A STUDY ON EFFECTIVENENESS OF COMPETENCY MAPPING

PRACTICES IN ASTONISH INFOTECH PRIVATE LIMITED

A project submitted to the
BHARATHIDASAN UNIVERSITY, TIRUCHIRAPPALLI
In partial fulfillment of the requirements for the degree of

MASTER OF BUSINESS ADMINISTRATION

Submitted by
S.AMEENA MURSID
Reg.No.22291282
Under the Guidance of
Dr.S.BELLARMIN DIANA, M.Com., M.Phil., Ph.D.
Assistant Professor, Department of Management studies

DEPARTMENT OF MANAGEMENT STUDIES

BON SECOURS COLLEGE FOR WOMEN
NATIONALLY ACCREDITED WITH ‘A++’ GRADE BY NAAC IN CYCLE II
VILAR BYPASS
THANJAVUR – 613 006

MARCH-2024
 DEPARTMENT OF MANAGEMENT STUDIES
BON SECOURS COLLEGE FOR WOMEN
Nationally Accredited with ‘A++’ Grade by NAAC in Cycle II
Vilar Bypass
Thanjavur – 613 006

Dr.S.BELLARMIN DIANA, M.Com., M.Phil., Ph.D. Date:

Assistant Professor, Department of Management Studies

CERTIFICATE

This is to certify that the project report entitled “A STUDY ON

EFFECTIVEESS OF COMPETENCY MAPPING PRACTICES IN ASTONISH
INFOTECH PRIVATE LIMITED is the bonafide record of the work done by
MS.S.AMEENA MURSID (Reg. NO: 22291282) a full time student of Bon Secours
College for Women Thanjavur, in partial fulfillment of requirements for the degree
of MASTER OF BUSINESS ADMINISTRATION. This Project to the best of my
knowledge has not formed the basis for the award of any degree or any other similar
title and that it represents entirely an independent work on the part of the candidate
under my overall supervision.

Signature of the Guide Signature of the HOD

Signature of the External Examiner

S.AMEENA MURSID
Reg.No.22291282
Bon Secours College for Women Vilar Bypass,
Thanjavur – 613 006

DECLARATION

I hereby declare that the project report entitled “A STUDY ON

EFFECTIVENESS OF COMPETENCY MAPPING PRACTICES IN
ASTONISH INFOTECH PRIVATE LIMITED submitted for the award of the
M.B.A degree is my original research work and the project report has not formed the
basis for the award of any other degree.

Place :Thanjavur Signature of the student

Date :
 ACKNOWLEDGEMENT

First and foremost, I thank God the ALMIGHTY for empowering me with courage, wisdom
and strength to complete this project work successfully. I give him all the glory, honor and my praise.
I extent my sincere thanks to our Dr.S.Gayathri, Principal Bon Secours College for Women
for giving me this golden opportunity to complete this project work.
I express my profound gratitude to Dr.T.SIVAKAMI MBA.,M.Phil.,Ph.D.,UGC-NET,
SET, Head of the department, PG & Research Department of Management Studies of Bon Secours
College for Women for her valuable suggestions and motivation to fulfill my work without any
interruption.
I am very thankful to our Guide Dr.S.BELLARMIN DIANA M.Com., M.Phil.,Ph.D., Asst.
Professor, PG & Research Department of Management Studies for his guidance and positive
criticism throughout the lengthy ordeal of this project with total dedication.
My heartfelt thanks to Mr.K.SIVAKUMAR for his encouragement and moral support.
I wish to thank all my teachers - for their helpful inputs - insightful comments - steadfast love
and support.
I am indebted to my parents, brother and friends for their valuable timely and priceless help

which they rendered to me throughout this project work.

 CONTENTS

CHAPTER
TITLE PAGE NO.
NO.

LIST OF TABLES i

LIST OF CHARTS ii

I INTRODUCTION 1

II REVIEW OF LITERATURE 18

III COMPANY PROFILE 25

IV DATA ANALYSIS AND INTERPRETATION 29

FINDINGS, SUGGESTION AND

V 110
CONCLUSION

BIBLIOGRAPHY 118

APPENDIX
120
QUESTIONNAIRE

ANNEXURE 127
 LIST OF TABLES

S.NO. PARTICULARS PAGE NO.

4.1.1 CLASSIFICATION OF RESPONDENTS BASED

29
ON AGE

4.1.2 CLASSIFICATION OF RESPONDENTS BASED

30
ON GENDER
4.1.3 CLASSIFICATION OF RESPONDENTS BASED
31
ON EDUCATIONAL QUALIFICATION
4.1.4 CLASSIFICATION OF RESPONDENTS BASED
32
ON MARITAL STATUS
4.1.5 CLASSIFICATION OF RESPONDENTS BASED
33
ON ANNUAL INCOME
4.1.6 DISTRIUTION OF RESPONDENTS BASED ON
34
DESIGNATION
4.1.7 DISTRIBUTION OF RESPONDENTS BASED ON
36
AREA OF RESIDENCE
RESPONDENTS’ VIEW ON TYPES OF
4.1.8
COMPETENCY IDENTIFICATION 37
TECHNIQUES

RESPONDENTS’ VIEW BASED ON TOOLS

4.1.9
USED TO ASSESS EMPLOYEES 39
COMPETENCIES

4.1.10 RESPONDENTS’ VIEW ON ADAPTABILITY OF

41
NEW TASKS
4.1.11 RESPONDENTS’ VIEW ON ADAPTABILITY OF
42
CHANGING WORK ENVIROMENT
4.1.12 RESPONDENTS’ VIEW ON ADAPTABILITY OF
43
COMMITMENT TO THE JOB
 RESPONDENTS’ VIEW ON ADAPTABILITY OF
4.1.13
CONTINUOUS LEARNING AND 44
IMPROVEMENT
4.1.14 RESPONDENTS’ VIEW ON ADAPTABILITY TO
45
TAKE RESPONSIBILITY
4.1.15 RESPONDENTS’ VIEW ON INITIATIVE TO
46
COMPLETE GOALS WITHIN TIMELINES
4.1.16 RESPONDENTS’ VIEW ON INITIATIVE TO
47
PREPARE FOR UNEXPECTED CONTIGENCIES
4.1.17 RESPONDENTS’ VIEW ON INITIATIVE TO
48
TAKE ACTIONS AND RISKS
RESPONDENTS’ VIEW ON INITIATIVE TO
4.1.18
UNDERTAKE SELF-DEVELOPMENT 49
ACTIVITIES
4.1.19 RESPONDENTS’ VIEW ON INITIATIVE TO
50
TAKE ADVANTAGE OF OPPORTUNITIES
4.1.20 RESPONDENTS’ VIEW ON JUDGEMENT TO
51
MAKE INFORMED DECISIONS
4.1.21 RESPONDENTS’ VIEW ON JUDGEMENT TO
52
MAKE QUICK DECISIONS
RESPONDENTS’ VIEW ON JUDGEMENT TO
4.1.22
SEEK INPUT FROM PEOPLE FOR MAKING 53
DECISIONS
RESPONDENTS’ VIEW ON JUDGEMENT ON
4.1.23
FORSEE THE BIG PICTURE WHEN MAKING 54
DECISIONS
RESPONDENTS’ VIEW ON JUDGEMENT ON
4.1.24 ASSESSING THE RISKS, BENEFITS AND 55
IMPACT OF DECISIONS
RESPONDENTS’ VIEW ON PLANNING AND
4.1.25 56
ORGANISATION ON EFFECTIVE TIME
 MANAGEMENT

RESPONDENTS’ VIEW ON BASED ON

4.1.26 PLANNING AND ORGANISATION ON 57
ATTENTION TO DETAILS
RESPONDENTS’ VIEW ON PLANNING AND
4.1.27 ORGANISATION FOR ACCOMPLISHMENT OF 58
TASKS
RESPONDENTS’ VIEW ON PLANNING AND
4.1.28 ORGANISATION FOR AVOIDANCE OF 59
DISTRACTION
RESPONDENTS’ VIEW ON PLANNING AND
4.1.29 60
ORGANISATION FOR SPECIFIC PLANS
RESPONDENTS’ VIEW ON PROBLEM-
4.1.30 61
SOLVING
RESPONDENTS’ VIEW ON PROBLEM-
4.1.31 62
SOLVING BY TEAMWORK
RESPONDENTS’ VIEW ON SUCCESS IN
4.1.32 63
PROBLEM-SOLVING
RESPONDENTS’ VIEW ON SIMPLIFICATION
4.1.33 64
OF PROBLEMS
RESPONDENTS’ VIEW ON RESOLVING
4.1.34 65
PROBLEMS
RESPONDENTS’ VIEW ON LEADERSHIP TO
4.1.35 66
INFLUENCE OTHERS
RESPONDENTS’ VIEW ON EFFECTIVE
4.1.36 67
LEADERSHIP
RESPONDENTS’ VIEW ON DEMONSTRATION
4.1.37 68
OF LEADERSHIP
RESPONDENTS’ VIEW ON LEADERSHIP FOR
4.1.38 69
ACTIONABLE FEEDACK
 RESPONDENTS’ VIEW ON OWNERSHIP AND
4.1.39 70
ACCOUNTABILITY OF RESULTS
RESPONDENTS’ VIEW ON RELATIOSHIP
4.1.40 71
MANAGEMENT IN ACHIEVING WORK GOALS
RESPONDENTS’ VIEW ON AGREEMENTS
4.1.41 72
REGARDING CONCERNS IN WORK
RESPONDENTS’ VIEW ON HANDLING
4.1.42 73
CONFLICTS
RESPONDENTS’ VIEW ON PARTICIPATION IN
4.1.43 74
TEAM-BUILDING ACTIVITIES
RESPONDENTS’ VIEW ON
4.1.44 COMMUNICATION TO DELIVER 75
PRESENTATIONS
RESPONDENTS’ VIEW ON EFFECTIVE
4.1.45 76
COMMUNICATION AT ALL LEVELS
RESPONDENTS’ VIEW ON ASKING FOLLOW-
4.1.46 77
UP QUESTIONS
RESPONDENTS’ VIEW ON EXPRESSING
4.1.47 78
CLEAR THOUGHTS
RESPONDENTS’ VIEW ON PRODUCTIVITY OF
4.1.48 79
TIME SPENT ON WORK
RESPONDENTS’ VIEW ON SETTING THE
4.1.49 80
RIGHT PRIORITIES
RESPONDENTS’ VIEW ON ACTIVE
4.1.50 81
PARTICIPATION IN MEETINGS
RESPONDENTS’ VIEW ON LOOKING FOR
4.1.51 82
NEW OPPORTUNITIES IN JOB
RESPONDENTS’ VIEW ON USE OF
4.1.52 83
TECHNOLOGY TO ACHIEVE OJECTIVES

4.1.53 RESPONDENTS’ VIEW ON SUPPORT OF 84

 TECHNOLOGY IN CUSTOMER
INTERACTIONS
RESPONDENTS’ VIEW ON SYSTEMS USED
4.1.54 85
FOR TRACKING EMPLOYEE PROGRESS
RESPONDENTS’ VIEW ON INTEGRATION OF
4.1.55 86
DIFFERENT TECHOLOGIES AND SYSTEMS
RESPONDENTS’ VIEW ON EMPLOYEE
4.1.56 PERFORMANCE OF ORGANIZATIONAL 87
STANDARDS
RESPONDENTS’ VIEW ON FINISHING WORK
4.1.57 88
ON TIME

4.1.58 RESPONDENTS’ VIEW ON WORK ETHICS 89

RESPONDENTS’ VIEW ON EMPLOYEE

4.1.59 RETENTION IN CAREER GROWTH AND 90
OPPORTUNITIES
RESPONDENTS’ VIEW ON RECOMMENDING
4.1.60 91
COMPANY TO OTHERS
RESPONDENTS’ VIEW ON EVALUATION OF
4.1.61 92
FEEDBACKS
RESPONDENTS’ VIEW ON INFORMED AND
4.1.62 CONSTRUCTIVE CONVERSATIONS ABOUT 93
PAY
RESPONDENTS’ VIEW BASED ON
4.1.63 EFFECTIVENESS OF COMPETENCY 94
MAPPING PRACTICES
RESPONDENTS’ VIEW ON COMPETENCY
4.1.64 95
MAPPING ALIGNS WITH CAREER GOALS
RESPONDENTS’ VIEW ON SATISFACTION OF
4.1.65 96
COMPETENCY MAPPING
 RESPONDENTS’ VIEW ON IMPROVEMENT OF
4.1.66 97
COMPETENCY MAPPING

4.1.67 LEVEL OF COMPETENCY OF EMPLOYEES 98

4.1.68 LEVEL OF EMPLOYEE PERFORMANCE 99

4.1.69 LEVEL OF EMPLOYEE RETENTION 100

LEVEL OF EFFECTIVENESS OF
4.1.70 101
COMPETENCY MAPPING

S.NO. PARTICULARS PAGE NO.

DIFFERENCE BETWEEN THE LEVEL OF
4.2.1 COMPETENCY OF EMPLOYEES AND THEIR 102
DESIGNATION
ASSOCIATION BETWEEN THE LEVEL OF
4.2.2 COMPETENCY OF EMPLOYEES AND THE 104
LEVEL OF EMPLOYEE PERFORMANCE
ASSOCIATION BETWEEN LEVEL OF
4.2.3 COMPETENCY OF EMPLOYEES WITH 106
RESPECT TO EMPLOYEE RETENTION
ASSOCIATION BETWEEN LEVEL OF
4.2.4 COMPETENCY OF EMPLOYEES WITH 107
RESPECT TO EFFECTIVENESS OF
COMPETECY MAPPING
 LIST OF CHARTS

S.NO. PARTICULARS PAGE NO.

