COMPETENCY

MAPPING
HUMAN RESOURCE DEVELOPMENT
GROUP 3
PERSONNEL MANAGEMENT II
ROLL NO. NAME
03 VishalVats
12 AnkitaKevin Natal
25 RuhamaKachchap
35 AbhinavMishra
49 Hirniathak
!3 Ritesh
"#4 $anvi
GROUP COMPOSITION

%&M'$'N%( MA)N*
'V&+,$)&N
-'.)N$)&N/ &01'%$)V'" AN- N''-"
"$'" )N %&M'$'N%( MA)N*
'..'%$" &N &$H'R HR- "("$'M"
%&M'$'N%( MA)N* A$ -)..'R'N$ +'V'+"
A""'""M'N$ AN- .''-0A%K 0A"'- &N
%&M'$'N%( MA)N*
$&&+" .&R -'V'+&)N* %&M'$'N%)'"
TOPICS COVERED

2.irst there 3ere s4me am4ebas5 -eviant am4ebas

a6apte6 better t4 the envir4nment/ thus bec4min7
m4nke8s5 $hen came $9M5
) am leavin7 4ut s4me 6etails/ but the the4r8 itsel:
als4 has a :e3 h4les that are best le:t un;uesti4ne65<
# "c4tt A6ams
THEORY OF EVOLUTION
(SUMMARY)

0e7innin7 4: the t3entieth centur8 # 34rk br4u7ht

c4mple= skills t4 the >4b5 0usiness pr4cess re;uire6
speci:ic c4mpetencies :4r the task at han65

'ra 4: scienti:ic mana7ement ? $a8l4r@s an6 .4r6@s

use 4: assembl8 line shi:te6 :4cus :r4m c4mpetenc8
t4 time an6 m4ti4n stu685

A4rl6 Aar )) Bmi6 centur8C en:4rce6 mana7ement

centric vie3s 3here 4::icers 7ave 4r6ers t4
sub4r6inates 3h4 4be8e6 3ith4ut ;uesti4ns5
COMPETENCY MAPPING-
EVOLUTION

19!0 ? -avi6 Mc%lellan6@s lan6mark article in the American

s8ch4l47ist asserte6 that c4mpanies sh4ul6 hire pe4ple base6
up4n c4mpetencies rather than test sc4res5

19D3 ? Mc%lellan6 6evel4pe6 ne3 meth46s t4 pre6ict human

per:4rmance :4r ," )n:4rmati4n A7enc85 &b>ective 3as t4
eliminate the p4tential biases 4: tra6iti4nal intelli7ence an6
aptitu6e testin75
COMPETENCY MAPPING-
EVOLUTION

$he turnin7 p4int :4r c4mpetenc8 m4vement ?

Article publishe6 in American s8ch4l47ist in 19D3
b8 Mc%lellan65

Article presente6 6ata supp4rtin7 that tra6iti4nal

achievement an6 intelli7ence sc4re ma8 n4t be able
t4 pre6ict >4b success5 nee6 4: the h4ur 3as t4
pr4:ile the e=act c4mpetencies re;uire6 t4 per:4rm
the 7iven >4b e::ectivel85

';uall8 n4te34rth8 is the pi4neerin7 34rk b8

-4u7las0re8an6 his ass4ciates at A$E$ 3hich 7ave
evi6ence that the c4mpetencies can be accesse6
thr4u7h assessment centers an6 4n the >4b success
can be pre6icte6 t4 certain e=tent5
COMPETENCY MAPPING-
EVOLUTION

0ehavi4ur'vent )ntervie3in7 B0')C 3as 6evel4pe6

b8Mc0ert4 map the c4mpetencies5

)ncrease6 rec47niti4n 4: the limitati4ns 4:

per:4rmance appraisal in pre6ictin7 :uture
per:4rmance shi:te6 :4cus t4 p4tential appraisal an6
assessment centers in seventies5

Assessmentcenters 3erean inte7ral part 4: the HR-

plan 7iven t4 +E$ in 19D55
COMPETENCY MAPPING-
EVOLUTION
An8 un6erl8in7 characteristic re;uire6 :4r
per:4rmin7 a 7iven task/ activit8 4r r4le success:ull8
can be c4nsi6ere6 as c4mpetenc85
COMPETENCY
United Natin! Ind"!t#ia$
De%e$&'entO#(ani!atin()**))
2A c4mpetenc8is a set 4: skills/ relate6 kn43le67ean6
attributesthat all43 an in6ivi6ual t4
success:ull8per:4rm atask 4r an activit8 3ithin a
speci:ic :uncti4n 4r >4b5<
RAN+IN()**))
2%4mpetencies are 6e:initi4n 4: skills an6
behavi4rsthat 4r7aniFati4nse=pect their
sta::t4practicein 34rk5<

