Cmac final report

Competency Model- IMT
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CMAC Report

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List of Figures
S.no Topic Page No
1. The Faculty Model 16
2. Organizational SWOT 17

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Table of Contents
S.no Topic Page No
1. Abstract 4
2. Research Design (Methodology) 5
3. Literature Review 6
4. Article/Paper Reviews 8
5. Findings from the Interview 13
6. The Faculty Model 16
7. Organizational SWOT 17
8. Learning 18
9. Appendix 19
10. References 21

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Abstract
As a part of the Human Resource Management curriculum, the subject Competency Mapping
and Assessment Centres was introduced to the interested students. The subject‟s key
deliverables were the introduction of the term competency, and how the tried and tested
assessment centres are used to match the desired competency with the job profile. For better
understanding and to have a hands-on experience of the theoretical knowledge, the students
were divided into groups and had to take up a live “Behavioural Event Interview” or BEI as it
is popularly called, with an assigned faculty member of the institute. From thereon, the
particular competencies were to be mapped in the development of a competency model for
the faculty (with respect to the job expectations of the institute).
The group has tried to probe and find out as many competencies as possible which are
required for a successful B-school faculty member and a few which are specific to IMT.
For this purpose, the group interviewed an Assistant Professor for 45 minutes in lieu of
understanding the competencies required. Questions were directed towards developing the
organizational SWOT (Strength, Weakness, Opportunities & Threats) while probing the
interview for competencies which are expected from a person in that particular position.
Other than the interview, online resources/articles were studied to give us more insight on the
competencies. The class as a whole contributed in highlighting the required competencies and
the model was thus created based on assimilation of data from the participating groups.
The key competencieswe found are as follows-
Empathy
Proactive
Research Oriented
Effective Pedagogy
Sense of Purpose
Openness to Learn

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Research Design (Methodology)
Understanding the background-
Get an idea of the concept of competencies
Get a basic understand of the interviewing technique
Know what to look for
Information from online resources-
To get more insight, read up on faculty models or similar ones created before
To know how to conduct the interview; how to probe
To build an interview question bank
Interview-
To conduct an hour long interview with an Associate Professor
Probing as many competencies as possible
Make notes (6 individuals)
Compile all notes to form „interview findings‟
Analysis-
Compile the „interview findings‟ and findings from the online resources
Prepare the „Faculty Competency Model‟

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Literature Review
Competencies may be defined as the characteristics of a manager that lead to the
demonstration of skills and abilities, which results in effective performance within an
occupational area. They also exemplify the capacity to transfer skills and abilities from one
area to another.
Competencies encompass the attributes, skills and knowledge required for successful
performance on the job.The underlying characteristics of a person such as habits, traits, social
roles, self-image andmotives, as wellas the environment around them enable a person to
deliver superior performance in a given situation, role or job. These competencies should be
measurable, observable and consistent.
Developing Competency Models
Competencies enable employees to accomplish the set goal thus creating value. The
organizational objectives are to be aligned with their competencies for succeeding in the
competitive market. For this purpose every organization needs to identify core competencies
i.e.the skills, knowledge, behaviors, and abilities specific to their business that are essential to
be present in every individual to deliver the expected result.
Boulter, et al (1998) lists out six steps involved in defining a competency model:
 Performance Criteria–The criteria required for superior performance in given role.
 Sample Criterion - Picking a sample of individuals in a particular role for data collection.
 Collecting Data- Collecting data in relation to individual behavior necessary to get ahead.
 Data analysis – Creating assumptions on how these competencies aid in differentiating
outstanding performers and how it generates the desired result.
 Validation –Test the authentication of data collection and analysis.
 Application – Applying the model in various aspect of human resource to figure out
competencies.
Personsal
attributes, motive
,knowledge and
skill
Observable
behaviour
JOB
PERFORMANCE