4.1.1 CLASSIFICATION OF RESPONDENTS BASED

29
ON AGE

4.1.2 CLASSIFICATION OF RESPONDENTS BASED

30
ON GENDER
4.1.3 CLASSIFICATION OF RESPONDENTS BASED
31
ON EDUCATIONAL QUALIFICATION
4.1.4 CLASSIFICATION OF RESPONDENTS BASED
32
ON MARITAL STATUS
4.1.5 CLASSIFICATION OF RESPONDENTS BASED
33
ON ANNUAL INCOME
4.1.6 DISTRIUTION OF RESPONDENTS BASED ON
35
DESIGNATION
4.1.7 DISTRIBUTION OF RESPONDENTS BASED ON
36
AREA OF RESIDENCE
RESPONDENTS’ VIEW ON TYPES OF
4.1.8
COMPETENCY IDENTIFICATION 38
TECHNIQUES

RESPONDENTS’ VIEW BASED ON TOOLS

4.1.9
USED TO ASSESS EMPLOYEES 40
COMPETENCIES

4.1.10 RESPONDENTS’ VIEW ON ADAPTABILITY OF

NEW TASKS 41
4.1.11 RESPONDENTS’ VIEW ON ADAPTABILITY OF
42
CHANGING WORK ENVIROMENT
4.1.12 RESPONDENTS’ VIEW ON ADAPTABILITY OF
43
COMMITMENT TO THE JOB
 RESPONDENTS’ VIEW ON ADAPTABILITY OF
4.1.13
CONTINUOUS LEARNING AND 44
IMPROVEMENT
4.1.14 RESPONDENTS’ VIEW ON ADAPTABILITY TO
45
TAKE RESPONSIBILITY
4.1.15 RESPONDENTS’ VIEW ON INITIATIVE TO
46
COMPLETE GOALS WITHIN TIMELINES
4.1.16 RESPONDENTS’ VIEW ON INITIATIVE TO
47
PREPARE FOR UNEXPECTED CONTIGENCIES
4.1.17 RESPONDENTS’ VIEW ON INITIATIVE TO
48
TAKE ACTIONS AND RISKS
RESPONDENTS’ VIEW ON INITIATIVE TO
4.1.18
UNDERTAKE SELF-DEVELOPMENT 49
ACTIVITIES
4.1.19 RESPONDENTS’ VIEW ON INITIATIVE TO
50
TAKE ADVANTAGE OF OPPORTUNITIES
4.1.20 RESPONDENTS’ VIEW ON JUDGEMENT TO
51
MAKE INFORMED DECISIONS
4.1.21 RESPONDENTS’ VIEW ON JUDGEMENT TO
52
MAKE QUICK DECISIONS
RESPONDENTS’ VIEW ON JUDGEMENT TO
4.1.22
SEEK INPUT FROM PEOPLE FOR MAKING 53
DECISIONS
RESPONDENTS’ VIEW ON JUDGEMENT ON
4.1.23
FORSEE THE BIG PICTURE WHEN MAKING 54
DECISIONS
RESPONDENTS’ VIEW ON JUDGEMENT ON
4.1.24 ASSESSING THE RISKS, BENEFITS AND 55
IMPACT OF DECISIONS
RESPONDENTS’ VIEW ON PLANNING AND
4.1.25 56
ORGANISATION ON EFFECTIVE TIME
 MANAGEMENT

RESPONDENTS’ VIEW ON BASED ON

4.1.26 PLANNING AND ORGANISATION ON 57
ATTENTION TO DETAILS
RESPONDENTS’ VIEW ON PLANNING AND
4.1.27 ORGANISATION FOR ACCOMPLISHMENT OF 58
TASKS
RESPONDENTS’ VIEW ON PLANNING AND
4.1.28 ORGANISATION FOR AVOIDANCE OF 59
DISTRACTION
RESPONDENTS’ VIEW ON PLANNING AND
4.1.29 60
ORGANISATION FOR SPECIFIC PLANS
RESPONDENTS’ VIEW ON PROBLEM-
4.1.30 61
SOLVING
RESPONDENTS’ VIEW ON PROBLEM-
4.1.31 62
SOLVING BY TEAMWORK
RESPONDENTS’ VIEW ON SUCCESS IN
4.1.32 63
PROBLEM-SOLVING
RESPONDENTS’ VIEW ON SIMPLIFICATION
4.1.33 64
OF PROBLEMS
RESPONDENTS’ VIEW ON RESOLVING
4.1.34 65
PROBLEMS
RESPONDENTS’ VIEW ON LEADERSHIP TO
4.1.35 66
INFLUENCE OTHERS
RESPONDENTS’ VIEW ON EFFECTIVE
4.1.36 67
LEADERSHIP
RESPONDENTS’ VIEW ON DEMONSTRATION
4.1.37 68
OF LEADERSHIP
RESPONDENTS’ VIEW ON LEADERSHIP FOR
4.1.38 69
ACTIONABLE FEEDACK
 RESPONDENTS’ VIEW ON OWNERSHIP AND
4.1.39 70
ACCOUNTABILITY OF RESULTS
RESPONDENTS’ VIEW ON RELATIOSHIP
4.1.40 71
MANAGEMENT IN ACHIEVING WORK GOALS
RESPONDENTS’ VIEW ON AGREEMENTS
4.1.41 72
REGARDING CONCERNS IN WORK
RESPONDENTS’ VIEW ON HANDLING
4.1.42 73
CONFLICTS
RESPONDENTS’ VIEW ON PARTICIPATION IN
4.1.43 74
TEAM-BUILDING ACTIVITIES
RESPONDENTS’ VIEW ON
4.1.44 COMMUNICATION TO DELIVER 75
PRESENTATIONS
RESPONDENTS’ VIEW ON EFFECTIVE
4.1.45 76
COMMUNICATION AT ALL LEVELS
RESPONDENTS’ VIEW ON ASKING FOLLOW-
4.1.46 77
UP QUESTIONS
RESPONDENTS’ VIEW ON EXPRESSING
4.1.47 78
CLEAR THOUGHTS
RESPONDENTS’ VIEW ON PRODUCTIVITY OF
4.1.48 79
TIME SPENT ON WORK
RESPONDENTS’ VIEW ON SETTING THE
4.1.49 80
RIGHT PRIORITIES
RESPONDENTS’ VIEW ON ACTIVE
4.1.50 81
PARTICIPATION IN MEETINGS
RESPONDENTS’ VIEW ON LOOKING FOR
4.1.51 82
NEW OPPORTUNITIES IN JOB
RESPONDENTS’ VIEW ON USE OF
4.1.52 83
TECHNOLOGY TO ACHIEVE OJECTIVES
 RESPONDENTS’ VIEW ON SUPPORT OF
4.1.53 TECHNOLOGY IN CUSTOMER 84
INTERACTIONS
RESPONDENTS’ VIEW ON SYSTEMS USED
4.1.54 85
FOR TRACKING EMPLOYEE PROGRESS
RESPONDENTS’ VIEW ON INTEGRATION OF
4.1.55 86
DIFFERENT TECHOLOGIES AND SYSTEMS
RESPONDENTS’ VIEW ON EMPLOYEE
4.1.56 PERFORMANCE OF ORGANIZATIONAL 87
STANDARDS
RESPONDENTS’ VIEW ON FINISHING WORK
4.1.57 88
ON TIME

4.1.58 RESPONDENTS’ VIEW ON WORK ETHICS 89

RESPONDENTS’ VIEW ON EMPLOYEE

4.1.59 RETENTION IN CAREER GROWTH AND 90
OPPORTUNITIES
RESPONDENTS’ VIEW ON RECOMMENDING
4.1.60 91
COMPANY TO OTHERS
RESPONDENTS’ VIEW ON EVALUATION OF
4.1.61 92
FEEDBACKS
RESPONDENTS’ VIEW ON INFORMED AND
4.1.62 CONSTRUCTIVE CONVERSATIONS ABOUT 93
PAY
RESPONDENTS’ VIEW BASED ON
4.1.63 EFFECTIVENESS OF COMPETENCY 94
MAPPING PRACTICES
RESPONDENTS’ VIEW ON COMPETENCY
4.1.64 95
MAPPING ALIGNS WITH CAREER GOALS
RESPONDENTS’ VIEW ON SATISFACTION OF
4.1.65 96
COMPETENCY MAPPING
 RESPONDENTS’ VIEW ON IMPROVEMENT OF
4.1.66 97
COMPETENCY MAPPING

4.1.67 LEVEL OF COMPETENCY OF EMPLOYEES 98

4.1.68 LEVEL OF EMPLOYEE PERFORMANCE 99

4.1.69 LEVEL OF EMPLOYEE RETENTION 100

LEVEL OF EFFECTIVENESS OF
4.1.70 101
COMPETENCY MAPPING

S.NO. PARTICULARS PAGE NO.

DIFFERENCE BETWEEN THE LEVEL OF
4.2.1 COMPETENCY OF EMPLOYEES AND THEIR 103
DESIGNATION
ASSOCIATION BETWEEN THE LEVEL OF
4.2.2 COMPETENCY OF EMPLOYEES AND THE 105
LEVEL OF EMPLOYEE PERFORMANCE
CHAPTER - I
 CHAPTER I
INTRODUCTION

1.1 COMPETENCY MAPPING

In today’s competitive scenario, the concept of Competency Mapping has gained significant
importance. Competency management focuses on identifying the knowledge that employees need to
have to achieve their respective goals. It is strongly related to organisational efforts towards
workforce empowerment to achieve competitive advantage. As workplaces lay more and more
emphasis on skills and behavioural attitudes, organisations have begun to improve their talent
pipelines by focusing on their core competencies and skills. People are no longer considered as parts
of a larger organisation performing the same tasks repeatedly. They are treated as key competitive
assets within an organisation whereby each individual adds value by aligning him/herself with the
mission, vision and values of the organisation, through the expected Competency model.
Competency Mapping is a process of identifying key competencies for a company or
Institution and the jobs and functions within it. Competency required for a particular job depends on
many factors. The factors include social culture, nature of the business, business environment,
organizational culture, work environment, organizational structure, duties and responsibility, nature
of processes and assigned activities, attitude and motive of colleagues, superior and subordinates.
Some of these factors may change with time and thus changing competency requirements for the
same job position in the organization. Unlike other resources, human being is the only asset that can
appreciate with useful inputs. It is one such asset that adds value to itself with respect to time. And
therefore it is considered as a resource that can be cultivated by the manure of training and
development. Competencies can provide the logic for designing an organization that will enable
human resources to continually add value to its firm.
A Competency is a measurable pattern of knowledge, skills, abilities, behaviors, and other
characteristics that an individual needs, to perform work roles or occupational functions successfully.
Competencies specify the "how" of performing job tasks, or what the person needs to do the job
successfully. In other words a Competency may be defined as an underlying characteristic required
for performing a given task, activity, or role successfully. Competency Mapping refers to the process
of identifying the key competencies for the effective performance of a particular job. This would be
the desired/ expected level of competency for the job. Further the individual’s level of competency is

1
measured against performance standards established by the organization which would be his actual
level of competency. The desired and the actual levels of competencies are compared and analyzed to
arrive at the gaps. Employee competency mapping is to make a connection between what the
company needs and what the employee can perform and eventually detect a gap.
1.1.1CONCEPT OF COMPETENCY MAPPING
Competency has its origins in the Latin word 'competentia' which means - is authorized to
judge as well as - has the right to speak (Caupin et al., 2006: 9). The English dictionary defines the
word - competence‘ as the state of being suitably sufficient or fit. Trying to draw a fine line between
the (buzz) words such as proficiency, capability, capacity, competence, competency\competencies is
even more difficult and creates confusion (see examples in Byham & Moyer, 2000; Cooper, 2000;
Mirabile, 1997). Those who spend efforts in examining competency are immediately struck by the
lack of uniform definitions, compositions, and methodologies which, of course, lead to
misunderstanding, wandering, and waste (Cooper, 2000; Dalton, 1997). Its meanings defined by
standard dictionaries are broad, vague, and inferred which subject to a variety of interpretations.
1.1.1.1 Definitions by Authors
The definition of competency is one of the most fraught tasks in business research, with little
agreement among researchers.
McClelland (1973) presented data that traditional achievement and intelligence scores may not be
able to predict job success and what is required is to profile the exact competencies required to
perform a given job effectively and measure them using a variety of tests. He defined
competence‘ as ―a personal trait or set of habits that leads to more effective or superior job
performance‖, in other words, an ―ability that adds clear economic value to the efforts of a person
on the job.
Klemp (1980) defined competency as, ―an underlying characteristic of a person which results in
effective and/or superior performance on the job.
Boyatzis (1982, 2007) adopted the term competency an “underlying characteristic of an individual
that is casually (change in one variable cause change in another) related to superior performance in a
job”. He identified that there were 19 generic competencies that outstanding managers tend to have.
He clubbed those 19 generic management competencies into five distinct clusters, as a goal and
action management, leadership, human resource management, directing subordinates and focus on
others.

2
Hornby and Thomas (1989): Competency is the ability to perform effectively the functions
associated with management in a work situation.
Jacobs (1989): Competency is an observable skill or ability to complete a managerial task
successfully.
Hogg B (1989): Competencies are the characteristics of a manager that lead to the demonstration of
skills and abilities, which result in effective performance within an occupational area. Competency
also embodies the capacity of transfer skills and abilities from one area to another.
Spencer and Spencer (1993): Competencies are skills & abilities-things you can do -acquired
through work experience, life experience, study or training.
Many definitions of the term competency‖ have risen over the past decade. The definition that
is most preferred is as follows: Competencies include the collection of success factors necessary for
achieving important results in a specific job or work role in a particular organization‖. Success factors
are combinations of knowledge, skills, and abilities (more historically called ―KSA‘s‖) that are
described in terms of specific behaviors, and are demonstrated by superior performers in those jobs
or work roles. Although the meaning and definition of the term competency‘ is still subject to debate
(Shippman et al., 2000), for the purposes of our study, we adopted the definition proposed by
Bartram, Robertson, and Callinan (2002), which states that competencies are sets of behaviors that
are instrumental in the delivery of desired results or outcomes (p. 7). Competencies conceptualized in
such a way are something that people actually do and can be observed‖ (Campbell et al., 1993, p. 40).
A competency is the capability of applying or using knowledge, skills, abilities, behaviors,
and personal characteristics to successfully perform critical work tasks, specific functions, or operate
in a given role or position. Competencies are thus underlying characteristics of people that indicate
ways of behaving or thinking, which generalizes across a wide range of situations and endure for
long periods of time.

1.1.2 Five Types of Competency Characteristics

There are five major components of competency (Tucker and Cofsky, 1994);
1) Knowledge -This refers to information and learning resting in a person, such as surgeon‘s
knowledge of Human Anatomy.
2) Skill -This refers to a person‘s ability to perform a certain task, such as surgeon‘s skill to perform
a surgery.

3
3) Self Concepts and Values -This refers to a person‘s attitudes, values and self image. An example
is self confidence, a person‘s belief that he or she can be successful in a given situation, such as a
surgeons self confidence in carrying out a complex surgery.
4) Traits -Traits refer to physical characteristics and consistent responses to situations or information.
Good eyesight is a necessary trait for surgeons, as is self control is an ability to remain calm under
stress.
5) Motives -Motives are emotions, desires, physiological needs or similar impulses that prompt
action. For example, surgeons with high interpersonal orientation take personal responsibility for
working well with other members of the operating team.
Motives and Traits may be termed as initiators what people will do on the job without close
supervision. As shown in figure 1, the resultant of a critical behavior is higher performance. The
level of performance (low, moderate or high) is always determined by the level of knowledge, skill
and attitude.

Figure 1.Concept of competency

1.1.2.1Classification of Competencies

In order to set the context of theoretically derived competence classes, a brief review is given
regarding some of the classification patterns. In literature different patterns for classification of
competencies are given. Most often, researchers define categorization according to their own theory

4
and purpose of the study. Katz and Kahn (1986) grouped competency into three areas which later
expanded into the following four:
1) Technical or Functional (knowledge, attitudes, skills, etc. associated with the technology
or functional expertise required to perform the role);
2) Managerial (knowledge, attitudes, skills, etc. required to plan, organize, mobilize and
utilize various resources);
3) Human (knowledge, attitudes and skills required to motivate, utilize and develop human
resources ); and
4) Conceptual (abilities to visualize the invisible, think at abstract levels and use the thinking
to plan future business).
1.1.2.2 Carrol and McCrackin (1988) organized competencies into three main categories.
1) Core competencies (Hamel and Prahalad, 1994): A core competency forms the basis for
strategic direction; it is something a company does well relative to other competitors. Core
competencies refer to the elements of behavior that are important for all employees to possess as, for
example, a core competency in "result/ quality orientation".
2) Leadership / managerial competencies: This category involves competencies that are related to
leading an organization and people. Some examples include "visionary leadership", "strategic
thinking", and "developing people".
3) Functional competencies: These are job-specific skills required to perform a particular job role or
profession (Ozcelik and Ferman, 2006:75).
1.1.3 METHODS OF COMPETENCY MAPPING

It is not easy to identify all the competencies required to fulfill the job requirements. However,
a number of methods and approaches have been developed and successfully tried out. These methods
have helped managers to a large extent, to identify and reinforce and/or develop these competencies
both for the growth of the individual and the growth of the organization. In the following section,
some major approaches of competency mapping have been presented.

