :ho 6no(s his (or6
and sho( his (or6 in the (ay of re3uired performance+ #n re3uired performance
includes )i5en tas6, acti5ity, or role successfully can 2e considered as competency+
Competency may ta6e the follo(in) form@ 6no(led)e, attitude, s6ill or other
characteristics of an indi5idual includes@ moti5es, 5alues, self concepts etc+
Competencies may 2e classified in follo(in) four areas@ Technical,
Mana)erial, ,uman and Conceptual+ Competency mappin) is process of identifyin)
6ey competencies for a particular position in an or)ani4ation and it helps to identify
the success criteria in particular 2eha5ioral standards of performance e-cellence,
re3uired for indi5idual to 2e successful in their roles+ #n competency mappin) all
details of the 2eha5iors Co2ser5a2le, specific, measura2le, etc+D to 2e sho(n 2y the
person performin) that role are specified+
:hen (e tal6 a2out performance it means 2asic s6ill J attitude
Kperformance+ #n performance, it is considered that (ho e5er is performin) role is
ha5in) 2asic s6ills of his speciali4ed area 2ut he is lac6in) 700< attitude and other
2eha5ioral aspects+
PAGE 11
These aspects are 5ery Challen)in) and chan)in) time- to-time,
unpredicta2le+ Therefore, (e ha5e to de5elop and tie up this area (ith effecti5e
learnin) applyin) traditional as (ell as modern methods to enhance the le5el of
understandin), communication, interpersonal relationship, team(or6, decision
ma6in) and leadership (hich ultimately leads to 700< positi5e attitude
As it is said 2asic s6ill J attitude Kperformance (ill 2e match (ith
or)ani4ational )oals and this (ill 2rin) major chan)es in the or)ani4ational (hich
(ill help to 2it the challen)es and competition of the )lo2ali4ation+
#n this a)e of )lo2ali4ation, , department plays si)nificant role to meet the
challen)es of competiti5eness and to de5elop a re3uired 3uality oriented performers+
So, tool of competency mappin) measures a clear picture of e5ery incum2ent in the
or)ani4ation +, has to put a step to each role and it should 2e alien to performance
mana)ement system in the or)ani4ation+ :ith this system, measure the present
potential of the jo2> role holder, identify and analy4e the )ap, 2rid)e the )ap 2y )i5in)
learnin) and de5elopment input in the identified areas and a)ain e-amine the
competency, find out (hether it reaches to the standard competency le5el or not that
should 2e e-amined+
The process insures that employees ha5e the opportunity to identify 2oth their
areas of stren)th and opportunities for impro5ement, (hich allo(s them to prepare an
indi5idual learnin) and de5elopment plan+ #t helps in many (ays li6e jo2 e5aluation,
recruitment, trainin) and de5elopment, performance mana)ement, succession
plannin), talent induction, mana)ement de5elopment and importantly it helps to
moti5ate the 2est and de5elop the rest (hich is a (in-(in situation for e5eryone+
Therefore, , department must use and implement this tool of competency
mappin) for the o5er all )ro(th of the 2usiness althou)h it re3uires lot of time,
dedication and money+
PAGE 12
LINKING COM"ETENCY MA""ING TO "ERFORMANCE LINKING COM"ETENCY MA""ING TO "ERFORMANCE
MANAGEMENT MANAGEMENT3 3 T#E NEW "ARADIGM T#E NEW "ARADIGM
Today or)ani4ations reco)ni4e that they carry out their 2usiness throu)h
people and they are truly their most 5alua2le resource+ F5er the last 70years
competency mappin) has )enerated a lot of interest as 6ey element and measure the
human performance+ Competency mappin) is the adjunct to 6no(led)e mana)ement
and other or)ani4ational initiati5es+ #t consistently measure and assesses indi5idual
and team performance as it relates to the e-pectations of the or)ani4ation and its
customers+ #t is used to identify 6ey attri2utes-6no(led)e, s6ills, and 2eha5ioral
attri2utes that are re3uired to perform effecti5ely in a jo2 classification or an
identified process+
Competency mappin) ju-taposes t(o sets of data+ Fne set of data is 2ased on
or)ani4ational (or6flo( and processes and the other set of data is 2ased on indi5idual
and team performance capa2ilities+ Competency mappin) aids in definin) the success
in a jo2 and (or6 roles (ithin the or)ani4ation+ Therefore, the outputs are lin6ed to
indi5idual competencies of the employees+
By referrin) to forecasted outputs as outlined in performance plan of the
employees, decisions can 2e made as to ho( to 2est mana)e, e5aluate and de5elop
employee performance and compensate indi5iduals 2ased on their demonstrated
performance+ ,o(e5er, forecastin) of output is dependent on the follo(in) factors@
%-pected or)ani4ational performance is defined
:or6force competencies are defined@ e-plicitly and implicitly
Contri2ution of employees to or)ani4ational performance is defined as
(or6force competencies
#nstructional competencies are de5eloped from (or6force
competencies to ena2le assessment of need and the de5elopment of rele5ant
trainin)
#ndi5idual s6ills>assets influence indi5idual performance
PAGE 13
The challen)e for or)ani4ation today is no lon)er simply (or6force
comple-ities 2ut also to mana)e chan)in) needs of employee competency+ Mappin)
competency on an or)ani4ational 2asis (ill pro5ide a means for pinpointin) the most
critical competencies for the or)ani4ational success+ They are main factors that
determine foundation of re3uired (hether an employee (ill 2e a2le to perform (ell+
Competency mappin) helps in esta2lishin) lin6 2et(een indi5idual competencies and
or)ani4ational strate)ies and )oals+
Thus competency mappin) is an essential aid for impro5in) performance as
competency mappin) can 2e foundation for ali)nin) (or6flo( and process outputs
(ith critical customer re3uirements (ith a foundation of re3uired employee attri2utes
and competencies
COM"ETENCY MA""ING GA" ANALYSIS "ROCESS COM"ETENCY MA""ING GA" ANALYSIS "ROCESS
The indi5idual o2jecti5es also 6no(n as 6ey performance area are esta2lished
2efore the process starts+ Team mem2ers (ith the support of department heads
complete the process e5ery year (ith the support from the ,+ =i-in) upon the 6ey
performance area play a major role (hile doin) the performance appraisal+ #t acts as
an important means for doin) indi5idual succession plannin), (here performance is
re5ie(ed a)ainst o2jecti5es further )oals are planned, e-pectation are con5eyed, feed
2ac6 is )i5en and performance re5ie( meetin) is conducted+
#n order to create competency profile and competency de5elopment
plan, indi5idual o2jecti5es are first esta2lished for all employees+ The indi5idual
o2jects are ali)ned (ith the 2usiness plan+ %fforts are made to ensure that employees
can easily follo( the lin6 2et(een company o2jecti5es and their o(n o2jecti5es or
)oals+ This is 5ital so that e5eryone (or6s to(ards the same o2jecti5e+ #t also
moti5ates people and helps them see ho( their o2jecti5es are ali)ned (ith the
companies1 o2jecti5es+
PAGE 14
/ap analysis helps to determine the )ap 2et(een the desired le5el of
competency and the actual present le5el of competency+ That is sho(n (hile
performin) on their jo2+ The 2ac6 2one of )ap analysis on an indi5idual le5el is the
6ey performance area settin)+ Key performance area need to 2e set for all the position
in the or)ani4ation+ Keepin) in mind the fast chan)es in the industrial en5ironment,
the profile needs to 2e fle-i2le and easy to adapt to different situations and jo2s+
The )ap analysis consists of 8 main steps+ =irst comes the 6ey performance
area settin)+ The mana)er and the team mem2ers to)ether re5ie( the jo2 description
and indi5idual o2jecti5e for the comin) year+ Based on this re5ie(, the 6ey
performance areas are set and hence, competency 2ased profile is prepared+ =our to
fi5e critical competencies necessary to succeed in the jo2 are identified+
At the ne-t sta)e, competency le5els are assessed+ The desired le5el for each
competency is determined 2y the mana)er 2ased on inputs from the 2usiness plan,
composition of the team, jo2 description and indi5idual o2jecti5e+ =inally the team
mem2ers and the mana)er discuss and reach a consensus on the present le5el for each