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Benefits
 Helps in identifying the success criteria
 Reduction in hiring cost, absenteeism and the turnover rate.
 Identifying the gap between the present skills and future skills required
 Aids individual in career development and personal development by listing out their
strengths
 Lists out the performance standard.
Behavioral Event Interview
BEI is a competency assessment method that uses tailored made questions related to technical
and managerial competency to identify the suitability of a candidate to a particular job it may
be used in relation to hiring, retaining or reassigning. Since it is believed that past behavior is
the indicator of future, BEI assists in predicting the fitment of individual to a given role. Here
non leading probing strategy is used by the interviewer to know how the interviewee handled
various situations and what his role was in particular to overcome unfavorable or critical
situation. Open-ended questions are asked to maps the behavior in various circumstances
where the candidate demonstrates key competencies for effective performance. The BEI uses
the STAR approach i.e. Situation, Tasks, Action and Result.
Benefits
Competency
Framework
Competency
Indentification
Competency
Assessment
Competency
Mapping
Integration
with HR
Function
Situation/Task
Describe the task that you needed to accomplish or the situation that you were in or a
specific event or situations to be described and not a generalized description of what
have been done in the past.
Collect enough detail to understand the situation. These tasks or situation can be
from a previous job, experience, or any kind of important event.
Action taken
The action taken while the focus is maintained on you. Even if the discussion is
related to group project, what an individual do- and not the efforts of the team are to
be considered. This will demonstrate what an individual do in such critical state.
Results
achieved
How did the event end?What was your experience? What did you achieve? What
did you learn?
This will point out the skills an individual possess and how they were put into use to
achieve certain objective.

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 Impartial and reliable device for comparing and evaluating existing employee and
candidates
 Excludes any kind of bias during selection and assessment process
 Benefits the employer in predicting employees future performance
 Elucidates candidates learning from previous experiences and how well can he apply in
real life situation
 Differentiates average performers from that of outstanding performers
 Benefits in making an effective hiring decision
Article/Paper Reviews
A few relevant articles and papers were looked up from the EBSCO online resource through
the IMT e-library and in this section we present some that helped us in building our model.
An assessment of the competency of secondary school teachers in consumer education,
economics and personal finance
This study studied the competencies of individuals teaching consumer education. A 50 item
instrument was developed and used for assessment. Next, comparison of competencies
according to teachers‟ subject backgrounds was done. Item difficulty indices calculated on
185 instruments revealed a need for teacher upgrading in each of four subject background
groups studied.
The purposes of this study were
1. To develop a valid and reliable instrument based on a guide to measure teacher‟s
competencies in the above 3 subject areas. Five concept areas have been recognized from
these 3 subject areas. They are employment and income, money management, credit,
purchase of goods and services and rights and responsibilities.
2. To assess using the validated instrument, the level of competency of individuals teaching
those 3 areas.
The first involved developing and validating the instrument. 131 multiple choice questions
were generated and submitted for validation to experts. 107 questions were validated for use
in the pretest instrument used for the purpose of identifying best items in final instrument.
Finally, a list of 50 items was selected from the 5 concept areas. To be able to select the most
suitable items, 3 common item analyses types were performed. Two quantitative indices
were derived: item difficulty (the percentage of persons answering items correctly) and item
discrimination power (item‟s ability to differentiate between respondents higher and lower).
Next, the validated instrument was administered to 320 teachers of which 180 responses
were obtained.
Findings showed that the items were significant in discriminating between lower and higher
score respondents. The test scores of teachers indicated that teachers may need to be

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upgraded in the major 4 concepts. The designation of exclusive responsibility for teaching
comprehensive courses to any of the 4 concepts did not seem justifiable. The ANOVA test
on concept area mean scores indicated that teachers in 4 concept areas did not differ in scores
on employment and income, credit, purchase of goods and services etc. Such studies help
institutions to design and evaluate teacher preparation programs, certifying teachers and
assigning responsibilities of courses.
Research in Teacher Competency and Teaching Tasks
This papers talks about the effectiveness of a teacher. It terms „teacher effectiveness‟ which
is the contribution of the contribution of the teacher to student learning and which depends
on the student as well. Hence, it is not fair to measure teacher‟s competencies based on this.
Therefore, another term called „teacher performance‟ meaning the behavior a teacher has
which effects the student is used for evaluation. It is stated that if a teacher is not effective
then this is the parameter to be looked into.
A teacher‟s success in performing is measured by the extent of student learning experience.
The objective of a program is defined in terms of competencies. An instrument is developed
and effectiveness of program is checked using it. The term program evaluation is designed to
ascertain the degree to which graduates of the program become competent, while program
valuation determines how well these competent graduates perform.