MANSFIELD (,--.)
2,n6erl8in7 characteristics 4: a pers4n that results
in e::ective a superi4r per:4rmance5<
COMPETENCY - DEFINITION
O/!e#%a/$e
0e1a%i#
Mti%e!2Va$"e!2T#ait!2Se$3 Cn4e&t
Attit"de!
+n5$ed(e
S6i$$!
%4mpetenc8 ma8 take the :4ll43in7 :4rmsG

Kn43le67e

Attitu6e

"kill
&ther characteristics 4: an in6ivi6ual inclu6in7

M4tives

Values

$raits

"el: %4ncept
)t is a pr4cess 4: i6enti:icati4n 4: the c4mpetencies
re;uire6 t4 per:4rm success:ull8 a 7iven >4b 4r r4le
4r a set 4: tasks at a 7iven p4int 4: time5 )t c4nsists 4:
breakin7 a 7iven r4le 4r >4b int4 its c4nstituent tasks
4r activities an6 i6enti:8in7 the
c4mpetenciesBtechnical/ mana7erial/ behavi4ral/
c4nceptual kn43le67e an6 attitu6e an6 skills/ etcCnee6e6
t4 per:4rm the same success:ull85
COMPETENCY MAPPING

Competency Map.A c4mpetenc8 map is a list 4:

an in6ivi6ual@s c4mpetencies that represent the
:act4rs m4st critical t4 success in 7iven >4bs/
6epartments/ 4r7aniFati4ns/ 4r in6ustries that are
part 4: the in6ivi6ual@s current career plan5

Competency Mapping5 %4mpetenc8 mappin7 is

a pr4cess an in6ivi6ual uses t4 i6enti:8 an6
6escribe c4mpetencies that are the m4st critical t4
success in a 34rk situati4n 4r 34rk r4le

Competency profiling)t is the pr4cess 4:

i6enti:8in7 the kn43le67e/ skills/ abilities/
attitu6es/ an6 >u67ment re;uire6 :4r e::ective
per:4rmance in a particular 4ccupati4n 4r
pr4:essi4n5 %4mpetenc8 pr4:ilin7 is
businessHc4mpan8 speci:ic5
COMPETENCY MAPPING
%4mpetenc8 mappin7 serves a number 4:
purp4ses5 )t is 64ne :4r the :4ll43in7 :uncti4nsG