1) Assessment Centre

“Assessment Centre” is a mechanism to identify the potential for growth. It is a procedure

(not location) that uses a variety of techniques to evaluate employees for manpower purpose and

5
decisions. It was initiated by American Telephone and Telegraph Company in 1960 for line
personnel being considered for promotion to supervisory positions. An essential feature of the
assessment center is the use of situational test to observe specific job behavior. Since it is with
reference to a job, elements related to the job are simulated through a variety of tests. The assessors
observe the behavior and make independent evaluation of what they have observed, which results in
identifying strengths and weaknesses of the attributes being studied.

a) Group Discussions:

In these, candidates are brought together as a committee or project team with one or a number
of items to make a recommendation on. Candidates may be assigned specific roles to play in the
group or it may be structured in such a way that all the candidates have the same basic information.
Group discussion allows them to exchange information and ideas and gives them the experience of
working in a team. In the work place, discussions enable management to draw on the ideas and
expertise of staff, and to acknowledge the staff as valued members of a team.

b) In basket Excercises:

This type of exercise is normally undertaken by candidates individually. The materials

comprise a bundle of correspondence and the candidate is placed in the role of somebody, generally,
which assumed a new position or replaced their predecessor at short notice and has been asked to
deal with their accumulated correspondence. Generally the only evidence that the assessors have to
work with is the annotations which the candidates have made on the articles of mail. It is important
when undertaking such an exercise to make sure that the items are not just dealt with, but are clearly
marked on the items any thoughts that candidates have about them or any other actions that they
would wish to undertake.

c) Interview Simulations/Role Plays:

In these exercises candidates meet individually with a role player or resource person. Their
brief is either to gather information to form a view and make a decision, or alternatively, to engage in
discussion with the resource person to come to a resolution on an aspect or issue of dispute.
Typically, candidates will be allowed 15 -30 minutes to prepare for such a meeting and will be given

6
a short, general brief on the objective of the meeting. Although the assessment is made mainly on the
conduct of the meeting itself, consideration are also be given to preparatory notes.

d) Case Studies / Analysis Exercises:

In this type of exercise the candidate is presented with the task of making a decision about a
particular business case. They are provided with a large amount of factual information which is
generally ambiguous and, in some cases, contradictory. Candidates generally work independently on
such an exercise and their recommendation or decision is usually to be communicated in the form of
a brief written report and/or a presentation made to the assessors. As with the other exercises it is
important with this kind of exercise to ensure that their thought processes are clearly articulated and
available for the scrutiny of the assessors. Of paramount importance, if the brief requires a decision
to be made, ensure that a decision is made and articulated.

2) Critical Incidents Technique

It is difficult to define critical incident except to say that it can contribute to the growth and
decay of a system. Perhaps one way to understand the concept would be to examine what it does.
Despite numerous variations in procedures for gathering and analyzing critical incidents researchers
and practitioners agree the critical incidents technique can be described as a set of procedures for
systematically identifying behaviours that contribute to success or failure of individuals or
organisations in specific situations. First of all, a list of good and bad on the job behaviour is
prepared for each job. A few judges are asked to rate how good and how bad is good and bad
behaviour, respectively. Based on these ratings a check-list of good and bad behavior is prepared.

3) Interview Techniques

The interview consists of interaction between interviewer and applicant. If handled properly,
it can be a powerful technique in achieving accurate information and getting access to material
otherwise unavailable. If the interview is not handled carefully, it can be a source of bias, restricting
or distorting the flow of communication.

7
4) Questionnaires

Questionnaires are written lists of questions that users fill out questionnaire and return. You
begin by formulating questions about your product based on the type of information you want to
know. The questionnaire sources below provide more information on designing effective questions.
This technique can be used at any stage of development, depending on the questions that are asked in
the questionnaire. Often, questionnaires are used after products are shipped to assess customer
satisfaction with the product. Such questionnaires often identify usability issues that should have
been caught in-house before the product was released to the market.

5) Psychometric Tests

A psychometric test is a standardized objective measure of a sample of behavior. It is

standardized because the procedure of administering the test, the environment in which the test is
taken, and the method of calculating individual scores are uniformly applied. It is objective because a
good test measures the individual differences in an unbiased scientific method without the
interference of human factors. Most of these tests are time bound and have a correct answer.

6)Task Forces

A task force is a temporary group of people with different backgrounds who come together to
complete a specific task or mission. Task forces are different from committees because they have
broader powers of action and decision.
Task forces are created to use the skills, expertise, and experience of their members to solve unusual
organizational problems. Task forces are meant to be agile, focused, responsive and productive. Most
task forces cease to exist once their project comes to completion.

7) Task Workshop Analysis

Task analysis is a method of observing how people perform tasks. It helps identify how users
perform tasks and how to design a system, product, or service to help them achieve their goals.

8
8) Self-benchmarking
Self-benchmarking is a useful tool to track progress over time in various domains and
contexts. For example, students can use self-benchmarking to improve academic performance by
benchmarking grades, test scores, assignments, or projects against previous results or standards.

9) Repertory Grid
The repertory grid is an interviewing technique which uses nonparametric factor analysis to
determine an idiographic measure of personality. It was devised by George Kelly in around 1955 and
is based on his personal construct theory of personality.

1.1.4 ADVANTAGES AND DISADVANTAGES OF COMPETENCY MAPPING

1.1.4.1 ADVANTAGES:
Competency mapping can bring substantial benefits to an organization. These include:
 Sets clear expectations for employees, helping them understand what is required for success in
their roles
 Enhances performance and productivity as employees possess the necessary skills for their
roles
 Highlights skill gaps to enable targeted training and development initiatives
 Aids in identifying and selecting the right candidates for specific roles
 Aligns employee skills with organizational goals, contributing to overall strategy execution
 Helps identify and groom employees with the right competencies for future leadership roles
 Provides a structured career path and opportunities for skill development, which can enhance
employee satisfaction and engagement
 Supports a more objective and comprehensive assessment of employee performance
 Reduces bias by ensuring objective criteria for decisions
 Drives competitive advantage as the business can use competency maps to develop the
competencies required for new roles or changes in job responsibilities

1.1.4.2 DISADVANTAGES:

Balancing the advantages of competency mapping with the drawbacks is important. Potential pitfalls
include:

9
  Developing and implementing a competency framework can be complex and time-consuming,
especially for large organizations.
 Assessing competencies might involve subjective judgment, leading to potential bias in
evaluations and decisions.
 Measuring certain competencies, especially behavioral ones, can be challenging.
 Overemphasis on specific competencies might discourage innovation and adaptability in
employees.
 Employees might feel pressured to acquire competencies quickly, potentially leading to stress
or burnout.
 Ensuring consistent application of competency assessments across the organization can be
difficult.
 It may not account for future needs and how competencies shift.

1.1.5 STATEMENT OF THE PROBLEM:

In this world of cut throat competition, companies and multinationals are putting
tremendous effort to hire competent employees and to develop relevant competencies in their
existing employees.These are few ways in which companies can gain competitive edge over each
other.In the slowing economy where so many companies are fighting for limited resources and talent
and optimum utilization of the same, it is very important for organizations to incessantly reassess
their competencies, update it and have the courage to make the necessary changes from time to time.
It is equally imperative for a firm to define a set of core competencies which correspond with its key
market differentiators while conducting recruitment and selection process, this is where competency
mapping plays a key role. Hence the main purpose of this study is to access effectiveness of
competency mapping practices and to find out the employees level of competency.

10
1.2 OBJECTIVES OF THE STUDY
PRIMARY OBJECTIVE
To study the effectiveness of competency mapping practices in Astonish Infotech Private
Limited.
SECONDARY OBJECTIVES
1. To evaluate the existing competency mapping practices in Astonish Infotech Private Limited.
2. To assess the level of competency of employees in Astonish Infotech Private Limited .
3. To investigate the impact of competency mapping on employee performance in the
organization.
4. To examine the role of competency mapping in employee retention.
5. To identify areas of improvement in the implementation of competency mapping practices.

11
1.2 HYPOTHESIS:
 There is a significant difference between the level of competency of employees and their
designation.
 There is a association between level of competency of employees and level of employee
performance.
 There is a association between level of competency of employees and the level of employee
retention .
 There is a association between level of competency of employees and the level of effectiveness.

12
1.4 RESEARCH METHODALOGY
1.4.1 RESEARCH DESIGN
In this study, I used Descriptive research design for analysis.
1.4.2 DESCRIPTIVE RESEARCH DESIGN
It is concerned with describing the characteristics of a particular individual or of a group.
1.4.3 SAMPLE SIZE
The size of the sample selected for the study is 106.
1.4.4 SAMPLE UNIT
The sample unit is Astonish Infotech Private Limited
1.4.5 SAMPLING DESIGN
Census survey was used in this study. Total population is 120 out of which selected sample is 106.
It is a probabilistic sampling method.
1.4.6 METHODS OF DATA COLLECTION
The task of data collection begins after a research problem has been defined and research design
select out. The two types of data are:
1. Primary data.
2. Secondary data.
Primary data
Primary data are those which are collected for the first time. In this study primary data are
collected through questionnaires.
Secondary data
Secondary data are collected from the organization, journals, magazine and website.
1.4.7 PERIOD OF THE STUDY
The study was done for the period of three months.
1.4.8 STATISTICAL DESIGN:
To draw inferences and conclusions from the data collected appropriate conventional
techniques used here is percentage analysis and bar charts the non- conventional technique used in
this study is Pearson Chi Square and ANOVA

13
1.4.9 STATISTICAL TOOL
The collected data were classified tabulated, and analyzed with some of the statistical tools like.
1. Percentage method
2. Chi- square method
3. ANOVA
1.4.9.1 PERCENTAGE METHOD
Percentage method is an analysis which is derived from the statistical technique for finding
the average of collected data/ information. This techniques is used to draw the bar diagram,histogram,
pie- chart etc.
Percentage = Number of respondents
Total number of respondents

1.4.9.2 CHI- SQUARE TEST

Chi-square test is a non-parametric test used most frequently by researchers to test
hypothesis. This test is employed for testing hypothesis when distributed of population is not known
and when nominal data is to be analyzed. The following formula for calculating the value of chi-
square.
∑(Oij-Eij)2
Eij

Oij=Observed Frequency
Eij= Expected Frequency
1.4.9.3 ANOVA:
Analysis of variance (ANOVA) is used to compare means between two or more groups to
determine if there are statistically significant differences. These tests are applied to examine
differences in outcomes such as productivity, engagement, or well-being between remote and hybrid
work arrangements. The formula for them is given.
F = (Between-group Variability) / (Within-group Variability)
Where,
 Between-group Variability: Variability between groups
 Within-group Variability: Variability within groups

14
1.5 LIMITATIONS OF THE STUDY:
 The employees were busy with their work therefore they could not give enough time for the
interview.
 Respondents were reluctant to disclose complete and correct information.
 Survey and study has been carried out in a span of only 5 weeks due to time constraints.
 The practical constraints of a real-world environment, such as data privacy concerns, security
protocols, and compliance requirements, may limit the ability to implement certain features or
methodologies.
 Since competency mapping is a vast topic to be discussed, the study may not reflect each and
every aspect.

15
1.6 CHAPTERISATION:

CHAPTER I

This chapter deals with introduction of the study.

CHAPTER II

This chapter deals with review of literature relevant and related to this study.

CHAPTER III

This chapter deals with company profile where the study was underwent.

CHAPTER IV

This chapter deals with the data analysis, interpretation using tables and charts.

CHAPTER V

This chapter deals with the findings, suggestions and conclusion of the study.

16
CHAPTER - II

17
 CHAPTER II
REVIEW OF LITERATURE

Peterson and Taylor (2017) explore the correlation between competency mapping and leadership
development. The study indicates that organizations integrating competency-based leadership
programs observe accelerated career growth for employees, fostering a culture of continuous
improvement.

Smith and Turner (2017) analyze how competency mapping contributes to personalized learning
paths and addressing the impact on employee development . The study indicates that organizations
providing tailored development opportunities based on competencies witness accelerated individual
growth and skill enhancement.

Harris and Kim (2017) explore how competency mapping enhances project team effectiveness. The
study suggests that organizations implementing competency-based project management practices
experience improved collaboration, communication, and project outcomes.

Smith et al.'s (2018) highlighted in competency mapping is a critical organizational practice that
aligns employee skills with business objectives. The study emphasizes the positive impact of
competency mapping on workforce productivity and overall performance.

Chen and Wang (2018) investigates the role of competency mapping in succession planning. The
study suggests that organizations employing competency-based succession strategies are better
equipped to identify and develop future leaders, ensuring long-term organizational success.

Mitchell and Foster (2018) delves into the impact of competency mapping on employee training
and development. The findings emphasize that organizations with structured competency
frameworks provide targeted and effective training programs, resulting in skill enhancement and
professional growth.

18
Davis and Clark (2018) assesses the effectiveness of digital tools in streamlining the process and
addressing the role of technology in competency mapping. Their findings highlight that organizations
leveraging technology for competency mapping benefit from increased accuracy, efficiency, and
accessibility.

Yang and Chen (2018) sheds light on the connection between competency mapping and
organizational agility in the fast-paced tech industry. The findings reveal that tech companies with
agile competency frameworks adapt more readily to dynamic market conditions, fostering innovation
and sustained growth.

Rogers and Harris (2018) explores the connection between competency mapping and employee job
satisfaction. The study indicates that a well-implemented competency mapping system contributes to
a sense of achievement and fulfillment among employees, positively influencing job satisfaction.

Brown and Clark (2018) suggesting that organizations aligning competencies with employee well-
being initiatives create a supportive work environment, ultimately enhancing overall staff welfare
and Investigating the connection between competency mapping and employee well-being,

Carter and Smithson (2018) provide insights into how organizations can align competencies with
broader HR strategies to achieve long-term organizational goals and sustainability and exploring the
link between competency mapping and strategic human resource management, .

Turner and Carter (2018) explores how competency mapping supports individual career paths and
analyzing the impact on employee career development. The findings indicate that organizations with
robust competency mapping practices empower employees to navigate and advance their careers
effectively.

Patel and Turner (2018) examines the impact of competency mapping on succession planning and
leadership development. The findings emphasize that organizations with strong competency-based
succession strategies are better prepared for leadership transitions, ensuring continuity and stability.

19
Martinez and Foster (2018) review literature on how competency mapping practices contribute to
creating a positive work culture and addressing the impact on employee engagement and retention.
Their findings indicate that organizations with well-defined competencies foster a sense of purpose
and engagement among employees, leading to increased retention rates.

Johnson and Williams (2019) underscore the significance of competency mapping in talent
management. The study reveals that organizations with well-defined competency frameworks
experience improved employee engagement and retention.

Smithson and Adams (2019) focus on the connection between competency mapping and
performance appraisal systems. The study demonstrates that organizations aligning competency
frameworks with performance evaluations experience more accurate and meaningful assessments.

Wong and Gupta (2019) provides insights into the cross-cultural applicability of competency
mapping practices. Their findings emphasize the need for adaptable frameworks that consider
cultural nuances for effective implementation across diverse work environments.

Foster and Ramirez (2019) investigates the sustainability of competency mapping initiatives over
time. The research suggests that organizations committed to continuous improvement and periodic
updates to their competency frameworks experience prolonged positive effects on employee
performance and organizational success.

Kim and Lee (2019) explores the variations in competency mapping practices across industries. The
study reveals industry-specific nuances in competency requirements, emphasizing the importance of
tailoring mapping approaches to suit the unique demands of each sector.