competence+ #t is important that this is the consensus decision and the )ap differences
are defined and a)reed upon+
BENEFITS BENEFITS
%mployee competency map is a 5ery useful document and can 2e used for the
follo(in) applications+
1. Candidate appraisal for recruitment
2. %mployee potential appraisal for promotion or functional shift
3. %mployee trainin) need identification
4. %mployee performance dia)nostics
5. %mployee self de5elopment initiati5es
PAGE 15
1. Ca&00a'$ a,,ra)al 1(r r$+r2'%$&' 1. Ca&00a'$ a,,ra)al 1(r r$+r2'%$&'
Selection of candidates for employment is 5ery important decisions for any
or)ani4ation+ A (ron) selection costs the or)ani4ation in terms of recruitment costs,
efforts, time and opportunity+ :hereas landin) into unsuita2le jo2 is 5ery painful and
unsettlin) e-perience for the candidate+ Eo2 position competency map pro5ides clear
)uidelines and relia2le process for selection+
Competency map for the jo2 position and Assessment of candidate1s for the
re3uired competencies )i5es comparati5ely relia2le indication a2out suita2ility of the
candidate+ The assessment also pro5ides )uidelines on the trainin) needs for the
candidate if selected for the position+
2. E%,l(-$$ ,('$&'al a,,ra)al 1(r ,r(%('(& (r 12&+'(&al ).1' 2. E%,l(-$$ ,('$&'al a,,ra)al 1(r ,r(%('(& (r 12&+'(&al ).1'
%5ery Eo2 position re3uires different set of competency and hence an
e-cellent performer in junior position may not necessarily perform to the e-pectations
(hen promoted to a senior position+ Also an a5era)e performer in a junior position
may turn into a star performer (hen promoted to senior position+ Similarly a
successful person in one department may turn out to 2e unsatisfactory in another
department and also a not so competent person in one department may )i5e e-cellent
results in other department
,ence departmental shifts and promotions need careful assessment of the
competencies of the person (ith respect to the re3uired competencies of the ne(
position+ #t is recommended to assess core competencies for the promotion or
functional shifts+
4. E%,l(-$$ 'ra&&g &$$0 0$&'1+a'(& 4. E%,l(-$$ 'ra&&g &$$0 0$&'1+a'(&
Competency mappin) and assessment pro5ides clear indication of employee1s
de5elopmental needs+ Candidate (ea6ness (ith respect to the re3uired competencies
disco5ered in the assessment sho(s opportunity for de5elopment of the candidate+
%mployee competency assessment can 2e conducted periodically, prefera2ly alon)
(ith performance appraisal, to identify de5elopmental needs of e5ery employee+
PAGE 16
As competency 2ased trainin) need identification has direct relation (ith the
employee performance, effecti5eness of trainin) can directly 2e )au)ed throu)h the
assessment of performance and competencies+
5. E%,l(-$$ ,$r1(r%a&+$ 0ag&()'+) 5. E%,l(-$$ ,$r1(r%a&+$ 0ag&()'+)
Competency 2ased assessment pro5ides e-cellent understandin) of
performance pro2lems+ F2ser5ed non performance of an employee can 2e due to
factors that are out of the control of the employee or due to lac6 of re3uired
competencies+
%mployees those are not a2le to perform to the e-pectations should 2e
assessed for core as (ell as support competencies and any o2ser5ed inade3uacy
should 2e carefully studied to understand its effect 2efore ta6in) any remedial
measures+
6. E%,l(-$$ )$l1 0$/$l(,%$&' &'a'/$) 6. E%,l(-$$ )$l1 0$/$l(,%$&' &'a'/$)
The competency map and 2eha5ioral indicators help indi5idual to understand
direction for their o(n de5elopment+ They can 5ery easily identify the )aps and (or6
on the inade3uacies+
9erformance appraisal (ith traditional method can assess the performance
(ith respect to set tar)ets, 2ut these appraisals do not )uide for impro5in) the
performance+ Competency map 5ery clearly and relia2ly )uides the employees for self
de5elopment+
The competency map indicates the competencies that are re3uired for
impro5ed performance and 2eha5ioral indicators sho(s the factors that 2uild up the
competency+ Fr)ani4ations should de5elop a competency map document and ma6e it
a5aila2le to all employees for reference and study+
COM"ETENCY MA""ING AS VARIOUS #RM COM"ETENCY MA""ING AS VARIOUS #RM
ACTIVITIES ACTIVITIES
S$l$+'(& )-)'$% S$l$+'(& )-)'$%
An inter5ie(er loo6s for 2est fit candidate as per the jo2 profile+
PAGE 17
Tra&&g a&0 0$/$l(,%$&' Tra&&g a&0 0$/$l(,%$&'
#t pro5ides a list of 2eha5ior and s6ills that must 2e de5eloped to maintain
satisfactory le5els of performance+
S2++$))(& ,la&&&g S2++$))(& ,la&&&g
#t focuses on the same set of attri2utes and s6ills rele5ant to succeed on the
position under consideration+
"$r1(r%a&+$ %a&ag$%$&' a,,ra)al )-)'$% "$r1(r%a&+$ %a&ag$%$&' a,,ra)al )-)'$%
#t focuses on specific 2eha5ior offerin) a roadmap for reco)nition and re(ard
and possi2le ad5ancement+
Competency mappin) can 2e an effecti5e (ay of communicatin) to the
(or6force the 5alue of the senior mana)ement and (hat people should focus on their
2eha5ior for e+)+ A competency 2ased appraisal system, helps to distin)uish
indi5iduals (ith the characteristics that are re3uired to 2uild and maintain an
or)ani4ation, 5alue team(or6, respect for indi5idual inno5ation or initiati5e+
VALUE ADDITION FOR ORGANI7ATION VALUE ADDITION FOR ORGANI7ATION
F5er all or)ani4ation performance 2y capturin) the mar6et share, impro5ed
customer ser5ice, inno5ation, impro5ed efficiency, decrease in time to mar6et and
2etter decision-ma6in)+
VALUE ADDITION FOR EM"LOYEE VALUE ADDITION FOR EM"LOYEE
ationali4in) personal decision 2y promotin) truly 3ualified employees and
allo(in) others to ta6e ad5anta)e of it
PAGE 18
BENEFITS OF USING COM"ETENCY BASED BENEFITS OF USING COM"ETENCY BASED
SELECTION SYSTEM SELECTION SYSTEM
#t pro5ides a complete picture of jo2 re3uirement +A competency
model pro5ides a complete picture of (hat it ta6es to perform the (or6 Thus
ensurin) the inter5ie(er loo6 for characteristics that are needed to do the jo2
(ell+
#ncreases the li6elihood of hirin) people (ho (ill succeed+ #nter5ie(er
can jud)e (ho lac6s a critical set of s6ills 6no(led)e and characteristics and
focus on those (ith stron) potential+
Minimi4in) in5estment in people (ho do not meet e-pectation +,irin)
a (ron) person has a tremendous impact in the producti5ity and profita2ility
of the or)ani4ation+
TRAINING AND DEVELO"MENT SYSTEM TRAINING AND DEVELO"MENT SYSTEM
Competency mappin) help people 2etter asses their current capa2ilities
and difference +The 2eha5ior they need to de5elop their effecti5eness +#t
ena2les people to focus on the s6ills, 6no(led)e and characteristics that affect
jo2 performance+
Competency mappin) ensures trainin) and de5elopment+ Competency
model pro5ides for trainin) and de5elopment opportunities and ensure that
they are the one that are essential to the or)ani4ation+
"ERFORMANCE A""RAISAL SYSTEM "ERFORMANCE A""RAISAL SYSTEM
Competency mappin) ensures a)reement on performance criteria+ (hat
is accomplished and (hat is not accomplished+
Competency mappin) inte)rated (ith performance appraisal ensures a
2alance 2et(een (hat )ets done and ho( it )ets done+
PAGE 19
Based on Competency mappin)+ 9erformance appraisal is done as
indi5idual performance as per set standard is )au)ed+ #t )i5es a more accurate
(ay of assessin) people+
By identifyin) critical 2eha5ior performance appraisal )ets more
accurate
SUCCESSION "LANNING SYSTEM SUCCESSION "LANNING SYSTEM
Succession plannin) inte)rates 5arious system of ,M+ #t helps decide
(ho is ready, (hy (ho (ill 2e ready soon accompanied 2y person1s
de5elopment needs and recommended actions to close the )ap+
PAGE 2
MET#ODOLOGY
MET#ODOLOGY
PAGE 21
COM"ETENCY MA""ING OF EM"LOYEES AT COM"ETENCY MA""ING OF EM"LOYEES AT
TELCO TELCO
N$$0 1(r '.$ +(%,$'$&+- %a,,&g N$$0 1(r '.$ +(%,$'$&+- %a,,&g
Competency mappin) has 2ecome the latest 2u44(ord for many
or)ani4ations as more and more of them are applyin) this concept for trainin),
career de5elopment and selection of their employees+ The chan)e in the
ideolo)y of the or)ani4ations can 2e attri2uted to the chan)e in the (or6
culture, en5ironment, as (ell as )ro(in) competition amon) companies+