*ap Anal8sis

R4le %larit8

"uccessi4n lannin7

*r43th lans

Restructurin7

)nvent4r8 4: c4mpetencies :4r :uture plannin7

O07ECTIVES OF
COMPETENCY MAPPING
NEED FOR COMPETENCY
MAPPING
$rainin7 an6
-evel4pment
Recruitment
an6 "electi4n
%areer
lannin7
er:4rmance
Appraisal
"uccessi4n
lannin7
%4mpensati4n
Replacement
lannin7
%4mpetenc8
Mappin7
$he :4ll43in7 steps ma8 be :4ll43e6 in c4mpetenc8
Mappin7G
1C -eci6e thep4siti4ns:4r 3hich the c4mpetencies
nee6 t4 be mappe65
2C )6enti:8 the l4cati4n 4: thep4siti4nsin
the4r7aniFati4nalstructure5 $his nee6sthe
clarit84:4r7aniFati4nalstructure/ 6e:inin7
thep4siti4nrelati4nships Brep4rtin7 auth4rit8/
sub4r6inates/ peers etc5C5
3C )6enti:8 the 4b>ectives 4: the :uncti4n 4r the
6epartment 4r the unit 4rsecti4n
3herethep4siti4nisl4cate65
STEPS IN COMPETENCY
MAPPING
4C )6enti:8 the 4b>ectives 4: the r4le5 Ah8 64es
thep4siti4ne=istI Ahat are the main purp4ses 4: the
r4le etc5 6etails5
5C %4llect the Ke8 er:4rmance Areas B4r KRAs/
$asks/ etc5C 4: thep4siti4nh4l6er :4r the last t34 t4
three 8ears :r4m the per:4rmance appraisal rec4r6s5
Alternatel8/ c4llect the >4b 6escripti4ns 4: an8 4:
thep4siti4nt4 make a list 4: all tasks an6 activities t4
be per:4rme6 b8 thatp4siti4nh4l6er5
STEPS IN COMPETENCY
MAPPING
!C )ntervie3 thep4siti4nh4l6er t4 list the $asks an6
activities e=pecte6 t4 be per:4rme6 b8 the )n6ivi6ual5
*r4up them int4 a set 4: tasks5 $he tasks list ma8 be
as man8 as 15 t4 20 :4r s4mep4siti4nsan6
asC'&eten48 Ma&&in(:e3 as :ive t4 si= :4r
4therp4siti4ns5 $here is n4 ri7i6 rule ab4ut the
number 4: tasks5 )t 6epen6s 4n h43 c4mple=
thep4siti4nis5 )t is use:ul t4 start 3ith as man8 tasks
as p4ssible5
STEPS IN COMPETENCY
MAPPING
DC )ntervie3thep4siti4nh4l6er t4 list the actual
kn43le67e/ attitu6e/ skills/ an6 4ther c4mpetencies
re;uire6 :4r per:4rmin7 the task e::ectivel85
$hep4siti4nh4l6er sh4ul6 be aske6 ;uesti4ns likeG 2):
84u are t4 recruit s4me 4ne t4 per:4rm this task 3hat
;ualities 4r c4mpetencies 34ul6 84u l44k :4r in
himHherI Ahat c4mpetencies 64 84u think are
re;uire6 t4 per:4rm this 3ellI
JCRepeatthe pr4cess 3ith all thep4siti4nset
members5
9C %4ns4li6atethe list 4: c4mpetencies :r4m all
thep4siti4nh4l6ers@ b8 each task5
10C '6itan6 :inaliFe5 resent it t4 the supervis4rs
4: thep4siti4nh4l6er an6 thep4siti4nh4l6er :4r
appr4val an6 :inaliFati4n5
STEPS IN COMPETENCY
MAPPING
'::ects 4n the :4ll43in7 HR- s8stemsG#