Lewis and Martinez (2019) suggests that organizations with a strong competency culture foster a
shared understanding of skills and behaviors, promoting a cohesive and values-driven workplace
environment and examining the link between competency mapping and organizational culture.

20
Patel and Turner (2019) analyze how competency mapping contributes to change resilience. Their
findings indicate that employees with well-mapped competencies are more adaptable to change,
facilitating smoother transitions during organizational transformations.

Martinez and Brown (2019) examine the effectiveness of competency mapping in driving overall
business success. The study suggests that organizations aligning competencies with strategic goals
witness improved performance metrics and sustained competitiveness.

Anderson and Brown (2020) delves into the effectiveness of competency mapping in addressing
skill gaps. Their findings suggest that organizations implementing robust competency mapping
practices witness a reduction in skill mismatches, leading to enhanced operational efficiency.

Williams and Baker (2020) explore the impact of competency mapping on employee motivation.
The study suggests that organizations incorporating competency-based motivation strategies
experience higher levels of employee engagement and a positive work culture.

Patel and Johnson (2020) explore the effectiveness of competency mapping in improving patient
care outcomes. The study suggests that healthcare organizations implementing competency-based
practices witness enhanced clinical skills among staff, leading to improved patient satisfaction and
overall healthcare quality.

Turner and Garcia (2020) investigates the role of competency mapping in talent acquisition and
recruitment. Their findings emphasize that organizations utilizing competency-based recruitment
strategies experience improved candidate selection and alignment with organizational goals.

Kim and Davis (2020) examines the intersection of competency mapping and employee engagement.
The study suggests that organizations incorporating competencies into employee engagement
strategies witness higher levels of commitment, loyalty, and active participation among their
workforce.

21
Foster and Harris (2020) indicating that organizations with well-defined competency frameworks
create a foundation for targeted and impactful employee training initiatives and investigating the link
between competency mapping and learning and development programs,.

Garcia and Martinez (2021) examines the impact of competency mapping on employee satisfaction.
The study synthesis reveals a positive relationship, with employees in competency-mapped
organizations reporting higher job satisfaction and a sense of achievement.

Martinez and Rodriguez (2021) examine the relevance of competency mapping in the context of
small and medium-sized enterprises (SMEs),. The study indicates that while larger organizations
often adopt competency mapping, SMEs can also benefit, particularly in enhancing employee roles
and responsibilities.

Brown and Jones (2021) examines the impact of competency mapping on organizational change
management. Their findings suggest that organizations with well-integrated competency mapping
practices are better equipped to manage and navigate change, ensuring a smoother transition and
sustained success.

Wang and Patel (2021) reviews how competency mapping can enhance collaboration and
communication among geographically dispersed team members. The findings highlight that a clear
competency framework helps bridge cultural and communication gaps, promoting effective
teamwork.

Thompson and Lewis (2021) analyze the link between competency mapping and organizational
adaptability. The study suggests that competency-mapped organizations are more agile in responding
to market changes, attributing their adaptability to a workforce with aligned skills and competencies.

Johnson and Davis (2021) investigates the role of competency mapping in fostering diversity and
inclusion. The study suggests that organizations utilizing competency-based approaches in talent
management contribute to creating a more inclusive workplace by recognizing and valuing diverse
skills and perspectives.

22
Turner and Lewis (2021) investigates the role of competency mapping in organizational agility. The
research suggests that organizations with agile competency frameworks adapt more readily to
changes in the business environment, promoting innovation and responsiveness.

Smith and Davis (2021) review literature on the application of competency mapping in government
organizations. The study indicates that competency mapping contributes to improved public sector
performance by aligning employee skills with organizational goals and public service expectations.

Turner and Lewis (2021) investigates the role of competency mapping in organizational agility. The
research suggests that organizations with agile competency frameworks adapt more readily to
changes in the business environment, promoting innovation and responsiveness.

Turner and Collins (2022), the effectiveness of competency mapping in fostering innovation is
explored. The study indicates that organizations with well-mapped competencies exhibit a higher
propensity for innovation, as employees are better equipped to contribute creatively to organizational
goals.

Carter and Taylor (2022) indicating that organizations incorporating diverse competencies into
their mapping frameworks demonstrate a commitment to inclusivity, resulting in a more diverse and
equitable workplace and Analyzing the link between competency mapping and diversity and
inclusion.

Harris and Foster (2022) explores the ethical considerations surrounding competency mapping. The
study emphasizes the importance of ensuring fairness, transparency, and equity in the
implementation of competency mapping practices to avoid potential biases and discrimination.

Clark and Kim (2022) explores the integration of competency mapping in performance
management systems. Their findings suggest that organizations incorporating competencies into
performance evaluations experience enhanced objectivity and effectiveness in assessing employee
contributions.

23
CHAPTER - III

24
 CHAPTER III
COMPANY PROFILE
3.1 A Brief Profile of the ASTONISH INFOTECH
Astonish info Tech private limited founded in 2008 by K sivakumar. The headquarters of
Astonish infotech is located in khajamalai campus at Tiruchirappalli and the branch office in
Ambattur at Chennai.Astonish InfoTech is a full range technology services provider with strong
Business focus. We provide Knowledge, Business and Technology services to global business
and professional customers.
True to its name, we are a team of consultants, engineers & professionals with superior
technology & business skills.

VISION
“ CUSTOMERS COME FIRST” . Technology is just a tool. We need to enable
technology and bring tangible business benefits. We use technology creatively to transform your
business.
Delivery quality, turnaround times and cost are entry criteria in today's business
world.Innovation thathelps our customers is what will differentiate us.

MISSION

Astonish InfoTech mission is to provide value-added construction services to our Clients

by creating successful partnership with them throughout the construction process and to
establish lasting relationship by exceeding their expectations and gaining their trusts.
HISTORY
Astonish InfoTech is an Indian multinational information technology (IT) services and
consultingcompany.
EMPLOYEES IN THE ORGANISATION

ASTONISH IFOTECH PRIVATE LIMIED TRICHY

NO.OF EMPLOYEES 120

25
PROJECTS AND ACHIEVEMENTS

 350 HAPPY CUSTOMERS

 1200 COMPLETED PROJECTS

 120 EMPLOYEES BENEFITED

 65 COLLEGES BENEFITED

 17 GOVERNMENT PROJECTS

OUR VALUABLE SERVICES TO CUSTOMERS

Domain Registration

 Domain name registration is the act of reserving a name on the Internet for a certain period,
usuallyone year. It is important to know that this domain.

Web Hosting
 Web hosting is a service that allows you to publish your website on the internet. It involves
storing allyour website files on a server.

Web Designing
 Web designing is the process of planning, conceptualizing, and implementing the plan for
designing awebsite in a way that is functional and offers a good user experience.

Web Development
 Web development is the building and maintenance of websites; it's the work that happens behind
the scenes to make a website look great, work fast and perform well with a seamless user
experience.

26
Software Development
 Software development refers to a set of computer science activities dedicated to the
process ofcreating, designing, deploying and supporting software.

Search Engine Optimization

 Search engine optimization (SEO) is the practice of orienting your website to rank higher on a
search engine results page (SERP) so that you receive more traffic. The aim is typically to rank
on the first pageof Google results for search terms that mean the most to your target audience.

Payment Gateway
 In simple terms, a payment gateway is a network through which your customers transfer funds
to you. Payment gateways are very similar to the point-of-sale terminals used at most brick and
mortar stores. When using a payment gateway, customers and businesses need to work together
to make a transaction.

SMS Services
 Short message service (SMS) is a facility developed as part of the GSM standard that enables a
mobiledevice to send, receive and display messages of up to 160 characters in Roman text and
variations for non-Roman character sets.

Android/IOS Mobile Apps Development

 Android software development is the process by which applications are created for devices
runningthe Android operating system. Google states that "Android apps can be written using
Kotlin, Java, and C++ languages" using the Android software development kit (SDK), while
using other languages is alsopossible.

API Sales and Support

 API stands for Application Programming Interface. In the context of APIs, the word Application
refers toany software with a distinct function. Interface can be thought of as a contract of service
between two applications. This contract defines how the two communicate with each other using
requests and responses.
27
CHAPTER - IV

28
 CHAPTER IV
DATA ANALYSIS AND INTERPRETATION

CLASSIFICATION OF RESPONDENTS BASED ON AGE

Table 4.1.1

AGE FREQUENCY PERCENTAGE

Below 25 years
45 42.5
26-35
49 46.2
36-45
11 10.4
Above 45
1 0.6
Total
106 100.0

INFERENCE:
From the above table, it is found that 43 percent of the respondents are in the age group
of below 25years, 46 percent of the respondents are in the age group of 26-35, 10 percent of
the respondents are in the age group of 36-45, 1 percent of the respondents are in the age
group of above 45. Hence, it is concluded that the majority of the respondents are in the age
group of 26-35.

Chart 4.1.1
CLASSIFICATION OF RESPONDENTS BASED ON AGE

29
 CLASSIFICATION OF RESPONDENTS BASED ON GENDER

Table 4.1.2

GENDER FREQUENCY PERCENTAGE

Male
50 47.2
Female
56 52.8
Total
106 100.0

INFERENCE:
From the above table it is found that 47 percent of the respondents are male, 53 percent
of the respondents are female. Hence, it is concluded that the majority of the respondents are
female.

Chart 4.1.2
CLASSIFICATION OF RESPONDENTS BASED ON GENDER

30
 CLASSIFICATION OF RESPONDENTS BASED ON EDUCATIONAL
QUALIFICATION

Table 4.1.3
EDUCATIONAL FREQUENCY PERCENTAGE
QUALIFICATION
Diploma
4 3.8
Undergraduate
46 43.4
Postgraduate
40 37.7
Certification
16 15.1
Courses
Total
106 100.0

INFERENCE:
From the above table, it is found that 4 percent of the respondents have studied diploma,43
percent of the respondents have studied undergraduation , 38 percent of the respondents
have studied postgraduation , 15 percent of the respondents have studied certification courses.
Hence, it is concluded that the majority of the respondents are studied undergraduation .

Chart 4.1.3
CLASSIFICATION OF RESPONDENTS BASED ON EDCATIONAL
QUALIFICATION

31
 CLASSIFICATION OF RESPONDENTS BASED ON MARITAL STATUS

Table 4.1.4

MARITAL
STATUS FREQUENCY PERCENTAGE
Married
41 38.7
Unmarried
65 61.3
Total
106 100.0

INFERENCE:
From the above table it is found that 39 percent of the respondents are married, 61
percent of the respondents are unmarried. Hence, it is concluded that the majority of the
respondents are unmarried.

Chart 4.1.4
CLASSIFICATION OF RESPONDENTS BASED ON MARITAL STATUS

32
 CLASSIFICATION OF RESPONDENTS BASED ON ANNUAL INCOME

Table 4.1.5
ANNUAL FREQUENCY PERCENTAGE
INCOME
Below 1,00,000
66 62.3
1,50,000 to 2,00,000
30 28.3
2,50,000 to 3,00,000
6 5.7
Above 4,00,000
4 3.8
Total
106 100.0

INFERENCE:
From the above table, it is found that 62 percent of the respondents have the income
below 1,00,000 , 28 percent of the respondents have income of 1,50,000 to 2,00,000 , 6
percent of the respondents have income of 2,50,000 to 3,00,000 , 4 percent of the respondents
have income above 4,00,000. Hence, it is concluded that the majority of the respondents are
having income below 1,00.000 .
Chart 4.1.5
CLASSIFICATION OF RESPONDENTS BASED ON ANNUAL INCOME

33
 DISTRIUTION OF RESPONDENTS BASED ON DESIGNATION

Table 4.1.6
DESIGNATION FREQUENCY PERCENTAGE

Manager
11 10.4
Web developer
9 8.5
Web designer
13 12.3
Android apps developer
19 17.9
Digital marketing developer
14 13.2
Software developer
12 11.3
System analysts
18 17.0
Others
10 9.4
Total
106 100

INFERENCE:
From the above table, it is found that 10 percent of the respondents are managers , 9 percent
of the respondents are web developers , 12 percent of the respondents are web designers, 18
percent of the respondents are android apps developers, 13 percent of the respondents are
digital marketing developers, 11 percent of the respondents are software developers, 17
percent of the respondents are system analysts and remaining 9 percent of the respondents are
other departments. Hence, it is concluded that the majority of the respondents are android
apps developers .

34
 Chart 4.1.6
CLASSIFICATION OF RESPONDENTS BASED ON DESIGNATION

35
 DISTRIBUTION OF RESPONDENTS BASED ON AREA OF RESIDENCE

Table 4.1.7

AREA OF
FREQUENCY PERCENTAGE
RESIDENCE
Rural
67 63.2
Urban
39 36.8
Total
106 100.0

INFERENCE:
From the above table it is found that 63 percent of the respondents are from rural areas,
37percent of the respondents are from urban areas. Hence, it is concluded that the majority of
the respondents are from rural areas.

Chart 4.1.7
DISTRIBUTION OF RESPONDENTS BASED ON AREA OF RESIDENCE

36
 RESPONDENTS’ VIEW ON TYPES OF COMPETENCY IDENTIFICATION
TECHNIQUES

Table 4.1.8
TECHNIQUES FREQUENCY PERCENTAGE

Task forces
4 3.8
Task analysis workshop
14 13.2
Interviews
34 32.1
Critical Incident Technique
20 18.9
Self - benchmarking
9 8.5
Questionnaire
4 3.8
Group work
21 19.8
Total
106 100

INFERENCE:
From the above table it is found that 4 percent of the respondents have undergone task
forces,13 percent of the respondents have undergone task analysis workshop, 32 percent of
the respondents have undergone interviews, 19 percent of the respondents have undergone
critical incident technique, 9 percent of the respondents have undergone self-benchmarking ,4
percent of the respondents have undergone questionnaire, 20 percent of the respondents have
undergone group work. Hence, it is concluded that the majority of the respondents have
undergone interviews in competency mapping identification techniques .

37
 Chart 4.1.8
RESPONDENTS’ VIEW BASED ON TYPES OF COMPETECY
IDENTIFICATION TECHNIQUES

38
 RESPONDENTS’ VIEW ON TOOLS USED TO ASSESS EMPLOYEES
COMPETENCIES

Table 4.1.9
TOOLS FREQUENCY PERCENTAGE

Self and superior assessment

16 15.1
360 degree feedback
34 32.1
Assessment centre
24 22.6
Psychometric tests
20 18.9
In-basket exercise
6 5.7
Management games
1 0.9
Case study
5 4.7

Total
106 100

INFERENCE:
From the above table, it is found that 15 percent of the respondents have faced self
and superior assessment, 32 percent of the respondents have faced 360 degree feedback , 23
percent of the respondents have faced assessment centre , 19 percent of the respondents have
faced psychometric tests, 6 percent of the respondents have faced in-basket exercise , 1
percent of the respondent has faced management games, 5 percent of the respondent has
faced case study . Hence, it is concluded that the majority of the respondents have faced 360
degree feedback tool to assess employee competencies.

39
 Chart 4.1.9
RESPONDENTS’ VIEW BASED ON TOOLS USED TO ASSESS EMPLOYEES
COMPETENCIES

40
 RESPONDENTS’ VIEW ON ADAPTABILITY OF NEW TASKS

Table 4.1.10
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
6 5.7
Disagree
7 6.6
Neutral
11 10.4
Agree
45 42.5
Strongly Agree
37 34.9
Total
106 100.0

INFERENCE:
From the above table, it is found that 6 percent of the respondents strongly disagree, 7
percent of the respondents disagree ,11 percent of the respondents neutral , 43 percent of the
respondents agree, 35 percent of the respondents strongly agree,. Hence, it is concluded that
the maximum of the respondents agreed that they can adapt new tasks.