Competency mappin) ena2les the or)ani4ation to lin6 selection
trainin) and de5elopment+ The process of competency mappin) also helps the
or)ani4ation to understand (hat constitutes superior performance and pro5ides
a frame(or6 for superior performance+ #t ena2les to esta2lish measurements
that ma6e a difference in performance le5els+
O89$+'/$) O89$+'/$)
To identify the competency le5el of shop floor employees across
or)ani4ation and compare it (ith the e-pected company standards+
To recommend some impro5ement areas for the shop floor employees
in 2uildin) competency that are re3uired+
Da'a +(ll$+'(& %$'.(0 Da'a +(ll$+'(& %$'.(0
Primary data Primary data
'ata collected throu)h interaction (ith shop floor employees of Telco+
"nder the )uidance of respecti5e floor super5isors+
The data is collected as per the mappin) format )i5en 2y the company
officials+
Secondary data Secondary data
Company manual
PAGE 22
Company (e2site
,uman resource journals
#nternet+
Sa%,l&g $l$%$&' Sa%,l&g $l$%$&'
The shop floor employees of the Telco+ The 2asic nature of (or6 seen in the
floors is assem2ly+ %ach employee is assi)ned specific tas6 of assem2lin) the
different parts of the final product+ The companies intend to find out the le5el of 2asic
s6ills in different areas and map them to predefined standards+
Sa%,l&g ):$ Sa%,l&g ):$
Total of 788 shop floor employees+
Midi shop H 88
Mini shop H L0
:heel shop H 8;
Fthers shopM H 7N
M#ncludes /ear, SCM and 'ispatch shops+
T((l) a&0 '$+.&;2$) (1 0a'a +(ll$+'(& a&0 &'$r,r$'a'(& (1 0a'a T((l) a&0 '$+.&;2$) (1 0a'a +(ll$+'(& a&0 &'$r,r$'a'(& (1 0a'a
9rimary data is collected throu)h personal inter5ie( method+ 'ata is collected
in the mappin) format recommended 2y the company+ The samplin) unit is 788 floor
employee of Telco 'har(ad+ The data collected is ta2ulated in S9SS and also mean is
calculated for the s6ill set+Sipder charts are prepared for indi5idual employee and the
mean s6ill set is also plotted separately+ The charts are prepared usin) MS-e-cel+
Based on the analysis the final recommendations are su))ested+
PAGE 23
T%$ "$r(0 T%$ "$r(0
The project as commenced from 'ec 70
th
200* and it ended on April 7;
th
2008+ The project is carried out in the or)ani4ation Telco (hich is one of the concerns
of Tata )roup+
G$(gra,.+al Ar$a G$(gra,.+al Ar$a
Telco Construction %3uipment Company 0td
Bloc6!o+2
Belur #ndustrial estate
/ara) oad Mummi)atti
'har(ad-O8000*
U&;2$&$)) (1 '.$ )'20- U&;2$&$)) (1 '.$ )'20-
Competency mappin) is a ne( concept in the , mana)ement of the
or)ani4ation+ The competency mappin) analysis the s6ill of all the employees it helps
the company to 6no( (ere the employee stand in 5arious s6ills set+ To 6no( the
capa2ilities of the employee the competency mappin) is carried out+ =urther, this
study (ould )uide Telco, as an or)ani4ation, to loo6 at competency mappin) s6ill
matri- for o5erall de5elopment of employees+
PAGE 24
COM"ANY "ROFILE
COM"ANY "ROFILE
PAGE 25
Telco Construction %3uipment Co+ 0td+ is a joint 5enture company 2et(een
#ndian automo2ile )iant Tata %n)ineerin) 0td+, Mum2ai and (orld leaders in
hydraulic technolo)y, ,itachi Construction Machinery Co+ 0td+, Eapan+
Startin) operations in 7;N7 (ith the manufacture of friction machines in
colla2oration (ith 9?,, "SA, today Telco is a mar6et leader in #ndia+ The product
ran)e includes hydraulic e-ca5ators, cra(ler cranes, (heel loaders, 2ac6hoe loaders,
off-hi)h(ay dumpers, motor )raders, s6id steer loaders, cane loaders and truc6 loader
cranes+ #t is no( spreadin) its reach o5erseas and has already supplied e3uipment to
some Asian, African and Middle %astern countries+ TelcoPs credentials lay to)ether in
its desi)n capa2ilities, in its associations (ith (orld leaders such as ,itachi, Eohn
'eere, %uclid, Tadano, Q= and the li6e, state-of-the-art manufacturin) facilities is in
Eamshedpur and 'har(ad and e-cellent and (ide-spread customer support, the 6ey to
smooth runnin) of capital e3uipment is (ell ta6en care of 2y its net(or6 of more than
80 offices and many more ser5ice associates+
D#ARWAD "LANT D#ARWAD "LANT
#t is the youn)er of the t(o facilities ha5in) 2een set-up in 7;;; this modern
and hi)hly mechani4ed facility spread o5er 778 acres rolls out more than a thousand
machines (ith less than O0 (or6ers+ #t is here that the PContractorPs machinesP (hich is
machines of under-20T class and (heeled e3uipment are made+ 'har(ad lies in the
center of the hu2s of the mar6ets for these machines, concentrated in the South and
:est+ To 2e precise it is L206m from Ban)alore, L006m from 9une and L*06m from
,ydera2ad+
A joint 5enture (ith ,itachi - :orld leaders in hydraulic e-ca5ator technolo)y, Telco
has access to the 5ery latest and is a2le 2rin) (orld-class products to the discernin)
#ndian customer+ Telco, an 80@20 joint 5enture 2et(een Tata %n)ineerin) and ,itachi
Construction Machinery 0td+ of Eapan, has recently started manufacturin) the %uclid-
,itachi 8O-tonne capacity dump-truc6s at its (or6s here+ The manufacturin) facilities
are in accordance (ith ,itachi standards and stipulations and the Tata policy of
3uality ensures that only the 2est machines roll out+ Telco1s facilities are located in
PAGE 26
'har(ad in Karnata6a and Eamshedpur in Ehar6hand, are strate)ic locations (ith
pro-imity to the mar6ets of the respecti5e products manufactured in each+
BRIEF OF D#ARWAD MANUFACTURING UNIT BRIEF OF D#ARWAD MANUFACTURING UNIT
The construction e3uipment manufacturer has assem2ly lines 2oth here and in
'har(ad CKarnata6aD+ :hile orders for small capacity hi)h-5olume models of
e-ca5ators and 2ac6hoe loaders are e-ecuted at 'har(ad+ #t has a fully automated
con5eyor system, (hich is desi)ned to cater to hi)h 5olumes and is undaunted 2y the
fle-i2ility and fluctuations in the model mi-+ This )i5es it the capa2ility to respond
nim2ly to customer needs+ Systematic (or6flo( and a 3uality conscious team ensure
that hi)h 3uality products roll out+ Set up (ith )ood house6eepin) practices, ease of
administration, cleanliness of the oils in mind is a stora)e tan6 for the oils and fuels+
Fils flo( into the tan6 2y pipes, thus reducin) the chances of contamination, spilla)e
and (asta)e, it lea5es the supplier, e-penses o5er cartin), haulin), etc+
The harsh conditions that pre5ail on a field site, ma6es e3uipment suscepti2le
to dama)e and corrosion+ So the machines that roll out of 'har(ad recei5e an
Autophoretic 9retreatment, o5en 2a6in), follo(ed 2y 9"-2ased paintin), a process
uni3ue to the #ndian Construction and %arthmo5in) %3uipment industry+ This ma6es
the machines corrosion resistant and )i5es them a superior finish+
VISION AND MISSION STATEMENT OF TELCO VISION AND MISSION STATEMENT OF TELCO
V)(&3 V)(&3
A/lo2al Top 2O in C% #ndustry 2y 2072I+
M))(&3 M))(&3
To 2e The Most Trusted 9artner for pro5idin) =ull 0ine of
Constructi5e Solutions for Minin), Construction, #nfrastructure ? A)riculture
Sectors+
:hile 'ominatin) the #ndian Mar6et, (e shall ma6e concerted efforts
to meet our /lo2al Am2itions+
PAGE 27
Fur ,allmar6 shall 2e Fur Moti5ated 9eople, Stron) 9artnerships at
all le5els, Superior Technolo)ies and Fur :idespread Customer Support, all
(or6in) in "nison (ith %n5ironment and Society+
TELCO <UALITY "OLICY TELCO <UALITY "OLICY
Telco is committed to ma-imi4in) customer satisfaction and deli)ht+ #t (ill
stri5e to achie5e this )oal 2y continuous impro5ement of its desi)n and de5elopment,
manufacture, sale and ser5ice of its products +#t (ill also ensure that its products are
relia2le, safe en5ironment friendly and cost effecti5e and its ser5ice are of the hi)hest
order+
TELCO "#ILOSO"#Y AND VALUES TELCO "#ILOSO"#Y AND VALUES
%thical Beha5ior
#nte)rity
Credi2ility
Transparency
Customer orientation
A)ility, speed ? competiti5e ur)ency
,i)h performance culture
#nno5ation
Meritocracy
Team (or6 as (ell as respect for indi5iduality
=act Based
Socially esponsi2le
PAGE 28
0earnin) or)ani4ation
T"M "OLICY T"M "OLICY
Achie5in) B"S#!%SS %RC%00%!C%
throu)h
9articipation of All employees
for achie5in)
Q%F '%=%CTS
Q%F B%AK'F:!S
Q%F ACC#'%!TS
?
