International Journal of Human Resource

Management and Research (IJHRMR)

ISSN(P): 2249-6874; ISSN(E): 2249-7986
Vol. 4, Issue 6, Dec 2014, 1-8
© TJPRC Pvt. Ltd.

COMPETENCY MAPPING FOR TRAINING AND DEVELOPMENT MANAGER

OF AN ACADEMIC ORGANISATION

SAMBASIVA RAJU VALIVARTHI

Director (HR and Administration), M. N. R. Educational Trust, Hyderabad, Telangana, India

ABSTRACT

After breaking down the organization into a series of homogenous groups of people having similar responsibility,
Job Description (J.D), Job Element Analysis (JEA) and Behaviourly Anchored Rating Scales (BARS) become very
important to find suitable human resources to man it. Identifying the suitable human resource is a herculean task because
every organization’s success always depends on the quality and competencies of the man power employed. This paper
deals with identifying competencies required for the position of Training and Development Manager for an academic
organization. JD, JEA and BARS were designed to create a competency map for the said position.

KEYWORDS: Job Description (JD), Job Element Analysis (JEA), BARS, Competency Map

INTRODUCTION

As global business competition shifts from efficiency to innovation and from enlargement to scale to creation of
value, management needs to be oriented towards the strategic use of human resource.

Under the above said circumstances the ability of companies to effectively carry out competency based human
resources management is becoming more and more crucial for their survival. A competency based human resources
management system captures the differing worth of individual contributors, facilitates multiple paths and allows flexibility
in reward related decisions, which are important to address with the changing nature of organizations.

The field of competency development is growing to popularity with administrative management in businesses and
agencies worldwide. One important reason to collect data and build competency models is that they are powerful decision
making tools.

There are number of reasons why competencies are needed

• The best way to understand performance is to observe what people actually do to be successful rather than relying
on assumptions pertaining to trait and intelligence.

• The best way to measure and predict performance is to access whether people have key competencies.

• Competencies can be learnt and developed.

• They should be made visible and measurable.

• They should be linked to meaningful life outcomes that describe how people should perform in the real world.

Competencies can be classified into

www.tjprc.org editor@tjprc.org
2 Sambasiva Raju Valivarthi

• Core competencies;

• Professional or functional competencies;

• Behavioral Competencies;

• Threshold Competencies

• Differentiating Competencies;

OBJECTIVES

The primary objective of this paper is to identify and describe the factors which are critical to the functioning of
Training & Development Manager of a academic organization, so that a match and standard with respect to the skills
required to perform the job and the secondary objective is to hire the right kind of people for the right job by establishing
standards through JEA and also to identify the learning and development needs.

SCOPE

This project assignment for Competency Mapping includes identifying the competencies required for Training &
Development Manager of an academic organization. This paper has been written basing the needs of my organization
which is ‘Room to Read’, an international non-government organization working into education sector.

METHODOLOGY

• Identify the role and design Job description for the Training & Development Manager;

• Job Element Analysis in the skills, knowledge and behavioral traits required and listing competencies required for
the role.

• Behaviorally Anchored Rating Scales (BARS) for Training & Development Manager.

Job Description of Training & Development Manager

Table 1

Impact Factor (JCC): 4.9135 Index Copernicus Value (ICV): 3.0

Competency Mapping for Training and Development Manager of an Academic Organization 3

Job Purpose

Plan, Direct or coordinate the training and development activities with respect to faculty and students of an
academic organization.

Key Responsibilities and Accountabilities

• Identifying the educational and training needs, developing formal educational or training programs.

• Observing, receiving and otherwise obtaining information from all relevant resources and analyzing it.

• Developing specific goals to prioritize and organize.

• Preparing training budget for the university.

• Analyzing training needs to develop new training programs or modify and improve existing programs.

• Conduct induction programs and arrange on-job training for new hires.

• Evaluate instructor performance and effectiveness of training programs, providing recommendations for
improvement.