Chart 4.1.10
RESPONDENTS’ VIEW ON ADAPTABILITY OF NEW TASKS

41
 RESPONDENTS’ VIEW ON ADAPTABILITY OF CHANGING WORK
ENVIROMENT

Table 4.1.11
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
2 1.9
Disagree
9 8.5
Neutral
32 30.2
Agree
51 48.1
Strongly Agree
12 11.3
Total
106 100.0

INFERENCE:
From the above table, it is found that 2 percent of the respondents strongly disagree, 9
percent of the respondents disagree ,30 percent of the respondents neutral , 48 percent of the
respondents agree, 11 percent of the respondents strongly agree,. Hence, it is concluded that
the maximum of the respondents are agreed that they can adapt changing work environment.

Chart 4.1.11
RESPONDENTS VIEW BASED ON ADAPTABILITY OF CHANGING WORK
ENVIROMENT

42
 RESPONDENTS’ VIEW ON ADAPTABILITY OF COMMITMENT TO THE JOB

Table 4.1.12
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
6 5.7
Disagree
21 19.8
Neutral
24 22.6
Agree
33 31.1
Strongly Agree
22 20.8
Total
106 100.0

INFERENCE:
From the above table, it is found that 6 percent of the respondents strongly disagree, 20
percent of the respondents disagree ,22 percent of the respondents neutral , 31 percent of the
respondents agree, 21 percent of the respondents strongly agree,. Hence, it is concluded that
the maximum of the respondents are agreed that they can adapt to commitment to the job.

Chart 4.1.12
RESPONDENTS’ VIEW ON ADAPTABILITY OF COMMITMENT TO THE JOB

43
RESPONDENTS’ VIEW ON ADAPTABILITY OF CONTINUOUS LEARNING AND
IMPROVEMENT

Table 4.1.13
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
8 7.5
Disagree
17 16.0
Neutral
27 17.9
Agree
35 29.2
Strongly Agree
19 28.3
Total
106 100.0

INFERENCE:
From the above table, it is found that 8 percent of the respondents strongly disagree,
16 percent of the respondents disagree ,18 percent of the respondents neutral , 29 percent of
the respondents agree, 28 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they can adapt continuous learning and
improvement.
Chart 4.1.13
RESPONDENTS’ VIEW ON ADAPTABILITY OF CONTINUOUS LEARNING AND
IMPROVEMENT

44
 RESPONDENTS’ VIEW ON ADAPTABILITY TO TAKE RESPONSIBILITY

Table 4.1.14
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
9 8.5
Disagree
7 16.0
Neutral
19 17.9
Agree
31 29.2
Strongly Agree
30 28.3
Total
106 100.0

INFERENCE:
From the above table, it is found that 8 percent of the respondents strongly disagree, 16
percent of the respondents disagree ,18 percent of the respondents neutral , 29 percent of the
respondents agree, 28 percent of the respondents strongly agree,. Hence, it is concluded that
the maximum of the respondents are agreed that they can adapt to take responsibility.

Chart 4.1.14
RESPONDENTS’ VIEW ON ADAPTABILITY TO TAKE RESPONSIBILITY

45
 RESPONDENTS’ VIEW ON INITIATIVE TO COMPLETE GOALS WITHIN
TIMELINES

Table 4.1.15
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
6 5.7
Disagree
14 13.2
Neutral
8 7.5
Agree
48 45.3
Strongly Agree
30 28.3
Total
106 100.0

INFERENCE:
From the above table, it is found that 6 percent of the respondents strongly disagree,
13 percent of the respondents disagree ,8 percent of the respondents neutral , 45 percent of
the respondents agree, 28 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they can take initiative to complete
goals within timelines.

Chart 4.1.15
RESPONDENTS’ VIEW ON INITIATIVE TO COMPLETE GOALS WITHIN
TIMELINES

46
 RESPONDENTS’ VIEW ON INITIATIVE TO PREPARE FOR UNEXPECTED
CONTIGENCIES

Table 4.1.16
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
4 3.8
Disagree
11 10.4
Neutral
33 31.1
Agree
43 37.7
Strongly Agree
18 17.0
Total
106 100.0

INFERENCE:
From the above table, it is found that 3 percent of the respondents strongly disagree,
10 percent of the respondents disagree , 31 percent of the respondents neutral , 38 percent of
the respondents agree, 17 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they lack in taking initiative to prepare
for unexpected contingencies.

Chart 4.1.16
RESPONDENTS’ VIEW ON INITIATIVE TO PREPARE FOR UNEXPECTED
CONTIGENCIES

47
 RESPONDENTS’ VIEW ON INITIATIVE TO TAKE ACTIONS AND RISKS

Table 4.1.17
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
5 4.7
Disagree
19 17.9
Neutral
24 22.6
Agree
38 35.8
Strongly Agree
20 18.9
Total
106 100.0

INFERENCE:
From the above table, it is found that 5 percent of the respondents strongly disagree, 18
percent of the respondents disagree , 23 percent of the respondents neutral , 36 percent of
the respondents agree, 19 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they can take initiative to take actions
and risks.
Chart 4.1.17
RESPONDENTS’ VIEW ON INITIATIVE TO TAKE ACTIONS AND RISKS

48
RESPONDENTS’ VIEW ON INITIATIVE TO UNDERTAKE SELF-DEVELOPMENT
ACTIVITIES

Table 4.1.18
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
10 9.4
Disagree
20 18.9
Neutral
22 20.8
Agree
35 33.0
Strongly Agree
19 17.9
Total
106 100.0

INFERENCE:
From the above table, it is found that 9 percent of the respondents strongly disagree, 19
percent of the respondents disagree , 21 percent of the respondents neutral , 33 percent of
the respondents agree, 18 percent of the respondents are strongly agree,. Hence, it is
concluded that the maximum of the respondents are agreed that they can take initiative to
undertake self-development activities.

Chart 4.1.18
RESPONDENTS’ VIEW ON INITIATIVE TO UNDERTAKE SELF-
DEVELOPMENT ACTIVITIES

49
 RESPONDENTS’ VIEW ON INITIATIVE TO TAKE ADVANTAGE OF
OPPORTUNITIES

Table 4.1.19
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
9 8.5
Disagree
9 8.5
Neutral
17 16.0
Agree
42 39.6
Strongly Agree
29 27.4
Total
106 100.0

INFERENCE:
From the above table, it is found that 9 percent of the respondents strongly disagree, 9
percent of the respondents disagree , 16 percent of the respondents neutral , 40 percent of
the respondents agree, 27 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they can take initiative to undertake self-
development activities.

Chart 4.1.19
RESPONDENTS’ VIEW ON INITIATIVE TO TAKE ADVANTAGE OF
OPPORTUNITIES

50
 RESPONDENTS’ VIEW ON JUDGEMENT TO MAKE INFORMED DECISIONS

Table 4.1.20

RESPONDENTS’ FREQUENCY PERCENTAGE

VIEW
Strongly Disagree
8 7.5
Disagree
10 9.4
Neutral
11 10.4
Agree
42 39.6
Strongly Agree
35 33.0
Total
106 100.0

INFERENCE:
From the above table, it is found that 8 percent of the respondents strongly disagree, 9
percent of the respondents are disagree , 10 percent of the respondents neutral , 40 percent of
the respondents agree, 33 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they can take judgement to make
informed decisions.

Chart 4.1.20
RESPONDENTS’ VIEW ON JUDGEMENT TO MAKE INFORMED DECISIONS

51
 RESPONDENTS’ VIEW ON JUDGEMENT TO MAKE QUICK DECISIONS

Table 4.1.21
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
1 0.9
Disagree
18 17.0
Neutral
25 23.6
Agree
42 39.6
Strongly Agree
20 18.9
Total
106 100.0

INFERENCE:
From the above table, it is found that 1 percent of the respondents strongly disagree,
17 percent of the respondents disagree , 24 percent of the respondents neutral , 40 percent of
the respondents agree, 19 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they can take judgement to make quick
decisions.
Chart 4.1.21
RESPONDENTS’ VIEW ON JUDGEMENT TO MAKE QUICK DECISIONS

52
RESPONDENTS’ VIEW ON JUDGEMENT TO SEEK INPUT FROM PEOPLE FOR
MAKING DECISIONS

Table 4.1.22
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
7 6.6
Disagree
11 10.4
Neutral
25 23.6
Agree
43 40.6
Strongly Agree
20 18.9
Total
106 100.0

INFERENCE:
From the above table, it is found that 7 percent of the respondents strongly disagree,
10 percent of the respondents disagree , 24 percent of the respondents are neutral , 41 percent
of the respondents are agree, 19 percent of the respondents are strongly agree,. Hence, it is
concluded that the maximum of the respondents are agreed that the can take judgement to
seek input from people for making decisions.

Chart 4.1.22
RESPONDENTS’ VIEW ON JUDGEMENT TO SEEK INPUT FROM PEOPLE FOR
MAKING DECISIONS

53
RESPONDENTS’ VIEW ON JUDGEMENT ON FORSEE THE BIG PICTURE WHEN
MAKING DECISIONS

Table 4.1.23
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
8 7.5
Disagree
18 17.0
Neutral
21 19.8
Agree
39 36.8
Strongly Agree
20 18.9
Total
106 100.0

INFERENCE:
From the above table, it is found that 8 percent of the respondents strongly disagree, 17
percent of the respondents disagree , 20 percent of the respondents a neutral , 37 percent of
the respondents are agree, 19 percent of the respondents are strongly agree,. Hence, it is
concluded that the maximum of the respondents are agreed that they can take judgement on
forsee the big picture when making decisions.

Chart 4.1.23
RESPONDENTS’ VIEW ON JUDGEMENT ON FORSEE THE BIG PICTURE WHEN
MAKING DECISIONS

54
RESPONDENTS’ VIEW ON JUDGEMENT ON ASSESSING THE RISKS, BENEFITS
AND IMPACT OF DECISIONS

Table 4.1.24
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
14 13.2
Disagree
6 5.7
Neutral
19 17.9
Agree
47 44.3
Strongly Agree
20 18.9
Total
106 100.0

INFERENCE:
From the above table, it is found that 13 percent of the respondents are strongly
disagree, 6 percent of the respondents are disagree , 18 percent of the respondents are neutral ,
44 percent of the respondents are agree, 19 percent of the respondents are strongly agree,.
Hence, it is concluded that the maximum of the respondents are agreed that they can take
judgement on assessing the risks, benefits and impact of decisions.

Chart 4.1.24
RESPONDENTS’ VIEW ON JUDGEMENT ON ASSESSING THE RISKS, BENEFITS
AND IMPACT OF DECISIONS

55
 RESPONDENTS’ VIEW ON PLANNING AND ORGANISATION ON EFFECTIVE
TIME MANNAGEMENT
Table 4.1.25
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
4 3.8
Disagree
5 4.7
Neutral
15 14.2
Agree
46 43.4
Strongly Agree
36 34.0
Total
106 100.0

INFERENCE:
From the above table, it is found that 4 percent of the respondents strongly disagree, 5
percent of the respondents disagree , 14 percent of the respondents neutral , 43 percent of
the respondents agree, 34 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they can plan and organise on effective
time management.

Chart 4.1.25
RESPONDENTS’ VIEW ON PLANNING AND ORGANISATION ON EFFECTIVE
TIME MANAGEMENT

56
 RESPONDENTS’ VIEW ON BASED ON PLANNING AND ORGANISATION ON
ATTENTION TO DETAILS

Table 4.1.26
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
2 1.9
Disagree
9 8.5
Neutral
28 26.4
Agree
44 41.5
Strongly Agree
23 21.7
Total
106 100.0

INFERENCE:
From the above table, it is found that 2 percent of the respondents strongly disagree, 9
percent of the respondents disagree , 26 percent of the respondents neutral , 41 percent of
the respondents agree, 22 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents agreed that they can plan and organise attention to
details.

Chart 4.1.26
RESPONDENTS’ VIEW ON PLANNING AND ORGANISATION ON ATTENTION
TO DETAILS

57
 RESPONDENTS’ VIEW ON PLANNING AND ORGANISATION FOR
ACCOMPLISHMENT OF TASKS

Table 4.1.27
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
6 5.7
Disagree
16 15.1
Neutral
26 24.5
Agree
27 25.5
Strongly Agree
31 29.2
Total
106 100.0

INFERENCE:
From the above table, it is found that 6 percent of the respondents are strongly disagree,
15 percent of the respondents are disagree , 25 percent of the respondents are neutral , 26
percent of the respondents are agree, 29 percent of the respondents are strongly agree,. Hence,
it is concluded that the maximum of the respondents are strongly agreed that they can plan
and organise accomplishment of tasks.
Chart 4.1.27
RESPONDENTS’ VIEW ON PLANNING AND ORGANISATION FOR
ACCOMPLISHMENT OF TASKS

58
RESPONDENTS’ VIEW ON PLANNING AND ORGANISATION FOR AVOIDANCE
OF DISTRACTION

Table 4.1.28
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
14 13.2
Disagree
20 18.9
Neutral
19 17.9
Agree
30 28.3
Strongly Agree
23 21.7
Total
106 100.0

INFERENCE:
From the above table, it is found that 13 percent of the respondents strongly disagree,
19 percent of the respondents disagree , 18 percent of the respondents neutral , 28 percent of
the respondents agree, 22 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they can plan and organise for
avoidance of distraction.
Chart 4.1.28
RESPONDENTS’ VIEW ON PLANNING AND ORGANISATION FOR AVOIDANCE
OF DISTRACTION

59
 RESPONDENTS’ VIEW ON PLANNING AND ORGANISATION FOR SPECIFIC
PLANS
Table 4.1.29
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
14 13.2
Disagree
6 5.7
Neutral
22 20.8
Agree
36 34.0
Strongly Agree
28 26.4
Total
106 100.0

INFERENCE:
From the above table, it is found that 13 percent of the respondents strongly disagree,
6 percent of the respondents disagree , 21 percent of the respondents neutral , 34 percent of
the respondents agree, 26 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they can plan and organise for specific
plans.

Chart 4.1.29
RESPONDENTS’ VIEW ON PLANNING AND ORGANISATION FOR SPECIFIC
PLANS

60
 RESPONDENTS’ VIEW ON PROBLEM-SOLVING

Table 4.1.30
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
5 4.7
Disagree
8 7.5
Neutral
11 10.4
Agree
46 43.4
Strongly Agree
36 34.0
Total
106 100.0

INFERENCE:
From the above table, it is found that 5 percent of the respondents strongly disagree, 8
percent of the respondents disagree , 10 percent of the respondents neutral , 43 percent of
the respondents agree, 34 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents agreed that they can solve problems.

Chart 4.1.30
RESPONDENTS’ VIEW ON PROBLEM-SOLVING

61
 RESPONDENTS’ VIEW ON PROBLEM-SOLVING BY TEAMWORK

Table 4.1.31
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Disagree
12 11.3
Neutral
27 25.5
Agree
43 40.6
Strongly Agree
24 22.6
Total
106 100.0

INFERENCE:
From the above table, it is found that 11 percent of the respondents strongly disagree,
26 percent of the respondents disagree , 10percent of the respondents neutral , 41 percent of
the respondents agree, 23 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents agreed that they can solve problems by teamwork.