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The process-product research was designed to determine the competencies of an effective
teacher – relating B to H. Earlier research treated classroom as a „black box‟ where teacher‟s
characteristics are inputs and outputs are the measures of quality or teacher effectiveness.
The criteria of “teaching effectiveness” had to be clearly stated and thus people started using
competencies. Rosenshine and Furst (1971) were the first to come up with the list of
competencies of a teacher. Enthusiasm and clarity are two of them. Other research states that
„maintaining students‟ task involvement‟, „teaching in large groups‟, „minimizing disruptive
student behaviour‟, „managing small group activity‟, „supervising pupil seatwork‟ tasks
would differentiate an effective teacher.
Teacher Competency: Problem, theory and Practice, Theory into practice
This paper takes into account the definition of teaching as “a series of decisions and the
implementation of those decisions, which increase the probability of intended learning”.
Thousands of teaching-learning interactions were observed and the invariants of successful
teaching are factored out. These were validated by pupil‟s learning gains in affective,
cognitive and psychomotor areas. The factors that were out of teacher‟s control were

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separated. The factors for which the teacher can be held accountable were the learner
behaviours, stimulus of whose is controlled by the teacher.
It was believed that „time‟ is the coin of teaching. It is what student and teacher have to
spend to buy the learning. The critical elements of effective teaching can be put together in
matrix of interacting elements:
1. Content to be learnt
2. Learner behaviour
3. Teacher behaviour
The vertical axis – the “what” of teaching-learning:
It supplies the reference points for “what” the intended learning to which teacher-learner
attention and energy are being directed. Each higher learning is synthesis of few essential sub
learnings.
A student‟s position on this axis is based on what he/she already knows which would make
the foundation for what he/she will learn next. For effective learning, the expenditure of both
time and energy must be steady at the correct reference point on vertical axis.
The horizontal axis – the “how” of teaching-learning:
This points outthe how of interactions, the most efficient and effective way to obtain the
desired learning. The principles of learning have been categorized as
1. Influence a student‟s motivation to learn
2. Increase the rate and degree of learning
3. Promote retention of what has already been learnt
4. Encourage transfer of learning to new situations
A teaching appraisal instrument (TAI) was developed to know how well the maintaining
of focus of teacher education effort is.
Empowerment of Teachers through Continuous Competence Ascendance: Perspectives of
Senior Teachers
This paper attempts to establish that as a teacher, acquiring a competence is not a one-time
activity, rather it is a continuous process. It indicates that with increasing academic
expectations, advancements in technology and changes in instructional methods, it is
essential for teachers to keep abreast of these changes and renew their competencies or gain
new competencies. It states that like the Japanese concept of Kaizen (improvement or change
for the better), teachers should strive for continuous competency improvement.

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The study was conducted with 10 senior teachers of the SASTRA University in Tamil Nadu
in order to investigate the perception of teachers with regards to competence ascendance. An
inquiry guide was prepared covering five broad areas of inquiry:
The need for competence ascendance in teachers
Areas of professional development
The formal and informal means of mastering new skills
The inter-relatedness between teacher professional development
The advancement of their institutions and the techniques adopted by them towards
competence ascendance.
Open ended questions based on these areas were framed and the teachers were asked to
record their views. The responses collected were grouped into common categories and
analyzed. All the respondents agreed that it is essential for teachers to constantly update their
competencies.
The responses also helped to identify the following competencies which teachers need to
posses and update over time:
Knowledge of the content/subject matter
Pedagogy and methods used – using modern methods of teaching
Emotional intelligence – commitment and dedication to the job as well as
understanding and catering to student needs
Research, guidance and innovation
Mentorship and Leadership skills
Self development to meet the changing requirements of the profession
The respondents also agreed that the success of the institution as well as the development of
the students depends to a great extent on the competence of the teachers. This research, thus,
identifies key competencies that teachers must possess and also determines that teachers must
improve upon these competencies on a regular basis in order to maintain high level of
performance.
Professional Development Priorities of Idaho Business Teachers: An Examination of a Set
of Competencies Associated With Teaching and Learning
This study was conducted to determine the teaching and learning professional development
needs of business school teachers in order to guide training and development activities.