Recruitment E "electi4n

er:4rmance Mana7ement "8stem

$rainin7

-evel4pment

%4mpensati4n Mana7ement
EFFECTS OF COMPETENCY
MAPPING ON OTHER HRD
SYSTEMS
C'&eten48-/a!ed #e4#"it'ent is a pr4cess4:
recruitmentbase6 4nthe abilit84: can6i6ates t4pr46uce
anec64tesab4ut theirpr4:essi4nal e=perience3hichcan
beuse6 as evi6ence thatthe can6i6atehas a7iven
c4mpetenc85
RECRUITMENT 9
SELECTION
A c4mpetenc8 base6 appr4ach t4 recruitmentan6
selecti4n4: sta:: canhelp an4r7aniFati4n/ t4 makeit
ane::ective an6 success:ul investment 4: time/
m4ne8 an6 e=pertise5 "uch an appr4ach 3illhelp t4
ensurethatG
i5 $he 4r7aniFati4n is clear re7ar6in7 the
c4mpetencies an6 skill sets re;uire6 b8 the >4bK
ii5 "electi4n pr4cesses enc4ura7e a 7446 :it bet3een
in6ivi6uals an6 their >4bs/ mana7ers an6 sta::
have the re;uire6 skills an6 c4mpetenciesK
iii5 )n6ivi6ual skills an6 abilities are matche6 t4 the
re;uirements 4: the >4bK an6
iv5 'valuati4n 4: 34rk 6eman6s an6 sta::in7 are
accurate
)nte7ratin7 c4mpetencies 3ithin the&e#3#'an4e 'ana(e'ent
pr4cess supp4rts the pr4visi4n 4: :ee6back t4 empl48ees n4t 4nl8 4n
23hat< the8 have acc4mplishe6 Bi5e5/ per:4rmance 74alsC/ butals4
2h43< the34rk 3as per:4rme6/ usin7 c4mpetencies :4rpr4vi6in7
:ee6back5
)nte7ratin7 c4mpetenc8 3ith M"helpsG#
i5 'mpl48ees in un6erstan6in7 per:4rmance e=pectati4ns an6
enhancin7 c4mpetencies5
ii5 $4 pr4vi6e a mechanism :4r pr4vi6in7 p4sitive :ee6back ab4ut an
empl48ee@s trainin7 achievements an6 4n#the#>4b per:4rmance
iii5 $4 pr4vi6e >4b stan6ar6s :4r per:4rmance appraisal
iv5 $4 pr4vi6e clear 6irecti4n :4r learnin7 ne3 >4b skills
PERFORMANCE MANAGEMENT
SYSTEM
C'&eten48 0a!ed T#ainin(:4cuses 4n 3hat the participant is
e=pecte6 t4 be able t4 64 in the 34rkplace as 4pp4se6 t4 >ust havin7
the4retical kn43le67e5
An important characteristic of Competency Based Training is that it
is focusednot only on the actual jobs that are required in the
workplace, but also the ability to transfer and apply skills,
knowledge and attitudesto new Situations and environments.
$he a6vanta7es 4: c4mpetenc8 base6 trainin7B%0$C areG#
i5 articipants 3ill achieve c4mpetencies re;uire6 in the per:4rmance
4: their >4bs5
ii5 articipants buil6 c4n:i6ence as the8 succee6 in masterin7 speci:ic
c4mpetencies5
iii5 articipants receive a transcript 4r list 4: the c4mpetencies the8 have
achieve65
TRAINING
All businesses are base6 4n s4me ke8
c4mpetencies5 $he main
reas4n :4r an 4r7aniFati4n t4 create a
c4mpetenc8#base6
6evel4pment s8stem that :4cuses 4n
havin7 the ri7ht pe4ple 3ith
Ri7ht skills at the ri7ht time is that it
helps in acc4mplishin7
business tar7ets5
%4mpetencies are the nee6 4: the h4ur
an6 6esi7nin7 appr4priate
c4mpetenc8 6evel4pment m46els is a
necessit85
A6vanta7es 4: c4mpetenc8 base6
6evel4pmentG#
i5 )mpr4vement in pr46uctivit8/
per:4rmance an6 pr4:itabilit8
ii5 )6enti:8 empl48ee@s capabilities :4r an
4r7aniFati4n@s :uture nee6s
iii5 Anal8Fin7 capabilit8 7aps
DEVELOPMENT
C'&eten48-/a!ed &a8:its this ne3 envir4nment5 )t pr4vi6es an
4n74in7 incentive t4 empl48ees t4 enhance their abilit8 t4 per:4rm
their >4bs5 'mpl48ees are re3ar6e6 3ith salar8 increases 3hen the8
a66 ne3 kn43le67e 4r skills 4r 3hen the8 6em4nstrate hi7her level
c4mpetence 4n e=istin7 capabilities5
A6vanta7es 4: c4mpetenc8 base6 c4mpensati4nG#
i5 r4vi6es a basis 4: 6eci6in7 4n the c4mpensati4n5
ii5 'nc4ura7es empl48ees t4 6evel4p their c4mpetencies :urther5
iii5 +ea6 t4 a :4cus 4n t4talit8 4: >4b rather than >ust 3hat is achieve65
iv5 $his s8stem :its ever8 >4b5
COMPENSATION
MANAGEMENT

$he 11 ;ualities separate6 int4 three 7r4ups/ as

sh43n inthe :4ll43in7 sli6e/ itrepresent three
6i::erent levels5 $he :irst level :4rmsthe
:4un6ati4nlevel/ an6 c4mprises 4: t34 kin6s 4:
basickn43le67e an6in:4rmati4n a mana7er ma8
nee6 t4 use in 6ecisi4n makin7an6 acti4ntakin75
COMPETENCY MAPPING AT
DIFFERENT LEVELS
LEVEL
,
LEVEL
)
LEVEL
3
$he +ancaster B0ur748neC M46el 4: Mana7erial %4mpetencies
ASSESSMENT 9 FEED0AC+
0ASED ON COMPETENCY MAPPING
A%4mpetenc8 Mappin7can a66ress man84:
the issuesrelate6t4 per:4rmance appraisalG
$his ensures a7reement 4nper:4rmance criteria/ 3hat is
acc4mplishe6 an6 3hat is n4tacc4mplishe6/c4llectin7
relevantan6 su::icient6ata
)t als4 ensures 4pp4rtunit8 t4supervis4rs t44bserve
behavi4ur/ speci:icit8 an6 c4ncreteness in
6iscussi4nsab4ut per:4rmance6e:iciencies
ASSESSMENT 9 FEED0AC+
0ASED ON COMPETENCY MAPPING

r4vi6es a share6 un6erstan6in7 4: 3hat 3ill be

m4nit4re6an6 measure6LA %4mpetenc8
Mappin7inte7rate63ith per:4rmance
appraisalensures a balance bet3een 3hat 7ets 64ne
an6 h43it7ets 64ne5