Chart 4.1.31
RESPONDENTS’ VIEW ON PROBLEM-SOLVING BY TEAMWORK

62
 RESPONDENTS’ VIEW ON SUCCESS IN PROBLEM-SOLVING

Table 4.1.32
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
4 3.8
Disagree
18 17.0
Neutral
28 26.4
Agree
32 30.2
Strongly Agree
24 22.6
Total
106 100.0

INFERENCE:
From the above table, it is found that 4 percent of the respondents strongly disagree, 17
percent of the respondents disagree , 26percent of the respondents neutral , 30 percent of the
respondents agree, 23 percent of the respondents strongly agree,. Hence, it is concluded that
the maximum of the respondents agreed that they can attain success in problem-solving.

Chart 4.1.32
RESPONDENTS’ VIEW ON SUCCESS IN PROBLEM-SOLVING

63
 RESPONDENTS’ VIEW ON SIMPLIFICATION OF PROBLEMS

Table 4.1.33
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
10 9.4
Disagree
16 15.1
Neutral
17 16.0
Agree
36 34.0
Strongly Agree
27 25.5
Total
106 100.0

INFERENCE:
From the above table, it is found that 9 percent of the respondents are strongly disagree,
15 percent of the respondents are disagree , 16 percent of the respondents are neutral , 34
percent of the respondents are agree, 25 percent of the respondents are strongly agree,. Hence,
it is concluded that the maximum of the respondents agreed that they can simplify the
problems.
Chart 4.1.33
RESPONDENTS’ VIEW ON SIMPLIFICATION OF PROBLEMS

64
 RESPONDENTS’ VIEW ON RESOLVING PROBLEMS

Table 4.1.34
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
10 9.4
Disagree
12 11.3
Neutral
18 17.0
Agree
38 35.8
Strongly Agree
28 26.4
Total
106 100.0

INFERENCE:
From the above table, it is found that 9 percent of the respondents strongly disagree,
11 percent of the respondents disagree , 17 percent of the respondents neutral , 36 percent of
the respondents agree, 26 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they can resolve problems.

Chart 4.1.34
RESPONDENTS’ VIEW ON RESOLVING PROBLEMS

65
 RESPONDENTS’ VIEW ON LEADERSHIP TO INFLUENCE OTHERS

Table 4.1.35
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
7 6.6
Disagree
14 13.2
Neutral
14 13.2
Agree
42 39.6
Strongly Agree
29 29.4
Total
106 100.0

INFERENCE:
From the above table, it is found that 7 percent of the respondents strongly disagree, 13
percent of the respondents disagree , 13 percent of the respondents neutral , 40 percent of
the respondents agree, 29 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they can take leadership to influence
others.

Chart 4.1.35
RESPONDENTS’ VIEW ON LEADERSHIP TO INFLUENCE OTHERS

66
 RESPONDENTS’ VIEW ON EFFECTIVE LEADERSHIP

Table 4.1.36
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
1 0.9
Disagree
14 13.2
Neutral
23 21.7
Agree
46 43.4
Strongly Agree
22 20.8
Total
106 100.0

INFERENCE:
From the above table, it is found that 1 percent of the respondents strongly disagree,
13 percent of the respondents disagree , 22 percent of the respondents neutral , 43 percent of
the respondents agree, 21 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they can take effective leadership.

Chart 4.1.36
RESPONDENTS’ VIEW ON EFFECTIVE LEADERSHIP

67
 RESPONDENTS’ VIEW ON DEMONSTRATION OF LEADERSHIP

Table 4.1.37
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
6 5.7
Disagree
13 12.3
Neutral
27 25.5
Agree
32 30.2
Strongly Agree
28 26.4
Total
106 100.0

INFERENCE:
From the above table, it is found that 6 percent of the respondents strongly disagree,
12 percent of the respondents disagree , 26 percent of the respondents neutral , 30 percent of
the respondents agree, 26 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they can demonstrate of leadership.

Chart 4.1.37
RESPONDENTS’ VIEW ON DEMONSTRATION OF LEADERSHIP

68
 RESPONDENTS’ VIEW ON LEADERSHIP FOR ACTIONABLE FEEDACK

Table 4.1.38
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
8 7.5
Disagree
19 17.9
Neutral
24 21.6
Agree
33 31.1
Strongly Agree
22 20.8
Total
106 100.0

INFERENCE:
From the above table, it is found that 8 percent of the respondents strongly disagree, 18
percent of the respondents disagree , 22 percent of the respondents neutral , 31 percent of
the respondents agree, 21 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they can take leadership for actionable
feedback.

Chart 4.1.38
RESPONDENTS’ VIEW ON LEADERSHIP FOR ACTIONABLE FEEDACK

69
 RESPONDENTS’ VIEW ON OWNERSHIP AND ACCOUNTABILITY OF RESULTS

Table 4.1.39
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
10 9.4
Disagree
9 8.5
Neutral
27 25.5
Agree
38 35.8
Strongly Agree
22 20.8
Total
106 100.0

INFERENCE:
From the above table, it is found that 9 percent of the respondents strongly disagree, 9
percent of the respondents disagree , 26 percent of the respondents neutral , 36 percent of
the respondents agree, 21 percent of the respondents strongly agree. Hence, it is concluded
that the maximum of the respondents are agreed that they can take ownership and
accountability of results.
Chart 4.1.39
RESPONDENTS’ VIEW ON OWNERSHIP AND ACCOUNTABILITY OF RESULTS

70
 RESPONDENTS’ VIEW ON RELATIOSHIP MANAGEMENT IN ACHIEVING
WORK GOALS

Table 4.1.40
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
7 6.6
Disagree
14 13.2
Neutral
8 7.5
Agree
45 42.5
Strongly Agree
32 30.2
Total
106 100.0

INFERENCE:
From the above table, it is found that 7 percent of the respondents strongly disagree, 13
percent of the respondents disagree , 8 percent of the respondents neutral , 43 percent of the
respondents agree, 30 percent of the respondents strongly agree,. Hence, it is concluded that
the maximum of the respondents are agreed that they can achieve work goals.

Chart 4.1.40
RESPONDENTS’ VIEW ON RELATIOSHIP MANAGEMENT IN ACHIEVING
WORK GOALS

71
RESPONDENTS’ VIEW ON AGREEMENTS REGARDING CONCERNS IN WORK

Table 4.1.41
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
2 1.9
Disagree
12 11.3
Neutral
27 25.5
Agree
48 45.3
Strongly Agree
17 16.0
Total
106 100.0

INFERENCE:
From the above table, it is found that 2 percent of the respondents strongly disagree, 11
percent of the respondents disagree , 26 percent of the respondents neutral , 45 percent of
the respondents agree, 16 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents agreed that they make agreements regarding concerns
in work.
Chart 4.1.41
RESPONDENTS’ VIEW ON AGREEMENTS REGARDING CONCERNS IN WORK

72
 RESPONDENTS’ VIEW ON HANDLING CONFLICTS

Table 4.1.42
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
7 6.6
Disagree
15 14.2
Neutral
24 22.6
Agree
37 34.9
Strongly Agree
23 21.7
Total
106 100.0

INFERENCE:
From the above table, it is found that 7 percent of the respondents strongly disagree,
14 percent of the respondents disagree , 23 percent of the respondents neutral , 35 percent of
the respondents agree, 22 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents agreed that they can handle conflicts.

Chart 4.1.42
RESPONDENTS’ VIEW ON HANDLING CONFLICTS

73
RESPONDENTS’ VIEW ON PARTICIPATION IN TEAM-BUILDING ACTIVITIES

Table 4.1.43
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
8 7.5
Disagree
15 14.2
Neutral
22 20.8
Agree
37 34.9
Strongly Agree
24 22.6
Total
106 100.0

INFERENCE:
From the above table, it is found that 7 percent of the respondents strongly disagree,
14 percent of the respondents disagree , 21 percent of the respondents are neutral , 35 percent
of the respondents are agree, 23 percent of the respondents strongly agree,. Hence, it is
concluded that the maximum of the respondents agreed that they can participate in team-
building activities.

Chart 4.1.43
RESPONDENTS’ VIEW ON PARTICIPATION IN TEAM-BUILDING ACTIVITIES

74
RESPONDENTS’ VIEW ON COMMUNICATION TO DELIVER PRESENTATIONS

Table 4.1.44
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
8 7.5
Disagree
6 5.7
Neutral
15 14.2
Agree
43 40.6
Strongly Agree
34 32.1
Total
106 100.0

INFERENCE:
From the above table, it is found that 8 percent of the respondents strongly disagree, 6
percent of the respondents disagree , 14 percent of the respondents neutral , 41 percent of
the respondents agree, 32 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they can communicate to deliver
presentations.

Chart 4.1.44
RESPONDENTS’ VIEW ON COMMUNICATION TO DELIVER PRESENTATIONS

75
 RESPONDENTS’ VIEW ON EFFECTIVE COMMUNICATION AT ALL LEVELS

Table 4.1.45
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
1 0.9
Disagree
13 12.3
Neutral
26 24.5
Agree
41 38.7
Strongly Agree
25 23.6
Total
106 100.0

INFERENCE:
From the above table, it is found that 1 percent of the respondents strongly disagree,
12 percent of the respondents disagree , 25 percent of the respondents neutral , 39 percent of
the respondents are agree, 24 percent of the respondents strongly agree,. Hence, it is
concluded that the maximum of the respondents agreed that they can communicate
effectively at all levels.

Chart 4.1.45
RESPONDENTS’ VIEW ON EFFECTIVE COMMUNICATION AT ALL LEVELS

76
 RESPONDENTS’ VIEW ON ASKING FOLLOW-UP QUESTIONS

Table 4.1.46
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
7 6.6
Disagree
17 16.0
Neutral
26 24.5
Agree
34 32.1
Strongly Agree
22 20.8
Total
106 100.0

INFERENCE:
From the above table, it is found that 7 percent of the respondents strongly disagree,
16 percent of the respondents disagree , 25 percent of the respondents neutral , 32 percent of
the respondents agree, 21 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents agreed that they can ask follow-up questions.

Chart 4.1.46
RESPONDENTS’ VIEW ON ASKING FOLLOW-UP QUESTIONS

77
 RESPONDENTS’ VIEW ON EXPRESSING CLEAR THOUGHTS

Table 4.1.47
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
9 8.5
Disagree
17 16.0
Neutral
14 13.2
Agree
39 36.8
Strongly Agree
27 25.5
Total
106 100.0

INFERENCE:
From the above table, it is found that 9 percent of the respondents strongly disagree,
16 percent of the respondents disagree , 13 percent of the respondents neutral , 37 percent of
the respondents are agree, 26 percent of the respondents strongly agree,. Hence, it is
concluded that the maximum of the respondents are agreed that can express clear thoughts.

Chart 4.1.47
RESPONDENTS’ VIEW ON EXPRESSING CLEAR THOUGHTS

78
 RESPONDENTS’ VIEW ON PRODUCTIVITY OF TIME SPENT ON WORK

Table 4.1.48
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
6 5.7
Disagree
8 7.5
Neutral
12 11.3
Agree
48 45.3
Strongly Agree
32 30.2
Total
106 100.0

INFERENCE:
From the above table, it is found that 6 percent of the respondents strongly disagree, 8
percent of the respondents disagree , 11 percent of the respondents neutral , 45 percent of
the respondents agree, 31 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they take productivity of time spent on
work.

Chart 4.1.48
RESPONDENTS’ VIEW BASED ON PRODUCTIVITY OF TIME SPENT ON WORK

79
 RESPONDENTS’ VIEW ON SETTING THE RIGHT PRIORITIES

Table 4.1.49
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
2 1.9
Disagree
13 12.3
Neutral
27 25.5
Agree
36 34.0
Strongly Agree
28 26.4
Total
106 100.0

INFERENCE:
From the above table, it is found that 2 percent of the respondents strongly disagree,
12 percent of the respondents disagree , 26 percent of the respondents neutral , 34 percent of
the respondents agree, 26 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents agreed that they can set the right priorities.

Chart 4.1.49
RESPONDENTS’ VIEW ON SETTING THE RIGHT PRIORITIES

80
 RESPONDENTS’ VIEW ON ACTIVE PARTICIPATION IN MEETINGS

Table 4.1.50
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
7 6.6
Disagree
21 19.8
Neutral
22 20.8
Agree
31 29.2
Strongly Agree
25 23.6
Total
106 100.0

INFERENCE:

From the above table, it is found that 7 percent of the respondents strongly disagree,
20 percent of the respondents disagree , 21 percent of the respondents neutral , 29 percent of
the respondents agree, 23 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents agreed that they can actively participate in meetings.

Chart 4.1.50
RESPONDENTS’ VIEW ON ACTIVE PARTICIPATION IN MEETINGS

81
 RESPONDENTS’ VIEW ON LOOKING FOR NEW OPPORTUNITIES IN JOB

Table 4.1.51
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree 7 6.6
Disagree
18 17.0
Neutral
31 29.2
Agree
28 26.4
Strongly Agree
22 20.8
Total
106 100.0

INFERENCE:
From the above table, it is found that 7 percent of the respondents strongly disagree,
17 percent of the respondents disagree , 29 percent of the respondents neutral , 26 percent of
the respondents are agree, 21 percent of the respondents strongly agree,. Hence, it is
concluded that the maximum of the respondents agreed that they are looking for new
opportunities.
Chart 4.1.51
RESPONDENTS’ VIEW ON LOOKING FOR NEW OPPORTUNITIES IN JOB

82
RESPONDENTS’ VIEW ON USE OF TECHNOLOGY TO ACHIEVE OJECTIVES

Table 4.1.52
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
7 6.6
Disagree
9 8.5
Neutral
14 13.2
Agree
47 44.3
Strongly Agree
29 27.4
Total
106 100.0

INFERENCE:
From the above table, it is found that 7 percent of the respondents strongly disagree, 9
percent of the respondents disagree , 13 percent of the respondents neutral , 44 percent of
the respondents agree, 27 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents agreed that they use technology to achieve objectives.

Chart 4.1.52
RESPONDENTS’ VIEW ON USE OF TECHNOLOGY TO ACHIEVE OJECTIVES

83
 RESPONDENTS’ VIEW ON SUPPORT OF TECHNOLOGY IN CUSTOMER
INTERACTIONS

Table 4.1.53
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
2 1.9
Disagree
13 12.3
Neutral
26 24.5
Agree
45 42.5
Strongly Agree
20 18.9
Total
106 100.0

INFERENCE:
From the above table, it is found that 2 percent of the respondents strongly disagree,
12 percent of the respondents disagree , 25 percent of the respondents neutral , 43 percent of
the respondents agree, 19 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents agreed that they can seek support of technology in
customer interactions.
Chart 4.1.53
RESPONDENTS’ VIEW ON SUPPORT OF TECHNOLOGY IN CUSTOMER
INTERACTIONS

84
 RESPONDENTS’ VIEW ON SYSTEMS USED FOR TRACKING EMPLOYEE
PROGRESS

Table 4.1.54
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
9 8.5
Disagree
19 17.9
Neutral
27 25.5
Agree
31 29.2
Strongly Agree
20 18.9
Total
106 100.0

INFERENCE:
From the above table, it is found that 9 percent of the respondents strongly disagree,
18 percent of the respondents disagree , 26 percent of the respondents neutral , 29 percent of
the respondents agree, 19 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents agreed that they use systems used for tracking
employee progress.
Chart 4.1.54
RESPONDENTS’ VIEW ON SYSTEMS USED FOR TRACKING EMPLOYEE
PROGRESS

85
 RESPONDENTS’ VIEW ON INTEGRATION OF DIFFERENT TECHOLOGIES
AND SYSTEMS

Table 4.1.55
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
8 7.5
Disagree
17 16.0
Neutral
20 18.9
Agree
37 34.9
Strongly Agree
24 22.6
Total
106 100.0

INFERENCE:
From the above table, it is found that 8 percent of the respondents strongly disagree,
16 percent of the respondents disagree , 19 percent of the respondents neutral , 35 percent of
the respondents agree, 23 percent of the respondents strongly agree,. Hence, it is concluded
that the maximum of the respondents are agreed that they take integration of different
technologies and systems.