'eli5erin) (orld class ser5ices ? products
Ff hi)hest $A0"% to our C"STFM%S+
TELCO "=D=C=A=I CYCLE TELCO "=D=C=A=I CYCLE
Telco has adopted the ATata Business %-cellence ModelI as the )uidin) post
and some focused impro5ement approaches as enumerated 2elo(@
T9M CTotal 9roducti5e MaintenanceD, (hich aims to achie5e 4ero
defects, 4ero 2rea6do(ns and 4ero accident and deli5erin) (orld class
ser5ices and products of hi)hest 5alue to our customers throu)h participation
of all employees+
C#S9 CCost eduction #nitiati5es for Sustained 9rofita2ilityD, (hich
aims to enhance 5alue deli5ery for the customer and the company+
TFC CTheory of ConstraintsD (hich aims to deli5ery hi)hest 5alue to
the customer 2y impro5in) our after sales support system and spare parts
a5aila2ility+
SFRCSar2anes and F-ley ActD (hich maps all enterprise le5el
processes, assesses the ris6 associate (ith these processes and thus pro5ide
transparency of operation to all the sta6e holders+
PAGE 29
C=Ts CCross =unctional TeamsD (hich are formed for attainin)
specific or)ani4ational o2jecti5es+
,,, C,itachi ,and - ,oldin)D for 3uality impro5ement projects (ith
,itachi e-perts+
The o5erall approach to performance impro5ement is 9'CA# cycle C9lan-'o-
chec6 and inte)rate the acti5ity (ith the companies o2jecti5eD+ The employees ha5e
2een trained in 9'CA#, (hich fits their jo2 function+ Based on strate)y pillars and jo2
functions+
"RODUCTS OF TELCO "RODUCTS OF TELCO
M& M&
%--*0
%--770
M0 M0
%--200
W.$$l W.$$l
Ed-87O-$
PAGE 3
COM"ETITORS OF TELCO COM"ETITORS OF TELCO
0?T C0arson and Tur2oD
$ol5o
Caterpillar
,industan Motors
B%M0
PAGE 31
FOREIGN VENDORS OF TELCO FOREIGN VENDORS OF TELCO
%aton
,usco
Eohn 'eereC"+S+AD
#TMCchinaD
Ka(asa6i CEapanD
PAGE 32
LOCAL VENDORS OF TELCO LOCAL VENDORS OF TELCO
Appe-
S %nterprise
M +M +industries
#UMAN RESOURCE "OLICIES AT TELCO #UMAN RESOURCE "OLICIES AT TELCO
Sa1$'- M$a)2r$) Sa1$'- M$a)2r$)
Articulation of safety policy and communication to employees+
e)ular safety trainin)+
/eneral safety committee comprisin) of mana)ement and union
representati5es monitors policy related safety+
%ach of the functional SMT1s are assi)ned a coordinator on
house6eepin) and safety measures+
Safety round committee does re)ular safety audit and identifies human
and physical factors causin) deterioration in (or6 en5ironment, different
parameters has 2een identified 2ased on the nature of (or6 place for audit+
Safety audit (as conducted 2y an e-ternal a)ency HTata A#/ is6
Mana)ement Ser5ices 0td+
Special safety campai)ns and dri5es durin) the year Cposter and slo)an
contestD+
A pool of certified first aid (or6ers has 2een created+
'istri2ution of safety appliances+
Compliance to statutory re3uirements+
PAGE 33
#$al'. #$al'.
Telco 2elie5es in employee1s )ood health, so it has adopted se5eral measures
for the same, it also pro5ides (ith canteen facilities ser5in) fresh, hot nutritious food
to all its employees 2ased on the principles that A(ay to the mans heart is throu)h his
stomachI for ma6in) them more committed to(ards the or)ani4ation+
,olds mandatory health chec6 ups for painters, eye chec6 ups for
dri5ers, employees (or6in) at hei)hts a2o5e N feet+
Mandatory e-ecuti5e health chec6s up+
Monitorin) of am2ient air 3uality+
Monitorin) of effluents+
Monitorin) of illuminations le5els and noise le5els in the shop floor+
9roper disposal of ha4ardous (astes li6e paintin) slud)e and hardenin)
salts+
Material safety data sheets+
"r$,ar$0&$)) 1(r E%$rg$&+$) (r D)a)'$r). "r$,ar$0&$)) 1(r E%$rg$&+$) (r D)a)'$r).
Telco uses the emer)ency ser5ices of Tata Motors li6e fire ser5ices
medical ser5ices+
'isaster mana)ement control has 2een setup 2y Tata Motors and Tata
steel round the cloc6 ser5ice+
The on site emer)ency action plan has 2een prepared+
e)ular moc6 fire drills+
E%,l(-$$) Sa')1a+'(& M$a)2r$) E%,l(-$$) Sa')1a+'(& M$a)2r$)
The methods throu)h (hich employ satisfaction are measured
PAGE 34
%-it inter5ie(s
%mployee satisfaction sur5ey
Eoint Mana)ement Council meetin)s+
e)ular one to one interaction of employees (ith ,+
Fpen session discussion (ith M'+
M' lunch session (ith youn) officer+
R$+r2'%$&' a' T$l+( R$+r2'%$&' a' T$l+(
Ad5ertisements are pu2lished in all the leadin) ne(spapers, 2ased on
the re3uirement candidates are called for the test and inter5ie(+
=air and transparent selection procedure is carried out+
ecruitment directly from the colle)es across #ndia, due (ei)ht a)e is
)i5en to colle)es located at northeast re)ion of #ndia+ =or mana)er desi)nation
en)ineers are re3uired and for floor employees #T# is the 2asic 3ualification+
=emale candidates are also )i5en due (ei)ht a)e+
Tra&&g a&0 0$/$l(,%$&' a' T$l+( Tra&&g a&0 0$/$l(,%$&' a' T$l+(
The trainin) need assessment is done on a yearly 2asis and is assessed usin)
multiple approaches dependin) upon the employees+ A detailed discussion is held
2et(een the human resource department and functional department 2ased on the short
term and lon) term functional plans+
The competencies are identified and mapped into the indi5idual 2ase and then
the )aps are identified for each indi5idual+ The interacti5e appraisal process is carried
out (hich helps the employees to mention and discuss their de5elopmental
re3uirements for learnin) and pro)ression+ The process helps in ali)nin), lon) term
and short term action plan and also helps in in5ol5in) the employees in capturin) their
trainin) re3uirements for their career de5elopment+
PAGE 35
Fnce the trainin) needs are identified 2ased on the priority trainin) plan for
all the employees is prepared after the discussion (ith the functional heads+
"$r1(r%a&+$ Ma&ag$%$&' S-)'$% a' T$l+( "$r1(r%a&+$ Ma&ag$%$&' S-)'$% a' T$l+(
Managers/executives Managers/executives
9erformance mana)ement system is 2ased mainly on tar)ets+ ,armony is a
detail plan of all the tar)ets to 2e reached in one year or N months 2ased on these
tar)ets the performance of the e-ecuti5es are re5ie(ed+
Supervisors and floor employee Supervisors and floor employee
Annual appraisals for super5isors and floor employee+
Customer satisfaction is a 6ey parameter for the appraisal+
%mployees are rated on 5arious competencies 2ased on that appraisal is
carried out+
#mpro5ement areas are clearly communicated and de5elopment plans
are made on mutual a)reement+
R$'$&'(& ,(l+$) a' T$l+( R$'$&'(& ,(l+$) a' T$l+(
To help ne( employees many mandatory induction pro)rammers are
held, to help ne( employees to )et familiari4e (ith the company 5alues and
culture
:elcome allo(ance is pro5ided to ne( recruits
=rin)e 2enefits li6e tra5el and reim2ursement for 2rin)in) household
)oods, helpin) for the children admission+
Mentorin) and monitorin) of ne( recruits 2y human resource
department
PAGE 36
ABOUT T#E "RODUCTION DE"ARTMENT ABOUT T#E "RODUCTION DE"ARTMENT
The production plant is di5ided into L shops Mini, Midi (heel and dispatch