• Develop and organize training manuals, ICT tools and educational materials.

• Develop testing and evaluation procedures.

• Establishing and maintaining interpersonal relationships.

• Developing and designing new ideas, applications and systems for effective training and development.

• Provide ample avenues for leadership development.

• Ensure quality of training delivery as per the quality standards.

Job Element Analysis Training and Development Manager

K-Knowledge S: Skills

Table 2

Job Element K/S Threshold Competency Differential Competency

Knowledge of TNA, principles and
K1
tools used.
Adults are internally motivated and
K2 ICT knowledge and its utilization.
self directed, therefore, familiarity with
Design & Delivery Ability to assist T group will all the adult learning theories and principles
S1 support they need in pre and post of learning.
training.
S2 Presentation Skills
Knowledge of Accounting and its
K1
presentation. Through knowledge of statistical tools
Budgeting K2 Ability to use MS-Excel. for effective decision making. Eye of
S1 Analytical Skills and prioritization detail
S2 Effective decision making skills
Education and Knowledge of principles and methods Learning and Development models and
K1
Training for curriculum and training design tools used in Ivy League universities

www.tjprc.org editor@tjprc.org
4 Sambasiva Raju Valivarthi

Deep understanding of tools used in and institutions.

K2
measurements of training effects
Ability to select appropriate training
S1 and instructional methods and
procedures.
Knowledge of business and
management principles involved in
K1
strategic planning and resource
allocation.
Deep understanding of Quality
standards for services and knowledge Knowledge of group behavior and
K2
Management Skills of tools used in evaluating the dynamics, ethnicity and cultural
feedback. understanding
Adjusting actions in relation to others’
S1
actions and plans.
Motivating, developing and directing
S2 people as they work and ability to
identify best people for the job.

Table 3
Job Elements K/S Threshold Competency Differential Competency
Deep understanding and ability to use English Ability to speak and
K1
effectively.
understand two more
Knowledge of Communication and
K2
Language and dissemination techniques. languages in the nearby
Communication Ability to communicate effectively.
S1 countries, like Spanish,
Communication skills
Portuguese and Dutch.
S2 Good Listening skills.
K1 Sound knowledge of MS Office.
Better understanding of CSCL (Computer
K2
Technological supported collaborative Learning) Knowledge of MIS.
Skills S1 Skill to search for content online.
Ability to send e-mails, Correspondence,
S2
reports, develop forms and formats etc.
Knowledge of various kinds of cost and
K1 Ability to present the ROI
expenses incurs while organizing trainings
Return on
Ability to measure the monetary benefits data to the management
Investment
S1 obtained by organization over a specified time
period
Deep understanding of different leadership
K1 styles and knowing which style is best suited
Ability to motivate and
for the given environment.
Leadership Ability to lead the training and Development train shadow leaders
S1
Qualities department efficiently.
within the department.
Ability to design and create a long term vision
S2 and strategy for the department in alignment
with universities vision and mission.`

Impact Factor (JCC): 4.9135 Index Copernicus Value (ICV): 3.0

Competency Mapping for Training and Development Manager of an Academic Organization 5