$he skills/kn43le67e an6characteristics that are

imp4rtant t4 success areclearl8 6escribe65 )t
pr4vi6es a r4a6map 4: 3here t4 be7in
the6iscussi4n an63hat areas t4 :4cus 4n5
ASSESSMENT 9 FEED0AC+
0ASED ON COMPETENCY MAPPING

r4vi6es :4cus :4r 7ainin7 in:4rmati4n

ab4utbehavi4urLAn appraisalpr4cess inclu6es a
simple/ accurate meth46 :4r ab4ss t4assess >4b
per:4rmance5 0ut 3hat happens 3hen the b4ssis
ne34r heHshe c4ntr4ls a number 4: 6i::erent
l4cati4nsI08 i6enti:8in7the
speci:icbehavi4urscrucial :4r e::ectiveper:4rmance/
%4mpetenc8 Mappin74::er b4sses a startin7 p4int5
CONTD.

$he 3!0#6e7ree .ee6back r4cess is bein7

increasin7l8use6 in4r7aniFati4ns :4r 6evel4pment/
appraisal an6c4mpensati4n purp4ses5 )t inv4lves a
c4llecti4n 4: percepti4ns ab4ut anin6ivi6ual@s
behavi4uran6 its impact 4n b4sses/ c4llea7ues/
sub4r6inates as3ell asinternal an6 e=ternal
cust4mers5%4mpetenc8 Mappin7help t4ensure
thatsuch :ee6back relates speci:icall8 t4 the
c4mpetencies crucialt4 in6ivi6ual4r 4r7aniFati4nal
success5
3:*-DEGREE FEED0AC+
PROCESS

Lite#at"#eRe%ie5GA preliminar8 appr4ach :4r

6e:inin7 >4b c4ntent an6 i6enti:8in7 re;uire6
c4mpetencies is t4 c4n6uct a revie3 4: the
literature t4 learn ab4ut previ4us stu6ies 4: the >4b
4r similar >4bs5

F4"!G#"&!G)n :4cus 7r4ups/ a :acilitat4r 34rks

3ith a small 7r4up 4: >4b incumbents/ their
mana7ers/ supervisees/ clients/ 4r 4thers t4 6e:ine
the >4b c4ntent 4r t4 i6enti:8 the c4mpetencies the8
believe are essential :4r per:4rmance5
TOOLS FOR DEVELOPING
COMPETENCIES

St#"4t"#edInte#%ie5!G)n structure6 intervie3s/

care:ull8 planne6 ;uesti4ns are aske6 in6ivi6uall8
4: >4b incumbents/ their mana7ers/ 4r 4thers
:amiliar 3ith the >4b5 0enchmarkin7 intervie3s
3ith 4ther 4r7aniFati4ns are especiall8 use:ul in
achievin7 a br4a6er vie3 4: the >4b 4r 6eterminin7
3hich c4mpetencies are m4re universall8 6eeme6
necessar8 :4r a particular >4b5
TOOLS FOR DEVELOPING
COMPETENCIES

0e1a%i#a$ E%entInte#%ie5!G)n behavi4ral

event intervie3s B0')C/ t4p per:4rmers are
intervie3e6 in6ivi6uall8 ab4ut 3hat the8 6i6/
th4u7ht/ sai6/ an6 :elt in challen7in7 4r 6i::icult
situati4ns5 $he c4mpetencies that 3ere
instrumental in their success are e=trap4late6 :r4m
their st4ries5 &:ten/ avera7e an6 l43 per:4rmers are
als4 intervie3e6 t4 pr4vi6e a c4mparis4n5
TOOLS FOR DEVELOPING
COMPETENCIES