shop+ #n Telco there is assem2ly line production, the machine, (hich is to 2e
assem2led, (ill 2e mo5in) on the con5eyor and the different su2parts are to 2e fi-ed
at different stations+ Telco has a (ell-mana)ed electronic system+
#n production department machine parts are for(arded from SCM department
only after inspection, it is collected from 5arious 5endors+ The main function of
production department is assem2lin) these machine parts at 5arious le5els+ Mainly
there are t(o assem2lin) section, trac6 assem2lin) and mainframe assem2lin)+ After
this assem2lin) it is assem2led (ith s(in) de5ice, en)ine assem2lin), fuel tan6 etc+
The production process is same for all machines+ Main part of the machines are trac6
frames, propel de5ice, s(in) 2earin), trac6 chain, en)ine, 2attery, operator1s ca2in,
cylinder etc+
All the three shops are di5ided into three parts@ Su2 assem2ly area CleftD, Main
line CmiddleD, su2 assem2ly area Cri)htD+
A+'/'- & Ma& l&$ a))$%8l- A+'/'- & Ma& l&$ a))$%8l-
Apply a thin layer of )as6etin) compound ana2ond N70 on outer race
of s(in) 2earin)+
Apply thread loc6er ana2ond 777 on dou2le dec6in) 2olts+
9osition trac6 frame assem2ly on con5eyor usin) crane+
9osition main frame on top of trac6 frame usin) crane+
Tor3ue control 5al5e mountin) 2olts and mar6 chec6 lines (ith (hite
paint+
oute control 5al5e hoses+
Connect centre joint hoses+
PAGE 37
Mar6 tor3ued 2olts (ith (hite paint+
=it 2oom pipin) on control 5al5e and its hoses+
Mount floor plate on main frame usin) crane+ %nsure proper routin) of
(ire harness and pilot pipin) (hile mountin) floor plate+
Mount the en)ine+
T((l) 2)$0 & '.$ a))$%8l- ,r(+$)) T((l) 2)$0 & '.$ a))$%8l- ,r(+$))
Fpen end spanner
'eep spanner
#mpact soc6et
Allen soc6et
=lat scre(
,ammer
atchet
!ut runner
Tor3ue (rench
=i-ed tor3ue (rench
A+'/'$) & S28 A))$%8l- A+'/'$) & S28 A))$%8l-
$isual inspection
=i-in) of )rease nipples
Casin) co5erin) usin) dust seal
9lacin) of assem2led 2uc6et cylinder
=astenin) 2uc6et cylinder usin) pin
9in co5erin) usin) strip
Connection of inlet and out hose to the 2uc6et cylinder and ti)htenin)
PAGE 38
A+'/'$) & Tra+* Fra%$ Ar$a A+'/'$) & Tra+* Fra%$ Ar$a
9osition in5ert trac6 frame on s6id of in5ersion de5ice
Clean trac6 frame
=it )rease co5er
Mount lo(er rollers and tor3ue mountin) 2olts use ana2ond
Mount centre joint and tor3ue mountin) 2olts use ana2ond
=it ru22er 2ushin)s (ith ru22er adhesi5e
Complete tra5el pipin)
#n5erse trac6 frame
Adapter mountin)
Mount s(in) 2earin) and position inner face soft 4one
=it trac6 assem2ly and idler
Mount upper rollers and tor3ue mountin) 2olts
Trac6 up
9ress the master pin and fit loc6 pin
/rease inner race of s(in) 2earin) and trac6 adjuster
=ill self inspection chec6list

PAGE 39
ANALYSIS
ANALYSIS
PAGE 4
"ROBLEM "ROBLEM
#n a competiti5e en5ironment, li6e one in Telco, it 2ecomes necessary for it to
remain one step ahead of others all the time+ An or)ani4ation (ill not 2e a2le to
sustain its processes if it does not posses a (or6 force that is competent and ali)ned to
the or)ani4ation1s )oals and o2jecti5es+ #n order for Telco to remain competiti5e in
the field in (hich it is operatin), it re3uires the employees to posses certain
competencies (hich the or)ani4ation finds necessary to 2e a2le to compete
successfully in the mar6et+
This 3uest for competencies result in competency studies 2ein) underta6en
(hich in5ol5es identifyin) technical needed to perform 5arious roles+ The
competencies turned up 2y these studies 2ecame the 2asis for decisions a2out trainin)
and other human resource issues+
#t (as decided carry out inter5ie( to aid the floor employees to assess each
s6ill set a set of 3uestions (ere as6ed in )uidance (ith super5isors (ith the help of
mappin) format )i5en 2y the company officials+ To identify those competencies
(hich (ould ser5e as a tool to aid in 5arious human resource systems that (ere
e-istin) in the company such as trainin)+
The report points out the tools and methodolo)y that could 2e follo(ed to
study similar jo2s +The report (ould also 2e of help to the company in de5elopment of
jo2 descriptions of the 5arious jo2 positions so that the tas6s can 2e efficiently
allocated amon) the 5arious jo2 hires+
Also the competencies could 2e of use in the trainin), performance appraisal
and in de5elopin) a competency 2ased pay system+
The )ap analysis ser5es to identify the )aps 2et(een the e-istin) and desired
competency le5els and considers if trainin) can sol5e the pro2lem+ #t is a process
focusin) on identifyin) and sol5in) performance+
PAGE 41
GA" ANALYSIS GA" ANALYSIS
/ap Analysis is the )ap 2et(een S(hat is1 and S(hat ou)ht to 2e1+ The /ap
Analysis ser5es to identify the )aps and considers if trainin) can sol5e the pro2lem+ #t
is a part of plannin) process focusin) on identifyin) and sol5in) performance
pro2lems+
A /ap Analysis should 2e done (hene5er ne( re3uirements are issued, (hen
jo2 performance is 2elo( standards, (hen ne( trainin) needs to 2e )i5en and (hen
ne( trainin) has 2een recei5ed+ A /ap analysis helps in assurin) that trainin) is the
appropriate solution+
#n short the follo(in) thin)s must 2e 6ept in mind (hile conductin) a /ap
Analysis+
To determine (hat trainin) is rele5ant to your employee1s tas6s and
responsi2ilities+
To determine (hat trainin) (ill impro5e performance+
To determine if trainin) (ill ma6e a difference+
To lin6 employee1s performance (ith the or)ani4ation1s )oals+
/ap analysis is a 5ery efficient tool as it could 2e of use in the performance
appraisal of employees and in de5elopin) a competency 2ased pay system+ #t
esta2lishes measurements to assess differences in the performance le5els and tends to
)i5e su))estions to o5ercome the differences+
R$,r$)$&'a'(& R$,r$)$&'a'(&
/ap analysis in the project is done usin) spider charts+ This chart )i5es the
clear picture a2out the re3uired standards set in the company (ith respect to the
possessed s6ill sets of the employee+ This chart )i5es the clear picture of the
competency possessed 2y the employee and also compares it (ith his one le5el of
s6ills in other s6ill sets+ This helps the or)ani4ation to easily identify the course of
action for the )aps found+
PAGE 42
ele5ant information li6e Tic6et !o+, %-perience and Shop on per employee
2asis is also put alon) (ith the Spider Charts+ This helps the , department to handle
the course of action for the employees on per employee 2asis+ At the end of the ta2le
action plan for that particular employee is su))ested dependin) on the )aps found+
S,0$r C.ar' S,0$r C.ar'
A spider chart, also 6no(n as a radar chart or star chart, is t(o-dimensional
chart of three or more 3uantitati5e 5aria2les represented on a-es startin) from the
same point+ The relati5e position and an)le of the a-es is uninformati5e+ Spiders are