BARS: Training and Development Manager

Table 4

Level -1 Level-2 Level-3 Level-4

Competency
(Beginner) (Learner) (Advanced) (Expert)
Has the ability to Is looked upon as
Knows how to
collaborate with and a role model Has the ability to
design and
influence having the ability couch/mentor
Design & customize training
‘buy – in’ of to influence the individuals. Develops a
Delivery interventions to
development training and managerial pipe
suit environmental
plans under development line.
needs.
his/her guidance. audience.
Able to create a Ability to
Ability to manage as Is able to manage the
Budget budget and plan manage budget
per budget with budget
Management accordingly for in line with the
support. independently
optimal utilization global budget.
Able to know the input
Able to focus on
Overlooks details Considers all issues sources to be
required inputs but
pertaining to while planning but considered for planning
Eye for detail need to learn
situational data sometimes overlooks and deep understanding
interpretation tools
while planning minute details of tools required to
for information.
interpret them.
He is able to define
daily activity into
categories such as
Has not heard the Heard about types of He is able to define
urgent & important
Time concept of dividing categorization, but daily activity into
work, Not urgent &
Management and categorizing the has not categorized categories but still
Important work, Urgent
job or work in hand. work accordingly. makes mistakes.
& not important work
& Not urgent & not
important work.
Has worked in Has proven experience
academic Has worked in of having being in an
Never worked in
environment, but has academic atmosphere which
Adaptability different kind of
been an average environment not high demands through
environments
performer in normal pressure. understanding adult
environment learning.
Takes thousand
words to convey Can reduce no. of Can convey ideas Can convey idea very
Communication
simple message, still words and convey the clearly but needs clearly even under
Skills
the meaning will not message. assurance. pressure.
be conveyed.

Table 5
Level -1 Level-2 Level-3 Level-4
Competency
(Beginner) (Learner) (Advanced) (Expert)
Uses body language
Poor body to convey simple
Communication Can convey simple Can convey simple and
language, Body message but makes
Skills (Body idea through body complex idea both with
language betrays mistakes in
Language) language body language easily.
him conveying complex
idea.
Does not listen Listens carefully Cognitive ability to
Listening Skills Poor Listener attentively when and comprehends elaborate on the arguments
others are speaking. the message. Do not and provides counter

www.tjprc.org editor@tjprc.org
6 Sambasiva Raju Valivarthi

know how to arguments effectively.

interpret when
others are speaking.
Interpersonal Creates Lose-Lose Creates Lose-Win Creates Win-Lose Creates Win-Win
Skills situation situation situation situation.
Can handle and
Do not understand Can understand Uses his interpersonal
Conflict manage the conflicts
the cause of conflicts but not skills to resolve the
Resolution but not consistently.
Conflicts. able to manage. conflicts.
Needs assistance.
Knows to ask close
ended question but
Knows to ask close
Analytical Skills Doesn’t know fails to ask open
ended question but Able to organize the data
(Information what question to ended question even
not open ended in the right sequence
gathering) ask. knowing the
questions.
importance of the
same.
Knows right kind of
Understands the job Conducts cost &
No idea of flow investigation by asking
Planning but can’t do flow trend analysis but
charting. open/closed ended
charting. makes mistakes.
questions.
Makes quality
Consistently Accurately
decisions in a
Consistently gathers all predicts the
timely manner.
Decision Making makes decisions information outcomes of
Acknowledges
Skills independently including opinions, alternatives to
limitations and
then makes an solve problems;
seeks advice when
informed decision appropriately
unsure
Not only suggests
Have started regular Checks with employees on
Rarely sits with the future course of
meetings, reviews a regular basis on the areas
team to review the action but also helps
Reviewing skills performance and where they stuck often and
performance of employee develop in
suggests the future frequently comes up with a
individuals the area that needs
course of action solution
improvement
‘

Table 6
Competency Level-1(Beginner) Level-2(Learner) Level-3(Advanced) Level-4(Expert)
Encourages others
to take “smart”
Implements new
Takes “smart” risks; maintains an
approaches/
risks including entrepreneurial
Shows innovation in programs that
Innovation trying new and spirit that breaks
day to day activity prove to be
different ways to down barriers to
effective
get the job done promote new and
creative ways to
meet goals
Has a clear
understanding what
Ask questions,
Is inward focussed he or she needs to
understands the
Poor organisation and does not see do. Deep
environment better.
Strategizing and environmental himself/ herself as understanding of
Takes decisions
awareness part of larger organisations vision
suitable for the
organisation. and mission and
environment.
takes decisions in
alignment with them.