Chart 4.1.55
RESPONDENTS’ VIEW ON INTEGRATION OF DIFFERENT TECHOLOGIES
AND SYSTEMS

86
 RESPONDENTS’ VIEW ON EMPLOYEE PERFORMANCE OF
ORGANIZATIONAL STANDARDS

Table 4.1.56
RESPONDENT'S FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
5 4.7
Disagree
10 9.4
Neutral
17 16.0
Agree
48 45.3
Strongly Agree
26 24.5
Total
106 100.0

INFERENCE:
From the above table, it is found that 5 percent of the respondents strongly disagree, 9
percent of the respondents disagree , 16 percent of the respondents neutral , 45 percent of
the respondents agree, 25 percent of the respondents strongly agree. Hence, it is concluded
that the maximum of the respondents agreed that the employee performance of organisational
standards.
Chart 4.1.56
RESPONDENTS’ VIEW ON EMPLOYEE PERFORMANCE OF
ORGANIZATIONAL STANDARDS

87
 RESPONDENTS’ VIEW ON FINISHING WORK ON TIME

Table 4.1.57
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
2 1.9
Disagree
12 11.3
Neutral
26 24.5
Agree
44 41.5
Strongly Agree
22 20.8
Total
106 100.0

INFERENCE:
From the above table, it is found that 2 percent of the respondents strongly disagree, 11
percent of the respondents disagree , 25 percent of the respondents neutral , 41 percent of
the respondents agree, 21 percent of the respondents strongly agree. Hence, it is concluded
that the maximum of the respondents agreed that they finish work on time.

Chart 4.1.57
RESPONDENTS’ VIEW ON FINISHING WORK ON TIME

88
 RESPONDENTS’ VIEW ON WORK ETHICS

Table 4.1.58
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
7 6.6
Disagree
16 15.1
Neutral
20 18.9
Agree
39 36.8
Strongly Agree
24 22.6
Total
106 100.0

INFERENCE:
From the above table, it is found that 7 percent of the respondents strongly disagree, 15
percent of the respondents disagree , 19 percent of the respondents neutral , 37 percent of
the respondents agree, 23 percent of the respondents strongly agree. Hence, it is concluded
that the maximum of the respondents agreed that they follow work ethics.

Chart 4.1.58
RESPONDENTS’ VIEW BASED ON WORK ETHICS

89
 RESPONDENTS’ VIEW ON EMPLOYEE RETENTION IN CAREER GROWTH
AND OPPORTUNITIES

Table 4.1.59
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
5 4.7
Disagree
17 16.0
Neutral
10 9.4
Agree
48 45.3
Strongly Agree
26 24.5
Total
106 100.0

INFERENCE:
From the above table, it is found that 5 percent of the respondents strongly disagree,
16 percent of the respondents disagree , 9 percent of the respondents neutral , 45 percent of
the respondents agree, 25 percent of the respondents strongly agree. Hence, it is concluded
that the maximum of the respondents agreed that the employee retention in career growth and
opportunities.

Chart 4.1.59
RESPONDENTS’ VIEW BASED ON EMPLOYEE RETENTION IN CAREER
GROWTH AND OPPORTUNITIES

90
 RESPONDENTS’ VIEW ON RECOMMENDING COMPANY TO OTHERS

Table 4.1.60
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
2 1.9
Disagree
11 10.4
Neutral
29 27.4
Agree
42 39.6
Strongly Agree
22 20.8
Total
106 100.0

INFERENCE:
From the above table, it is found that 2 percent of the respondents strongly disagree, 10
percent of the respondents disagree , 27 percent of the respondents neutral , 40 percent of
the respondents agree, 21 percent of the respondents strongly agree. Hence, it is concluded
that the maximum of the respondents agreed that they recommend company to others.

Chart 4.1.60
RESPONDENTS’ VIEW ON RECOMMENDING COMPANY TO OTHERS

91
 RESPONDENTS’ VIEW ON EVALUATION OF FEEDBACKS

Table 4.1.61
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
9 8.5
Disagree
20 18.9
Neutral
23 21.7
Agree
33 31.1
Strongly Agree
21 19.8
Total
106 100.0

INFERENCE:
From the above table, it is found that 9 percent of the respondents strongly disagree,
19 percent of the respondents disagree , 22 percent of the respondents neutral , 31 percent of
the respondents agree, 20 percent of the respondents strongly agree. Hence, it is concluded
that the maximum of the respondents agreed that they evaluate feedbacks

Chart 4.1.61
RESPONDENTS’ VIEW ON EVALUATION OF FEEDBACKS

92
 RESPONDENTS’ VIEW ON INFORMED AND CONSTRUCTIVE
CONVERSATIONS ABOUT PAY

Table 4.1.62
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
7 6.6
Disagree
14 13.2
Neutral
21 19.8
Agree
38 34.8
Strongly Agree
26 24.5
Total
106 100.0

INFERENCE:
From the above table, it is found that 7 percent of the respondents strongly disagree, 13
percent of the respondents disagree , 20 percent of the respondents neutral , 35 percent of the
respondents agree, 25 percent of the respondents strongly agree. Hence, it is concluded that
the maximum of the respondents agreed that take informed and constructive constructions
about pay.
Chart 4.1.62
RESPONDENTS’ VIEW ON INFORMED AND CONSTRUCTIVE
CONVERSATIONS ABOUT PAY

93
 RESPONDENTS’ VIEW BASED ON EFFECTIVENESS OF COMPETENCY
MAPPING PRACTICES

Table 4.1.63
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
8 7.5
Disagree
13 12.3
Neutral
11 10.4
Agree
47 44.3
Strongly Agree
27 25.5
Total
106 100.0

INFERENCE:
From the above table, it is found that 8 percent of the respondents strongly disagree, 12
percent of the respondents disagree , 10 percent of the respondents neutral , 44 percent of
the respondents agree, 26 percent of the respondents strongly agree. Hence, it is concluded
that the maximum of the respondents agreed that the effectiveness of competency mapping
practices.
Chart 4.1.63
RESPONDENTS’ VIEW ON EFFECTIVENESS OF COMPETENCY MAPPING
PRACTICES

94
 RESPONDENTS’ VIEW ON COMPETENCY MAPPING ALIGNS WITH CAREER
GOALS

Table 4.1.64
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
2 1.9
Disagree
18 7.5
Neutral
17 16.0
Agree
57 53.8
Strongly Agree
22 20.8
Total
106 100.0

INFERENCE:
From the above table, it is found that 2 percent of the respondents strongly disagree, 8
percent of the respondents disagree , 16 percent of the respondents neutral , 54 percent of
the respondents agree, 21 percent of the respondents strongly agree. Hence, it is concluded
that the maximum of the respondents agreed that the competency mapping practices aligns
with career goals.

Chart 4.1.64
RESPONDENTS’ VIEW ON COMPETENCY MAPPING ALIGNS WITH CAREER
GOALS

95
 RESPONDENTS’ VIEW ON SATISFACTION OF COMPETENCY MAPPING

Table 4.1.65
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
7 6.6
Disagree
12 11.3
Neutral
25 23.6
Agree
37 34.9
Strongly Agree
25 23.6
Total
106 100.0

INFERENCE:
From the above table, it is found that 7 percent of the respondents strongly disagree, 11
percent of the respondents disagree , 24 percent of the respondents neutral , 35 percent of the
respondents agree, 24 percent of the respondents strongly agree. Hence, it is concluded that
the maximum of the respondents agreed that the satisfaction of competency mapping .

Chart 4.1.65
RESPONDENTS’ VIEW ON SATISFACTION OF COMPETENCY MAPPING

96
 RESPONDENTS’ VIEW ON IMPROVEMENT OF COMPETENCY MAPPING

Table 4.1.66
RESPONDENTS’ FREQUENCY PERCENTAGE
VIEW
Strongly Disagree
2 1.9
Disagree
9 8.5
Neutral
16 15.1
Agree
41 38.7
Strongly Agree
38 35.8
Total
106 100.0

INFERENCE:
From the above table, it is found that 2 percent of the respondents strongly disagree, 9
percent of the respondents disagree , 15 percent of the respondents neutral , 39 percent of the
respondents agree, 36 percent of the respondents strongly agree. Hence, it is concluded that
the maximum of the respondents agreed that there should be improvement in competency
mapping .

Chart 4.1.66
RESPONDENTS’ VIEW BASED ON IMPROVEMENT OF COMPETENCY
MAPPING

97
 LEVEL OF COMPETENCY OF EMPLOYEES

Objective:
 To find the level of competency of employees in the organization.
Karl Pearson’s standard deviation is applied to analysis the level of competency of employees
in the organization.
Mean = 165.26
Standard deviation = 35.44

Table 4.1.67

LEVEL OF COMPETENCY OF EMPLOYEES

No of Respondents Low Moderate High Total
106 15 74 17 106

Inference:
From the above table, it can be inferred that 17% of the respondents felt that the level
of competency of employees is high, 74% of the respondents as moderate and remaining 15%
of the respondents the level of competency of employees is low.

98
 LEVEL OF EMPLOYEE PERFORMANCE

Objective:
 To find the level of employee performance in the organization.
Karl Pearson’s standard deviation is applied to analysis the level of employee performance in
the organization.
Mean = 14.51
Standard deviation = 3.36

Table 4.1.68

LEVEL OF EMPLOYEE
No of Respondents PERFORMANCE Total
Low Moderate High
106 47 42 17 106

Inference:
From the above table, it can be inferred that 17% of the respondents’ level of
performance is high, 42% of the respondents as moderate and remaining 15% of the
respondents level of employee performance is low.

99
 LEVEL OF EMPLOYEE RETENTION

Objective:
 To find the level of employee retention in the organization.
Karl Pearson’s standard deviation is applied to analysis the level of employee performance in
the organization.
Mean = 14.29
Standard deviation = 3.47

Table 4.1.69

LEVEL OF EMPLOYEE RETENTION

No of Respondents Low Moderate High Total
106 15 77 14 106

Inference:
From the above table, it can be inferred that 14% of the respondents felt that the level
of employee performance is high, 77% of the respondents as moderate and remaining 15% of
the respondents level of employee performance is low.

100
 LEVEL OF EFFECTIVENESS OF COMPETENCY MAPPING

Objective:
 To find the level of competency mapping in the organization.
Karl Pearson’s standard deviation is applied to analysis the level of effectiveness of
competency mapping in the organization.
Mean = 2.01
Standard deviation = 0.551

Table 4.1.70

LEVEL OF EFFECTIVENESS OF
No of Respondents COMPETENCY MAPPING Total
Low Moderate High
106 15 81 10 106

Inference:
From the above table, it can be inferred that 10% of the respondents felt that the level
of employee performance is high, 81% of the respondents as moderate and remaining 15% of
the respondents level of effectiveness is low.

101
4.2 INFERENTIAL ANALYSIS
CHI-SQUARE TEST
Objective :
To find the significant difference between the level of competency of employees and
their designation.
Formulation of hypothesis :
Null hypothesis: There is no significant difference between the level of competency of
employees and their designation.
Alternative hypothesis: There is a significant difference between the level of competency of
employees and their designation.
Table 4.2.1
DIFFERENCE BETWEEN THE LEVEL OF COMPETENCY OF EMPLOYEES AND
THEIR DESIGNATION
level of competency of Total Chi- P value
Designation employees square
Low Moderate High value
0 4 7 11
Manager (0) (36.3) (63.6)

0 9 0 9
Web developer (0) (100) (0)

5 7 1 13
Web designer (38.5) (53.8) (7.7)

Android apps 5 13 2 20 37.758 0.001

developer (25) (65) (10)

Digital marketing 1 12 1 14
developer (7.1) (85.7) (7.1)
Software developer 2 7 2 11
(18.1) (63.6) (18.1)
System analysts 2 15 1 18
(11.1) (83.3) (5.5)
Others 0 7 3 10
(0) (70) (30)
15 74 17 106

**significant at the 0.05 level (2-tailed)

Note: The value within brackets refers to Row percentage

102
 Chart 4.2.1

Bar Chart

LEVEL OF
COMPETENCY OF
14 EMPLOYEES
LOW
12 MEDIUM
HIGH
10
Count

0
Manager Web Web Android Digital Software System Others
developer designer apps marketing developer analysts
developer developer

DESIGNATION

Inference:
Since the P value is less than 0.05, the null hypothesis is rejected at 5% level of
significance. Hence there is a significant difference between the level of competency of
employees and their designation. It is concluded that level of competency of managers are
high and others are moderate.

103
Objective :
To find the association between the level of competency of employees and level of
employee performance.
Formulation of hypothesis :
Null hypothesis: There is no association between the level of competency of employees and
level of employee performance.
Alternative hypothesis: There is a association between the level of competency of
employees and level of employee performance.
Table 4.2.2
ASSOCIATION BETWEEN THE LEVEL OF COMPETENCY OF EMPLOYEES
AND THE LEVEL OF EMPLOYEE PERFORMANCE
Total Chi- P value
Level of Level of competency of employees square
employee value
performance Low Moderate High
14 32 1
Low (29.7) (68.0) (2.1) 47

1 38 3
Moderate (2.3) (90.4) (7.1) 42

0 4 13
High (0) (23.5) (76.4) 17

68.898 0.000
Total 15 74 17 106

**significant at the 0.05 level (2-tailed)

Note: The value within brackets refers to Row percentage

104
 Chart 4.2.2

Bar Chart

40
LEVEL OF
COMPETENCY OF
EMPLOYEES
LOW
MEDIUM
30 HIGH
Count

20

10

0
LOW MEDIUM HIGH

LEVEL OF EMPLOYEE PERFORMANCE

Inference:
Since the P value is less than 0.05, the null hypothesis is rejected at 5% level of
significance. Hence there is a association between level of competency of employees and
level of employee performance. It is concluded that level of competency of employees is
moderate and the level of employee performance is also significantly low. So, the company
has to improve the competency level of employees.

105
Objective :
To find the association between the level of competency of employees and level of
employee retention.
Formulation of hypothesis :
Null hypothesis: There is no association between the level of competency of employees and
level of employee retention.
Alternative hypothesis: There is a association between the level of competency of
employees and level of employee retention.
Table 4.2.3

ANOVA FOR ASSOCIATION BETWEEN LEVEL OF COMPETENCY OF

EMPLOYEES WITH RESPECT TO EMPLOYEE RETENTION
competency

employees

Squares
Level of

Square
Sum of
Source
Factor

Mean

Mean
S .D

Sig
df
of

F
Between 10.713 2 5.356
15 1.53 0.639
LOW groups
Employee retention

MODERATE 77 1.97 0.361 30.184 0.000

Within
18.278 103 0.177
groups
HIGH
14 2.78 0.578

106 2.01 0.551 Total 28.991 105

Total
** Correlation is significant at the 0.05 level (2-tailed

Inference:

Since P value is less than 0.05, the null hypothesis is rejected at 5% level of
significance. Hence there is a association between level of competency of employees and the
level of employee retention . The level of competency of employees is moderate and level of
employee retention is moderate.

106
Objective :
To find the association between the level of competency of employees and level of
effectiveness of competency mapping.
Formulation of hypothesis :
Null hypothesis: There is no association between the level of competency of employees and
level of effectiveness of competency mapping.
Alternative hypothesis: There is a association between the level of competency of
employees and level of effectiveness of competency mapping.