usually used to compare performance of different entities on a same set of a-es+
#n this case the shops represent 3uantitati5e 5aria2les and the scale 5alue or
the distances from the center represent the performance or s6ill set le5els+ # ha5e
plotted one chart per employee comparin) his s6ill set le5el a)ainst the company
re3uirements
Spider Charts from next page
COM"ARATIVE ANALYSIS COM"ARATIVE ANALYSIS
Comparati5e analysis is the comparin) similar entities for different
3uantitati5e terms+ Comparati5e analysis )i5es the 2etter picture of the state of each
entities compared+
C(l(2r +(0&g C(l(2r +(0&g
The s6ill sets are ta2ulated across different s6ill sets each ro( representin)
data rele5ant to an employee+ Months of e-perience and the Tic6et num2ers are also
ta2ulated for reference+
+idi $!op
Employee name
Tic.et
*o(
E1p in
+nt!s E- 'ai7en BE AT +TT5
Re#erence 8 8 9 9 9 : :
+ R +aritammana2ar 9;080 ;0 2 : : : 2
*eelappa $ ' 9;<:8 2: 2 9 2 : 9
$ =en.atara2an *,A ; 9 < < 2 9
Anand0ouda B ' 9;<;< <2 2 2 2 2 2
+allappa A " 9;<<8 28 9 : 2 2 9
$ures! 5 C!inc!li 9;02< >; : : 2 : :
+ $ C!itti 9;0<; >; 9 : 2 : 9
$ures! L Rat!od 9;022 >; 2 9 2 : 9
Is!/ara Badi0er 9;0>9 72 2 2 2 2 2
Rames! C 'um%ar 9;08> 9; 2 9 2 2 2
3undali.(3(? *,A 8 2 < 2 9 9
"oudappa0ouda 3atil 9;<:2 :8 2 2 2 : 9
+anjunat! " T *,A @ 9 < 2 : 9
$a!ade2(-(Bapannar 9;<2: 2: 9 : : : 2
'allappa 6 "ali 9;0@8 ;0 2 : 2 : :
Aoti%a $ '!anda0ale 9;0>< 9; 2 : : : 2
$anjee20oud ? 3atil 9;088 9; 9 9 9 : :
+ A "ali 9;0:> 72 9 2 9 : :
Is!/ara0ouda $ 5 9;<:; 2: 9 2 2 : 2
? T Am%anna2ar 9;0;9 72 9 : 2 : :
+anjunat! ' Badi0er 9;<>8 <2 : < : : :
*i0appa An.ala0i 9;<>7 <2 2 < < 9 9
A%dul 5 B!a0a/an 9;020 8: 9 9 2 : <
+anjunat! +ummi0atti 9;<<< 2: 2 9 2 : :
B!artes! A "ali 9;<<0 2: 2 2 2 : :
= = Ayoti *,A 2 : 2 < : <
$!i2an0ouda 3atil 9;0:; 72 : : 9 : 9
+ B 5ire0oudar *,A 2 2 < < 9 <
$ *eele0ouda *,A 2 2 < < 2 <
$!an.ar R Be%asur 9;070 :8 2 < < 2 9
+anjunat! 3 Asundi 9;072 :8 2 : 9 2 2
C!andras!arayya = 9;<>< <2 2 2 2 2 2
3ra2een '!adanpur *,A @ 9 < 9 9 2
+a!ade2appa - 9;<0> 2: 9 9 2 2 2
=inod T Aam%ot.ar 9;0<2 >; : : : : :
" = -esai 9;0<: >; 2 : : 9 9
$!i2anand T -!ar/ad *,A 2 2 < 2 2 2
I A $an0ami 9;0:7 8: : : 9 : :
+ini $!op
Employee name
Tic.et
*o(
E1p in
Re#erence 8 8 9 9 9 : :
Rajee2 9;<<> :8 2 2 2 9 2
"an0adarTR *,A 8 2 2 < 2 <
As!o. T( R *,A : 2 9 2 < <
An2attiTR *,A <2 2 2 < : <
R($(nai. 9;<>; <2 2 < : 9 2
$amuel3+ 9;<>2 <: 2 9 2 : 2
$a!ade2 Reddy 9;0>@ 9; 9 9 2 9 9
R(C(5alli0erimat! 9;0:@ 72 : : 2 9 :
Al/in $ 3anna.ar 9;<@: <8 2 : 2 9 2
B!imana0oud 5 + *,A 2 2 < < < <
$C 5anc!inamani 9;0;@ 9; 9 : : 9 :
Rajes! * Tale.ar 9;0>: :8 9 : 2 : :
3ra2ina C 9;<>@ <2 2 2 < 2 2
*a0araj + 5 9;0;; 9; 2 2 9 : 9
I * 3atil 9;0@@ ;0 9 : : 9 :
mes! C "osal 9;0;> 9; 2 2 2 9 9
+llappa B 5 9;<;7 <8 2 2 : 9 <
*a0es! $!intri 9;079 :2 : 2 : : 9
$ $ 5om%al 9;0@; ;; : : : : :
+anjunat! 3 ' 9;<@0 2: 2 2 < 2 2
+a!ade2appa ? 3 *,A : 2 < < 2 <
C!annappa $ 5 *,A 8 2 2 2 2 2
Amol L B *,A : 2 2 9 : :
5emat!("(B *,A : 2 2 2 9 <
"iris! A "udi 9;07> 72 : 9 2 9 2
+allappa B B *,A @ 2 2 2 2 2
'otres!i T 9;0<< <02 : : : : :
-adapeer - 5 9;009 <02 : : 2 : :
Anil ' ?allal 9;00@ <02 : : : : :
3ras!ant 3ise *,A << 9 2 < : <
+anjunat! $ - *,A << 9 2 < 9 2
$adas!i2 3 Bale%al 9;<;; 2: 9 2 2 : <
*a0appa 6 ' 9;<@< 9; 9 9 9 : :
Ramu A.al/adi 9;<<7 2: 2 2 < : <
= *arayanas/amy *,A : < 2 < 9 <
*a0appa 5 5osamani 9;<@> 20 9 2 2 : :
+a!antes! " ' 9;<;2 <8 9 2 < : 2
$u%!as! 'ur.uri 9;<>9 <2 9 9 < : 9
+a!antes! ' * *,A @ 9 2 < : 9
+anjunat! A C 9;<:: 2: 9 : 9 : 9
C!eel $!op
Employee name
Tic.et
*o(
E1p in
Re#erence 8 8 9 9 9 : :
Annappa + ' *,A < 2 < < 2 <
'allappa 'ammar *,A 8 2 2 2 2 2
3ra.as! Am%anna2ar 9;2<; <2 2 2 < 2 <
+anjunat! 5 *,A <2 < < < 2 <
=ard!man * "ali 9;0;0 ;0 2 : 2 : :
*in0appa $ A *,A 8 2 2 2 2 2
$ures! ? An.ala0i 9;0@> ;0 : 9 9 9 9
La1man 3undali. 9;<<; 9; 9 9 2 9 9
*in0appa + *,A <2 : 2 2 2 2
$ * -esai 9;0@9 72 9 9 2 : 9
5anumant ? * 9;<<9 9; 2 2 2 9 9
Ra0!a2endra " ' *,A 8 2 2 2 2 2
3ra.as! ' *,A <2 2 < < 2 2
Aa0adis! = +irji 9;0<9 <02 : : : : :
+alli.arjun 'otri 9;<2< 2: 2 2 < 2 <
$!i2as!an.ar 'alal *,A 8 2 2 2 2 2
$!as!id!ar $ B *,A > 2 2 2 2 2
3anc!a.s!ari C $ *,A 8 2 2 2 2 2
Ra2indra Ba0odi 9;<29 2: 2 2 2 2 2
+ 3 "ali 9;0<7 8: 9 9 2 : 9
=en.ates! C!au2an 9;<20 2: 9 9 9 9 9
$!i2anand + ?a..undi 9;087 2: 9 9 2 9 2
=ijay B!osale 9;<@2 2: 2 2 2 9 2
C + -esai 9;0<> 8: : : 9 : :
$ ' 5u0ar 9;0<@ <08 : : 9 : 9
B!attan0i *arasappa 9;<08 :< 2 9 < 9 <
B R -andin 9;<<: <8 9 9 < : <
'ris!na.umar "iriyal 9;07< ;0 9 9 < : 2
=ijay.umar 3atil 9;<<@ 2> 2 < < < <
Basa2raj +ura0od 9;<@@ 22 2 < < 2 <
*a2een C!ou0ule 9;0@: ;@ 2 2 2 : :
*a0araj ' 3atil 9;0;8 99 < 9 2 9 <
R + Tu..anna2ar 9;209 <@ 9 < < 2 <
3ras!ant + 'adam 9;<:9 22 2 2 : 9 <
$ L "ani 9;2<@ <@ 2 < < 2 <
Annappa ' +ora%ad 9;<22 28 2 2 2 9 2
*eela.ant! "ouda $R 9;0>0 99 2 2 < 9 <
$ * Tam%it.ar 9;2<: <@ 2 < < 2 <
$ R "ora%al 9;0@9 ;; 9 : 9 : :
Bt!er $!ops
Employee name
Tic.et
*o( E1p E- 'ai7en BE AT +TT5
Re#erence 8 8 9 9 9 : :
As!o. " Roo0i *,A @ 2 2 < 2 <
3ras!ant $ 9;20: <8 2 9 < 2 2
$!ailes! 'ul.arni 9;20< <2 2 2 2 < <
Cecil $ 'oris!etty 9;07: :8 9 2 9 : :
T $ 5ara2iya2ar 9;029 8: : 2 : : :
+ + 'udac!i 9;00; <02 : : : : :
5 ? -asari *,A 2 < 2 < 2 <
3raise 'unju.utty 9;0;7 :8 : 2 9 : 9
"iris! $ 'ul.arni 9;<;@ <8 2 < 2 9 2
Adars!a 3atel ' $ 9;<;: <8 2 < < 9 2
+a!es! C 5anc!imani 9;08; 9; 2 2 2 2 2
"an0ad!ara C 5 9;<:> <8 2 2 2 2 <
$!an.appa 3asarada 9;<97 <8 2 9 2 2 2
'!ando%a + $ 9;<@8 <8 2 9 2 2 9
$ac!in 3a/ar 9;<>0 <8 2 2 2 2 9
T - Am%anna2ar 9;0;: :8 2 9 < 9 2
Interpretation Interpretation
To help understand the s6ill set le5el each cell is colour coded+ Colour codin)
the s6ill set ta2le is tar)eted to(ards representin) the )aps in more understanda2le
(ay+ #n the ta2le the contents of the cell represent the actual le5el of s6ill set the
indi5idual possessB represented as a num2er+ And the colour of the cell represents the
le5el of s6ill set in comparison (ith company re3uirements+
L$g$&0 1(r C(l(2r C(0&g
There is a )ap in s6ill set (+r+t company
re3uirements S6ill set matches (+r+t company re3uirements
%-ceeds in s6ill set (+r+t company re3uirements
L$g$&0 1(r S*ll S$' R$,r$)$&'a'(&
7
Can !ot 'o
2
Can 'o
8
Can 'o :ell
L

Can Teach
M$a& C(%,ar)(& M$a& C(%,ar)(&
The comparati5e analysis is carried out 2y calculatin) the mean 5alue of the
s6ill set+ #n this comparati5e analysis the mean of indi5idual s6ill set is calculate usin)
the S9SS pac6a)e+ This analysis )i5es the result of ho( each s6ill 5ary in each shop
and (here actually amon) the four scales the employees lie in each shop+
$!op En0ineerin0
-ra/in0
'ai7en Basic
Electrical
Assem%ly
Tools
+ac!ine Testin0 D
Trou%les!ootin0
5ydraulics
Requirement 9(00 9(00 9(00 :(00 :(00
+idi 2(;9 2(;< 2(92 9(2> 2(7:
+ini 2(;@ 2(@8 2(<8 9(29 2(:@
C!eel 2(:: 2(9< <(87 2(77 2(08
Bt!er 2(98 2(2@ 2(0; 2(;9 2(9<
M.a% S5ill S."