Impact Factor (JCC): 4.9135 Index Copernicus Value (ICV): 3.0

Competency Mapping for Training and Development Manager of an Academic Organization 7

Findings

• Job Description: Job descriptions of a Training & Development Manager who will be responsible for Training
Needs Analysis and conduction of training for the students as well as the faculty members of the university.

• Job Element Analysis: JES focuses on functional competencies required for the role, knowledge and skills a
person should have to effectively perform each element of the job.

• Behaviorally Anchored Rating Scales (BARS) for core competencies identified essential for training manager to
perform and deliver are chalked out.

CONCLUSIONS

When so many companies are fighting for limited resources and talent, it becomes utmost important for
organizations to understand their competencies and update it and have the courage to change it if necessary. It is imperative
for an organization to define a set of core competencies which match with its key market differentiators. This is where
Competency mapping plays a crucial role.

REFERENCES

1. ̳ he Indian Perspective of Strategic HR Roles and Organizational Learning

Banger, J., and Sharma, A. (2005), T
Capability,‘ International Journal of Human Resource Management, 16, 9, 1711–1739.

2. Blood, M. R. (1974). Spin-offs from behavioral expectation scale procedures. Journal of Applied Psychology, 59:
513-515.

3. Boyatis, Richard B. (1982). The Competent Manager: A Model for Effective Performance, New Age International
(P) Limited, New Delhi.

4. Campbell, T., & Cairns, H. (1994). Developing and measuring the learning organization. Industrial and
Commercial Training, 26 (7/8): 10-15.

5. ̳ pplied Psychology in Human Resource Management‘. Englefield Cliffs; N.J. Prentice

Cascio. W.F. (1998),. A
Hall – 9

6. ̳ ompetency Based performance improvement: a strategy for organizational Change‘. Amherst:

Dubois (1993), C
HRD-12

7. ̳ he Competency Programme of the American Management Association‘. Journal of

Evarts H F (1988), T
Management Development.

8. Fogg, CD (1994), I̳ mplementing your strategic plan: How to turn intent into effective action for sustainable
change‘. New York. American Management Association – 10

9. Katz, Daniel (1994), “Study of Competency Mapping”, Harvard Business Review.

̳ he art and science of competency models: Pinpointing critical success

10. Lucia, A. D., & Lepsinger, R. (1999), T
factors in organizations‘. New York: Pfeiffer – 28

www.tjprc.org editor@tjprc.org
8 Sambasiva Raju Valivarthi

̳ ompetency and Human Resource Management‘. International

11. Lucian Cernusca and Cristina Dima (2007), C
journal of psychology, Vol.II.

12. Maria Gonzalez, (1999), “Shifting the Performance Curve”, Ivey Business Journal, July/August, 18-23.

13. McClelland, David (1973), “Talent and Society, Achievement Motive, The Achieving Society, Motivating
Economic Achievement and Power The Inner Experience", American Psychologist.

14. Md.Ishtiak Uddin, et. al. (2012) “Competency Mapping: A Tool for HR Excellence”, European Journal of
Business and Management, Vol 4, No.5.

15. Rarick, C. A., & Baxter, G. (1986). Behaviorally anchored rating scales (BARS): An effective performance
appraisal approach. SAM Advanced Management Journal, 51 (1): 36-39.

16. Rao, T.V. Readings in Human Resource Development, Oxford & IBH Publishing Co. Pvt. Ltd., New Delhi, 1991.

17. Tziner, A., Joanis, C., & Murphy, K R. (2000). A comparison of three methods of performance appraisal with
regard to goal properties, goal perception, and rate satisfaction. Group & Organizational Management, 25 (2):
175-190.

̳ apping the future: Shaping new workplace learning and performance competenciesǁ.
18. William Rothwell (2004), M
American Society for Training & Development – 2.

19. AACSB International Standards. (2006). Eligibility Procedures and Accreditation Standards for Business
Accreditation. Tampa, FL: AACSB International

Impact Factor (JCC): 4.9135 Index Copernicus Value (ICV): 3.0