S"#%e8!G)n surve8s/ >4b incumbents/ their

supervis4rs/ an6 perhaps seni4r mana7ers
c4mplete a ;uesti4nnaire a6ministere6 either in
print 4r electr4nicall85 $he surve8 c4ntent is base6
4n previ4us 6ata c4llecti4n
TOOLS FOR DEVELOPING
COMPETENCIES

O/!e#%atin!G)n this 6ata c4llecti4n meth46/ the

research team visits hi7h#per:4rmin7 incumbents
an6 4bserves them at 34rk5 $he m4re c4mple= the
>4b an6 the 7reater the variet8 in >4b tasks/ the
m4re time is re;uire6 :4r an 4bservati4n5
TOOLS FOR DEVELOPING
COMPETENCIES
CASE ANALYSIS ON
0UYING A CAR

&nce a bu8er has 6eci6e6 3hat t4 l44k :4r in a car/ he 4r she

must 6eci6e h43 t4 assess speci:ic cars t4 i6enti:8 the 4ne
best suite6 t4 his 4r her nee6s5 $here is a number 4:
assessments the car bu8er can make t4 help 3ith the
selecti4n 6ecisi4nG

+44k at its 7eneral appearance

,se a checklist 4: essential characteristics

Ask h43 7446 the 43ner thinks the car is

9uesti4n previ4us 43ners 4n the hist4r8 4: the car

+44k at the han6b44k an6 service hist4r8

Ask :4r speci:ic e=amples 4: the car@s per:4rmance

$ake it :4r a test#6rive

Make pre6icti4ns base6 4n technical characteristics 4: the

car5

$he car bu8er ma8 un6ertake m4re than 4ne 4: the ab4ve
assessments be:4re makin7 a 6ecisi4n 4n 3hether t4
purchase the car 4r n4t5 "4me assessments 3ill n4t pr4vi6e
the best measure 4: a car@s suitabilit85 .4r e=ample/ bu8in7 a
car because it l44ks &K an6 the 43ner sa8s it is a 7reat car t4
6rive is at best 74in7 t4 leave the car bu8er unprepare6 :4r
3hat is 3r4n7 3ith the car/ an6 at 34rst leave him 4r her
havin7 ma6e a ver8 e=pensive mistake5

"h4rt 4: takin7 a car a3a8 :4r a :e3 m4nths t4 tr8 it 4ut/ a

test#6rive is pr4babl8 the m4st accurate means 4: assessin7 4:
its suitabilit85 )t enables the car t4 be 6riven in realistic
situati4ns 3hile un6ertakin7 tasks that represent the
ever86a8 4perati4ns the car 3ill be re;uire6 t4 per:4rm5 .4r
e=ample/ i: the car is t4 be use6 :4r l4n7 m4t4r3a8 >4urne8s
3ith a :ull l4a6 as 3ell as :4r trips ar4un6 t43n/ then these
c4n6iti4ns sh4ul6 be part 4: the test#6rive5

$he car bu8er ma8 un6ertake m4re than 4ne 4: the ab4ve
assessments be:4re makin7 a 6ecisi4n 4n 3hether t4
purchase the car 4r n4t5 "4me assessments 3ill n4t pr4vi6e
the best measure 4: a car@s suitabilit85 .4r e=ample/ bu8in7 a
car because it l44ks &K an6 the 43ner sa8s it is a 7reat car t4
6rive is at best 74in7 t4 leave the car bu8er unprepare6 :4r
3hat is 3r4n7 3ith the car/ an6 at 34rst leave him 4r her
havin7 ma6e a ver8 e=pensive mistake5

"h4rt 4: takin7 a car a3a8 :4r a :e3 m4nths t4 tr8 it 4ut/ a

test#6rive is pr4babl8 the m4st accurate means 4: assessin7 4:
its suitabilit85 )t enables the car t4 be 6riven in realistic
situati4ns 3hile un6ertakin7 tasks that represent the
ever86a8 4perati4ns the car 3ill be re;uire6 t4 per:4rm5 .4r
e=ample/ i: the car is t4 be use6 :4r l4n7 m4t4r3a8 >4urne8s
3ith a :ull l4a6 as 3ell as :4r trips ar4un6 t43n/ then these
c4n6iti4ns sh4ul6 be part 4: the test#6rive5

$here are s4me assessments that a bu8er ma8 3ish t4 make

be:4re he 4r she un6ertakes a test#6rive5 $hese assessments
3ill prevent the bu8er :r4m vie3in7 a car 3hich 64es n4t
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