<(7@
2(00
2(2@
2(@0
2(7@
9(00
9(2@
9(@0
+idi +ini C!eel Bt!er
S-&1"
M
.
a
%

S
5
i
l
l
En0ineerin0 -ra/in0 'ai7an
Basic Electricals Assem%ly Tools
+ac!ine Testin0 D Trou%les!ootin0 5ydraulics
I&'$r,r$'a'(& (1 '.$ a&al-)) I&'$r,r$'a'(& (1 '.$ a&al-))
#n case of en)ineerin) dra(in) employee lie in the second scale that is
ACan 'oI+ This mean they can perform the jo2 2ut don1t ha5e enou)h
6no(led)e+ #n all shops employee lie in the second scale+ As per the company
re3uirement they should stand in the third scale that is ACan 'o :ellI
meanin) they should ha5e enou)h 6no(led)e on the en)ineerin) dra(in) s6ill
set+ This sho(s that there is a scope for impro5ement in all the floors to reach
the s6ill set le5el set 2y the company standards+
#n case of 6ai4en also employees lie in the second scale that is ACan
'oI mean they can perform the jo2 2ut don1t ha5e enou)h 6no(led)e+ + #n all
shops employee lie in the second scale+ As per the company re3uirement they
should stand in the third scale that is ACan 'o :ellI mean they should ha5e
enou)h 6no(led)e on the Kai4en s6ill set+ This sho(s that there is a scope for
impro5ement in all the floors to reach the s6ill set le5el set 2y the company
standards+
Basic electrical s6ill set le5el in Mini, Midi and Fther shops lie in the
second scale that is ICan 'o the jo2I 2ut don1t ha5e enou)h 6no(led)e+ But
in :heel shop the scores are 5ery poor in Basic %lectrical they ACannot do the
jo2I relatin) to the 2asic electrical+ As per the company re3uirement e5ery
employee should 2e a2le to I'o :ellI in the 2asic electrical+ But there is a
hu)e )ap in the possessed s6ill set le5el (hen compared (ith the company
standard especially in the :heel shop+
Assem2ly tools in Mini and Midi floors employees lie in third scale
they are nearer to the company standards they possess enou)h 6no(led)e
a2out the assem2ly tools and they can do their jo2 :ell+ But in :heel shop
and Fther shops the floor employee lac6 6no(led)e in the assem2ly tools
there is a noticea2le )ap in comparison (ith the company standards+
Machine Testin) and Trou2leshootin) ,ydraulics in all the shop floor
employees lie in second scale+ There is a hu)e )ap (hen compared (ith the
company standards+ As per the company re3uirements they should 2e capa2le
of teachin) in this area+
FINAL RESULTS OF T#E S"IDER C#ARTS AND FINAL RESULTS OF T#E S"IDER C#ARTS AND
COM"ARATIVE ANALYSIS IN S#ORT COM"ARATIVE ANALYSIS IN S#ORT
The spider chart and )ap analysis include all 788 employees s6ill set analysis
this analysis )i5es the (hole 5ie( of all the s6ills+ The chart e-plains a2out the
possessed s6ills (ith the company re3uirement+ The chart also e-plains a2out the
different )ap that floor employee possess in each s6ill set+ All the spider charts )i5es
the company each shop floor employees status in all s6ill the )ap analysis also tells
(ere the floor employee lac6s in (hich s6ill set+ The result of the spider chart helps
the company to )i5e trainin) in (hich s6ill set to (hich employee+
The comparati5e analysis tells a2out the mean s6ill set in different shop in
comparison (ith the company standards+ This comparati5e analysis )i5es 5ie( a2out
ho( the s6ill of the floor employee 5aries form one shop to another shop+ This
comparati5e analysis )i5es the o5erall picture of all s6ill set in each shop+ The
comparati5e analysis tells that the floor employees lie in the second and third scale in
all s6ill set 2ut in case of 2asic electrics some of employees in (heel shop lie in first
scale that is they cannot do there jo2s+ This comparati5e analysis )i5es the nutshell
distri2ution of all the s6ill set in different shop+ This comparati5e analysis helps to
desi)n the jo2 rotation policies to all the floor employees and also the analysis tells
a2out (hich s6ill set re3uire more trainin)+
FINDINGS AND RECOMMENDATIONS FINDINGS AND RECOMMENDATIONS
S*ll S$' Ba)$0 S*ll S$' Ba)$0
Currently KA#Q%! trainin) is )i5en 2y e-ternal trainer+ There are
many employees (ho ha5e recei5ed KAM&AB# a(ard for KA#Q%! s6ills+ #f
they can 2e trained to train people it (ould help trainin) ne( mem2ers+ This
(ill reduces the dependency on e-ternal trainer+
Machine Testin) trainin) should 2e )i5en in actual jo2 floors or at least
the demonstration part of it should 2e carried out in the field+ This (ill help
the floor employees to understand the different testin) concepts+
Most of the floor employees only 6no( a2out 5ery fe( tests i+e+ 9M
test, 9ressure test, speed test+ There are many other tests li6e lea6a)e tests, Fil
contamination test, sound test, %n5ironment test+ So specific trainin) should
2e desi)ned to co5er these aspects+
=loor employees ha5e 5ery limited 6no(led)e on the 2asic electrics or
are not confident enou)h to fi- minor pro2lems+ 'urin) the interaction it is
found that lot of time is (asted and (or6 is interrupted due to dependency on
maintenance department+ There are many #T# electricians amon)st the floor
employees they should 2e identified and )i5en responsi2ility to handle minor
issues arisin) in the floor+
Most of the floor employees just 6no( a2out t(o to three most
common tools+ 'urin) the course of interaction it1s found that they are usin)
different tools 2ut they don1t 6no( the names of those tools+ So proper
trainin) or demonstration from senior mem2ers should 2e desi)ned+
Banner of the 5arious tools (ith there names and functions can 2e
displayed in each shop so that trainee or floor employee can refer them+
+
G$&$ral G$&$ral
!(8 R('a'(&3 This in5ol5es the transferrin) the trainee>employee
from one shop floor to another+ #n this (ay the employee recei5es jo2
6no(led)e and )ain e-perience from his super5isor in each of the different jo2
floors+ This Method helps in understandin) the solutions for the challen)es on
the jo2 floor on day to day 2asis+
C(a+.&g>"r(8a'(&3 The floor employee is placed under a particular
super5isor functions+ The floor employee shares some duties and
responsi2ility of his coach+ This helps )ro(in) more num2er of super5isors
from (ith in the shop+
C(%%''$$ a))g&%$&')3 There already are T9M )roups in TelcoB
these )roups can 2e )i5en actual or)ani4ational pro2lem or jo2 related
pro2lem+ These acti5ities aid team (or6 and esta2lish )ood relation amon) the
employees+
All employees can 2e updated (ith the company performance and their
contri2ution in that success+ This ma6es the employees feel )ood a2out the
company and as (ell )i5es 2i))er picture of their contri2ution to(ards
company1s success+
More e-perienced employees in the company should 2e )i5en chances
to share their e-perience (ith ne( employees+
There has to 2e a common forum or a yearly )et to )ather of fest for all
these acti5ities+
9eriodic trainin)s need 2e )i5en on the operation and maintenance of
the different tools+
There has to 2e a mandatory trainin) for ne( comers a2out the
company, code of conduct, safety and 3uality+
Senior employees should 2e )i5en opportunities to 5isit ,itachi 9lant
(ith intension of 2rin)in) in the )ood practices from there+
Telco is practicin) Os chart system+ The actual implementation on the
jo2 floor not effecti5e H As per my o2ser5ation material and tool mana)ement
is still not systematic+ More emphasis is needed in this re)ard+
The shop floors in fe( places (ere found to 2e too )reasy, stic6y and