Table 4.2.4
ANOVA FOR ASSOCIATION BETWEEN LEVEL OF COMPETENCY OF
EMPLOYEES WITH RESPECT TO EFFECTIVENESS OF COMPETECY
MAPPING
competency

employees

Squares
Level of

Square
Sum of
Source
Factor

Mean

Mean
S .D

Sig
df
of

F
Betwee
LOW 15 1.46 0.516 n 9.282 2 4.641
groups
Effectiveness level

30.876 0.000
MODERATE 81 2.01 0.432
Within
15.482 103 0.150
groups
HIGH
10 2.90 0.316

Total Total
106 2.01 0.551 24.764 105

** Correlation is significant at the 0.05 level (2-tailed

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Inference:
Since P value is less than 0.05, the null hypothesis is rejected at 5% level of
significance. Hence there is a association between level of competency of employees and the
level of effectiveness. The effectiveness of competency mapping is moderate and the level of
competency of employees is also moderate.

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CHAPTER - V

109
 CHAPTER V
FINDINGS, SUGGESTIONS AND CONCLUSION

5.1 FINDINGS
 The analysis reveals that 46% of the respondents are in the age group of 26-35.
 According to the study 53% of the respondents are female .
 The analysis reveals that most of the respondents i.e. 43% having
undergraduation.
 According to the study 61% of the respondents are unmarried .
 The analysis reveals that 62% of he respondents having earnings below
1,00,000.
 According to the study 18% of the respondents are android developers.
 The analysis reveals that 63% of the respondents are from rural areas.
 According to the study 32% of the respondents have undergone interviews in
competency identification techniques.
 The analysis reveals that 32 of the respondents have undergone 360 degree
feedback tool to assess employee competencies.
 Mostly 43% of the respondents agreed that they can adapt new tasks.
 According to the study 48% of the respondents agreed that they adapt
changing work environment.
 Majority 31% of the respondents agreed that they can adapt of commitment to
the job.
 The analysis reveals that majority 29 % of the respondents are agreed that they
can adapt continuous learning and improvement.
 According to the study 29% of the respondents agreed that they can adapt to
take responsibility.
 It is evident from the analysis majority 45% of the respondents agreed that
they take initiative to complete goals within timelines.
 The analysis reveals that majority 38% of the respondents are agreed that
they take initiative to prepare for unexpected contingencies.
 Majority 36% of the respondents are agreed that they take initiative to take
actions and risks.
 According to the study 33% of the respondents agreed that they take
initiative to undertake self-development activities.

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 The analysis reveals that majority 40 % of the respondents agreed that they
take initiative to undertake self-development activities.
 It is evident from the analysis majority 40% of the respondents agreed that
they take judgement to make informed decisions.
 Majority 40% of the respondents are agreed that they take judgement to make
quick decisions.
 According to the study 40% of the respondents agreed that they take
judgement to make quick decisions.
 The analysis reveals that majority 41% of the respondents agreed that they
take judgement to seek input from people for making decisions.
 According to the study 37% of the respondents agreed that they take
judgement on not to get distracted.
 The analysis reveals that majority 44% of the respondents agreed that they
take judgement on assessing the risks, benefits and impact of decisions.
 It is evident from the analysis majority 43% of the respondents agreed that
they plan and organise effective time management.
 Majority 41% of the respondents are agreed that they plan and organise on
attention to details.
 According to the study majority 30% of the respondents strongly agreed that
they plan and organise for accomplishment of tasks.
 It is evident from the analysis majority 28% of the respondents agreed that
they plan and organise for avoidance of distraction.
 Almost 34% of the respondents agreed that they plan and organise for specific
plans.
 According to the study majority 43% of the respondents agreed that they can
solve problems
 It is evident from the analysis majority 41% of the respondents agreed that
they solve problems by teamwork.
 The analysis reveals that majority 30% of the respondents agreed that they can
attain success in problem-solving.
 Majority 34% of the respondents agreed that they can simplify the problems.
 According to the study majority 36% of the respondents agreed that they
resolve problems.

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 The analysis reveals that majority 40% of the respondents agreed that they
can influence others
 Almost 43% of the respondents agreed that they take effective leadership.
 The analysis reveals that majority % of the respondents 30% are agreed that
they take demonstration of leadership.
 The analysis reveals that majority 31% of the respondents agreed that they
take leadership for actionable feedback.
 It is evident from the analysis, majority 36% of the respondents agreed that
they take ownership and accountability of results.
 The analysis reveals that, majority 43% of the respondents agreed that they
take relationship management in achieving work goals.
 The analysis reveals that majority 45% of the respondents agreed that they
take on agreements regarding concerns in work.
 It is evident from the analysis, majority 35% of the respondents agreed that
they can handle conflicts.
 It is evident from the analysis, majority 35% of the respondents agreed that
they take participation in team-building activities.
 Almost 41% of the respondents agreed that they can communicate to deliver
presentations.
 The analysis reveals that majority 39% of the respondents agreed that they can
effectively communicate at all levels.
 It is evident from the analysis, majority 32% of the respondents are agreed
that they ask follow-up questions.
 The analysis reveals that majority 37% of the respondents agreed that they can
express clear thoughts
 Almost 45% of the respondents agreed that they make productivity of time
spent on work.
 Majority 34% of the respondents agreed that they can set the right priorities.
 The analysis reveals that majority 29% of the respondents agreed that they can
actively participate in meetings.
 Almost 29% of the respondents agreed that they look for new opportunities.
 Majority 44% of the respondents agreed that they use technology to achieve
objectives.

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 The analysis reveals that majority 43% of the respondents agreed that they
take support of technology in customer interactions.
 Almost 29% of the respondents agreed that they take on systems used for
tracking employee progress.
 It is evident from the analysis, majority 35% of the respondents agreed that
they integrate different technologies and systems.
 The analysis reveals that majority 45% of the respondents agreed that the
employee performance of organisational standards.
 It is evident from the analysis, majority 41% of the respondents agreed that
they finish work on time
 Majority 37% of the respondents are agreed that they follow work ethics.
 The analysis reveals that majority 45% of the respondents agreed that the
employee retention in career growth and opportunities.
 Almost 40% of the respondents are agreeing on recommending company to
others.
 It is evident from the analysis, majority 31% of the respondents are agreed that
they can evaluate feedbacks
 Majority 35% of the respondents agreed that they take informed and
constructive constructions about pay.
 The analysis reveals that majority 44% of the respondents agreed that the
effectiveness of competency mapping practices.
 Almost 54% of the respondents agreed that the competency mapping practices
aligns with career goals.
 It is evident from the analysis, majority 35% of the respondents are agreed that
the satisfaction of competency mapping .
 Majority 39% of the respondents agreed that there should be improvement in
competency mapping .
 Chi-square test was conducted to find significant difference between the level
of competency of employees and designation. Hence there is a significant
difference between the level of competency of employees and their
designation. It is concluded that level of competency of managers are high
and others are moderate.
 Another test was conducted to assess there is a association between level of
competency of employees and level of employee performance. It is concluded

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 that level of competency of employees is moderate and the level of employee
performance is also significantly low. So, the company has to improve the
competency level of employees.
 By using ANOVA , there is a association between level of competency of
employees and the level of employee retention . The level of competency of
employees is moderate and level of employee retention is moderate.
 By using ANOVA , there is a association between level of competency of
employees and the level of effectiveness. The effectiveness of competency
mapping is moderate and the level of competency of employees is also
moderate.

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5.2 SUGGESTIONS

 Provide regular training sessions to the employees tailored to specific skill gaps.
 Implement mentorship programs to the employees to facilitate knowledge transfer and
skill development.
 Encourage self-directed learning through online resources and educational platforms
 Continuous evaluation and updation of employees performance management helps in
maintaining the effectiveness of competency mapping process
 The employees works are usually recognized and appreciated by the management. It can
be maintained in such a way that the employees’ retention will be maintained.
 Employees are willing to give suggestions for the development of the competency
mapping and the suggestions given by the employee must be duly responded.
 Integrate competency mapping into talent management and succession planning process.
 Identify the leverage employee strength and interests through competency mapping.
 Encourage collaboration and knowledge sharing among employees to enhance
competencies across the organisation

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5.3 CONCLUSION
From the findings of the study on effectiveness on competency mapping practices
in Astonish Infotech Private Limited , we come to know that the level of competency of
employees is moderate and the level of effectiveness of competency mapping is also
moderate.The effectiveness of competency mapping practices lies in their ability to align
employee skills and capabilities with organizational objectives, fostering individual and
collective success. By accurately identifying and developing employee competencies,
organization can enhance employee performance, improve retention rates, and drive overall
productivity. Continuous evaluation and refinement of competency mapping frameworks are
crucial to ensure relevance and adaptability in a rapidly changing business landscape.
Ultimately, competency mapping serves as a strategic tool for talent management, succession
planning, and organizational development, enabling companies to thrive in competitive
markets and achieve long-term success.

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BIBLIOGRAPHY

117
REFERENCE BOOKS:
 S.K.Bhatia.,”Competency Mapping : HR Techniques”, Sage Publications, New
Delhi,-2002
 Kothari, C.R.,”Research Methodology”, New Age International (p) Limited, New
Delhi,-2006.
 David Dubois and William Rothwell., “Competency - Based HR”, Society for Human
Resource Management (SHRM), USA -2010
JOURNALS
 European Jornal of Business and Management 4(5), 2012.
 International Journal Of Education and Research 1(1), Volume 1,Issue 9,2013.
 International Journal of Emerging Research in Management and Technology
2(10),Volume 10,Issue 21,2018
 European Jornal of Business and Management 4(5), 2012
MAGAZINES
 Global CEO Magazine : Competency Mapping (2006)
 Employee Experience Magazine: Competency Mapping and Assessment (2021)
WEBSITES
 https://strengthscape.com
 https://www.whatishumanresorce.com
 https://www.coursera.org
 https://www.zavvy.io
 https://www.indeed.com

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APPENDIX

119
 APPENDICES

A STUDY ON EFFECTIVENESS OF COMPETENCY MAPPING

PRACTICES IN ASTONISH INFOTECH PRIVATE LIMITED

QUESTIONNAIRE

1. Name______________
2. Age
a) Below 25 years b)26 -35 years c)36 - 45 years d)Above 45 years
3. Gender
a) Male b)Female
4. Qualification
a) Diploma b)Undergraduate c)Postgraduate d)Certification course e)Others
5. Marital status
a) Married b)Unmarried
6. Annual income
a) Below 1,00,000 b)1,50,000 to 2,00,000 c)2,50,000 to 3,00,000
d) Above 4,00,000
7. Designation
a) Manager b)Web developer c)Web designer d)Android apps developer
e)Digital marketing developer f)Software developer g)System analysts
h)Others specify________
8. Area of residence
a) Rural b)Urban

COMPETENCY MAPPING
9. What type of competency identification technique is used by your organisation?
a) Task forces b)Task analysis workshop c)Interviews
d)Critical Incident Technique e)Self - benchmarking f)Questionnaire
g)Group work
10. Tools used by the organisation to assess the employees competencies
a) Self and superior assessment b)360 degree feedback c)Assessment centre
d)Psychometric tests e)Interviews f)In-basket exercise g)Management games

120
 h)Roleplay i)Case study

LEVEL OF COMPETENCY OF EMPLOYEES

11.ADAPTABILITY
SD-Strongly Disagree A-Agree N-Neutral D- Disagree SA- Strongly Agree
SD A N D SA
Able to take on new tasks
Supports my needs to adapt to a
changing work environment
Committed to the best job possible
Continuously learning and improve
myself
Take responsibility for own actions

12.INITIATIVE
SD-Strongly Disagree A-Agree N-Neutral D- Disagree SA- Strongly Agree
SD A N D SA
Immediately works to complete goals
well before their deadline
Prepares for unexpected
contingencies
Take independent actions and
calculated risks
Undertake self-development activities
Looks for and takes advantage of
opportunities

13.JUDGEMENT
SD-Strongly Disagree A-Agree N-Neutral D- Disagree SA- Strongly Agree
SD A N D SA
Exercise good judgement by making
sound and informed decisions
Able to make decisions quickly

121
Seek input from key people who should
be involve in ,or will be affected by
decisions
Does not lose sight of the big picture
when making decisions
Assessing the risks,benefits,and potential
impact of a number of options when
deciding a course of action

14.PLANNING AND ORGANISATION

SD-Strongly Disagree A-Agree N-Neutral D- Disagree SA- Strongly Agree
SD A N D SA
Manage your time effectively
Pay attention to details
Accomplish day-to-day task using an
orderly approach
Avoid getting side-tracked and losing
focus
Organize information for developing
specific plans

15. PROBLEM - SOLVING

SD-Strongly Disagree A-Agree N-Neutral D- Disagree SA- Strongly Agree
SD A N D SA
I focus on problem-solving instead of
fault finding in my job
We work together to solve problems
I do my best to be successful in
problem solving
My team work to simplify problems
that makes them more manageable
My department anticipate and resolve
problems

122
16. LEADERSHIP
SD-Strongly Disagree A-Agree N-Neutral D- Disagree SA- Strongly Agree
SD A N D SA
Able to influence others
Effectively lead others
Demonstrate leadership and courage
in critical situations
Gives direct, constructive and
actionable feedback
Takes ownership and accountability
for results

17.RELATIONSHIP MANAGEMENT
SD-Strongly Disagree A-Agree N-Neutral D- Disagree SA- Strongly Agree
SD A N D SA
Feel supported by your colleagues in
acheiving your work goals
Feel comfortable approaching your
manager regarding any concerns in
work
Handle conflicts or disagreements
with your co-workers effectively
Participated in team-building
activities or events organized by the
company

18.COMMUNICATION
SD-Strongly Disagree A-Agree N-Neutral D- Disagree SA- Strongly Agree
SD A N D SA
Delivers influential presentations
Communicate effectively with all

123
levels of organisation
Ask follow-up questios as needed
Express clear and concise thoughts
and ideas

19.PRODUCTIVITY
SD-Strongly Disagree A-Agree N-Neutral D- Disagree SA- Strongly Agree
SD A N D SA
Productive with the time spent
working on the tasks assigned to me
I know how to set the right priorities
I actively participated in work
meetings
I kept looking for new opportunities
in my job

20.USE OF TECHNOLOGY
SD-Strongly Disagree A-Agree N-Neutral D- Disagree SA- Strongly Agree
SD A N D SA
The organisation uses technology to
achieve its objectives
Technology supports customer
interactions and service delivery
Systems used for tracking employee
progress and skill development
Different technologies and systems
integrated within the organisation

21.EMPLOYEE PERFOMANCE
SD-Strongly Disagree A-Agree N-Neutral D- Disagree SA- Strongly Agree
SD A N D SA
Work adheres to the best of
organizational standards

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Work is always finished on time
Employee has a great work ethic
Finishes all the work assigned to them

22.EMPLOYEE RETENTION
SD-Strongly Disagree A-Agree N-Neutral D- Disagree SA- Strongly Agree
SD A N D SA
I am given ample growth and career
opportunities
I would recommend this company to
a friend
My feedback is appreciated and
evaluated
I can have well informed and
constructive conversations about pay

23.EFFECTIVENESS
SD-Strongly Disagree A-Agree N-Neutral D- Disagree SA- Strongly Agree
SD A N D SA
The current competency mapping
process is clearly communicated to
employees
The competency mapping system
aligns well with my career goals
I am satisfied with the current
competency mapping in the
organisation
I believe there is room for
improvement in the competency
mapping process

125
ANNEXURE

126