slippery+ 'aily cleanin) of the floor should 2e practiced to a5oid accidents+
:hile inter5ie(in) (ith employees it is found that employees feel that
ta6in) li5e pro2lems or e-amples in trainin) helps them relate their (or6 (ell
(ith the trainin)+
CONCLUSION CONCLUSION
My study sho(s that in o5er all sense there is a considera2le )ap in s6ill sets
2et(een the company set standards and (hat the floor employees possess+ There are
fe( trainin) pro)rams for the employees to help them understand the concepts 2ehind
different s6ill sets+ Thou)h employees )et trained they do not reach the company set
standards in terms of s6ill set le5el+ #t (ould help to desi)n the trainin) pro)ram and
ma6e mandatory schedule for all employees to attend them+
This project )a5e me an insi)ht in to corporate , practices, policies and
mode of functionin)+ # had an opportunity to mo5e around the jo2 floor shops and
ha5e one to one interaction (ith many of the employees of Telco+ This rich
e-perience introduced me to intricacies of the Telco Company and helped me to
e-perience the day to day challen)es faced 2y the , officers in the or)ani4ation+
This e-perience helped me correlate and understand the practical aspects of theory (e
ha5e 2een studyin) in our curriculum
'urin) the project (or6 # also came to 6no( ho( the employees (or6 in the
stressful condition to achie5e the tar)ets+ # (as fortunate to (itness ho( the tar)et
dri5en stressful situations are mana)ed and end results are deli5ered+ 0ot of day to
day (or6 is reprioriti4ed and the tar)ets are achie5ed (ith intense efforts+ #t e-posed
me to the )round realities of the corporate (or6 system+ This (ill definitely help me
in my future career and jo2+
The interaction (ith jo2 floor employees tau)ht me to thin6 or analy4e the
situations from different prospecti5e+ The action plan and recommendations (hich #
ha5e su))ested (ill help the company to desi)n the 5arious trainin) pro)rams and
plans for each floor employees in Telco+
S2gg$)'$0 12'2r$ )'20$) S2gg$)'$0 12'2r$ )'20$)
My interactions (ith employees indicated that the personals (ho ha5e under
)one jo2 rotations seems to ha5e scored 2etter+ But unless a detailed study is carried
out on this aspect no concrete opinion can 2e formed+ Alon) (ith this effect of
trainin) and e-perience le5els should also 2e studied+
#t1s also found that the employees in Midi shop mar)inally score 2etter in
comparison to other shops+ So a)ain no opinion can 2e formed unless the detailed
study is carried out in this area+ 0i6e the floor composition in terms of e-perience
le5el, trainin) under )one and academic 2ac6)rounds of the employees+
BI BLI OGRA"#Y
Telcon policy 2oo6let 200*-08
TB%M capsules 200* CCompany ManualD
,' !e(s 0etter, $ol@22, #ssue@ ;, 'ecem2er 200N
Model and method for Competency Mappin) and Assessment, Sun
ise Mana)ement Consultin) Ser5ices+
(((+telcon+co+in
http@>>(((+t5rls+com>competencyTmappin)+html
(((+iriSolutions+com>CompetencyTMappin)+pdf
(((+728en)+com>forum>CMT9TU+htm
http@>>(((+hinduonnet+com>thehindu>Competency<20mappin)+htm
http@>>en+(i6ipedia+or)>(i6i>SpiderTchart
ANNEXURE
ANNEXURE
MA""ING FORMAT MA""ING FORMAT
C(%,$'$&+- Ma,,&g C(%,$'$&+- Ma,,&g
General Data: General Data:
Na%$3
D$)g&a'(&3
Fl((r3
M(&'.) (1 $?,$r$&+$ & T$l+(&3
A+a0$%+ ;2al1+a'(&3
Competency Data: Competency Data:
Sl+!o SK#00S e3uired 9ossessed /A9
7 %n)ineerin) dra(in)
8
2 Kai4en
8
8 Basic %lectricals
8
L M>C testin) and Trou2le Shootin)
,ydraulics
L
O Kno(led)e of assem2ly tools
L
Action Plan: Action Plan:
ANALYSIS TEM"LATE ANALYSIS TEM"LATE

S,0$r C.ar' S,0$r C.ar'
S,IDER CHART 89)(:);
0
<
2
9
:
<
2
9 :
@
$eries<
$eries2
Sl+
!o
!ame Tic6e
t !o
Mnth
of
e-p
%' Kai4an B% AT MTT, Cur shop
7 ajee5 8N77; L8 can do can do can do can do (ell can do Mini
2 /an)adarT 0 8 can do can do cannot do can do cannot do Mini
8 Asho6 T+ 0 L can do can do (ell can do cannot do cannot do Mini
L An5attiT 0 72 can do can do cannot do can teach cannot do Mini
O +S+nai6 8N7;N 72 can do cannot do can teach can do (ell can do Mini
N Samuel9M 8N7;2 7L can do can do (ell can do can teach can do Mini
* Sahade5 eddy 8N0;O 8N can do (ell can do (ell can do can do (ell can do (ell Mini
8 +C+,alli)erimath 8N0LO *2 can teach can teach can do can do (ell can teach Mini
; Al(in S 9anna6ar 8N7OL 78 can do can teach can do can do (ell can do Mini
70 Bhimana)oud , M 0 2 can do cannot do cannot do cannot do cannot do Mini
77 SC ,anchinamani 8N0NO 8N can do (ell can teach can teach can do (ell can teach Mini
72 ajesh ! Tale6ar 8N0;L L8 can do (ell can teach can do can teach can teach Mini
78 9ra5ina C 8N7;O 72 can do can do cannot do can do can do Mini
7L !a)araj M , 8N0NN 8N can do can do can do (ell can teach can do (ell Mini
7O # ! 9atil 8N0OO N0 can do (ell can teach can teach can do (ell can teach Mini
7N "mesh C /osal 8N0N; 8N can do can do can do can do (ell can do (ell Mini
7* Mllappa B , 8N7N* 78 can do can do can teach can do (ell cannot do Mini
78 !a)esh Shintri 8N0*8 L2 can teach can do can teach can teach can do (ell Mini
7; S S ,om2al 8N0ON NN can teach can teach can teach can teach can teach Mini
20 Manjunath 9 K 8N7O0 2L can do can do cannot do can do can do Mini
27 Mahade5appa & 9 0 L can do cannot do cannot do can do cannot do Mini
22 Channappa S , 0 8 can do can do can do can do can do Mini
28 Amol 0 B 0 L can do can do can do (ell can teach can teach Mini
2L ,emath+/+B 0 L can do can do can do can do (ell cannot do Mini
2O /irish A /udi 8N0*; *2 can teach can do (ell can do can do (ell can do Mini
2N Mallappa B F 0 O can do can do can do can do can do Mini
2* Kotreshi T " 8N077 702 can teach can teach can teach can teach can teach Mini
28 'adapeer ' , 8N008 702 can teach can teach can do can teach can teach Mini
2; Anil K &allal 8N00O 702 can teach can teach can teach can teach can teach Mini
80 9rashant 9ise 0 77 can do (ell can do cannot do can teach cannot do Mini
87 Manjunath S ' 0 77 can do (ell can do cannot do can do (ell can do Mini
82 Sadashi5 9 Bale2al 8N7NN 2L can do (ell can do can do can teach cannot do Mini
88 !a)appa = K 8N7O7 8N can do (ell can do (ell can do (ell can teach can teach Mini
8L amu A6al(adi 8N77* 2L can do can do cannot do can teach cannot do Mini
8O $ !arayanas(amy 0 L cannot do can do cannot do can do (ell cannot do Mini
8N !a)appa , ,osamani 8N7O; 20 can do (ell can do can do can teach can teach Mini
8* Mahantesh / K 8N7N2 78 can do (ell can do cannot do can teach can do Mini
88 Su2hash Kur6uri 8N7;8 72 can do (ell can do (ell cannot do can teach can do (ell Mini
8; Mahantesh K ! 0 O can do (ell can do cannot do can teach can do (ell Mini
L0 Manjunath A C 8N7LL 2L can do (ell can teach can do (ell can teach can do (ell Mini
L7 M Maritammana5ar 8N080 N0 can do can teach can teach can teach can do Midi
L2 !eelappa S K 8N7L8 2L can do can do (ell can do can teach can do (ell Midi
L8 S $en6atara5an 0 N can do (ell cannot do cannot do can do can do (ell Midi
LL Anand)ouda B K 8N7N7 72 can do can do can do can do can do Midi
LO Mallappa A / 8N778 28 can do (ell can teach can do can do can do (ell Midi
LN Suresh , Chinchli 8N027 ;N can teach can teach can do can teach can teach Midi
L* M S Chitti 8N07N ;N can do (ell can teach can do can teach can do (ell Midi
SPSS CODIG S!""#

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