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Through this study, the necessary competencies of a business school teacher were identified
and prioritized, thus identifying potential training areas.
As business education programs play a key role in preparing students to join the work force
and contribute to it effectively, it is essential that business teachers are trained to possess the
relevant competencies to ensure efficiency in their role as teachers. The study states that it is
important that teachers are well versed with current and emerging technologies and how they
impact education as well as the business. It also states that with changing student dynamics
and needs, teachers need to continuously improve their teaching pedagogy to better serve the
requirements of the students.
To conduct this study, a sample of 233 teachers was considered, out of which 146 teachers
completed a survey based on Borich‟s Needs Assessments Model. This model serves as a
means to identify the professional development needs of teachers and involves examining the
teachers‟ perceived level of competence in and importance of the specific skills that are
identified through the study. In order to analyze the data, means and standard deviations were
used. These helped to identify the importance and competence rating of the identified
requirements. Mean weighted discrepancy scores (MWDS) were also used and these rankings
help to determine priority of the requirements.
The results showed that most critical competencies for which teachers should be trained prior
to joining service as teachers include using softwares, motivating students to learn,
encouraging them to think creatively and including life skills as part of their curriculum. In
addition to these competencies, once a teacher joins service, he/she should also be given
training to develop competence in using digital-age tools to facilitate the process of student
learning, encouraging innovation and creativity and managing the classroom environment.
Findings from the Interview
The interview was conducted keeping in mind the objective of finding out as many
competencies as possible during the interview itself. The main methodology was to find out
some definite keywords that were to being reiterated or were largely linking to each other.
During the course of the interview, the questions were framed and evolved in a way so as to
gather insights with the interviewee (here: an Assistant professor) regarding the
organizational SWOT. The SWOT analysis was used because it very aptly summarizes the
internal factors (Strengths & weaknesses) and the external factors (opportunities & threats).

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The questions then paved the way for bringing out the competencies that the interviewee felt
was very important for a faculty.
Strengths: The main factor that was stressed upon by the interviewee was that the institute is
blessed with a highly experienced and a learned faculty. The extensive knowledge of the
faculty, combined with a research based approach, provides a definite edge to the teaching
pedagogy. This, combined with proper recognition for the results and the efforts put in (both
the faculty and the students) encourages the students to shape up their creativity and thus
bring in more laurels for the institute.
Next up, the networking skills of all the members of the institute has been instrumental in
taking the institute to the high standards it obtained. With a very good and interactive alumni
base, students have access to lots of tacit knowledge- something that can only be imparted by
people who have been there- and done that.
Another point that came out with respect to this particular topic was the resources provided
by the institute. With state of the art hardware and software available for ready access- the
students as well as the faculty can effectively use them in their work. An example used by the
interview was the online journal portal- an extensive collection of material from various
reputed universities and research specialists across the globe.
On a personal note, the interviewee pointed out that a faculty‟s ability to motivate the student
to actually be involved in a subject- and pay attention to the finer aspects and the minute
details of the theoretical concepts- had helped the interviewee in keeping a high enthusiasm
and morale in the sessions. There is a prevalent culture in the institute regarding updating the
information, something which is judiciously followed by the faculty members as well. The
interviewee emphasized that the faculty members take it as a challenge to remain up to date
with the current industry trend and incorporate the same knowledge in their pedagogy.
With the aim of going “global”, the institute came up with a dual country program. This
shows the globalized approach the institute. This is supported by the global based strategies
followed at the institute- curriculum content, exchange programs etc.

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Lastly, a dedicated focus on the academics- coupled with suitable weightage to extra-
curricular activities was helping the cause of holistic development- both of the students and
the institute.
Weaknesses:After sufficient probing, the main weakness for the faculty as well as for the
institute as a whole came out as communication. At some level, there was a communication
gap between what is being taught and what was coming out. So the problem could be cited
out to the channel used in communication. The example given out was that of the end result
of any activity- initially the students were very enthusiastic and motivated about a particular
task, but towards the flag end of the task, but desired result were not being obtained.
For the institute in particular, the batch size, and the selection process was criticized by the
interviewee. The need for an industry expert or a consulting team was deemed necessary-
going by the sheer size of the batch.
Opportunities: The institute is blessed with a good alumni base. This base can be leveraged
to have a better network in the industry- thus helping in creating a brand value. With most of
the alumni in influential positions, and extra bit of effort put in by the institute (and the
students) can give and edge to the institute.
Next up, the research based orientation, which stresses on the practical application of the
concept is a very constructive way of imparting knowledge. More research projects,
simulation exercises can be used to provide a better understanding of the real world.
Threats: In spite of the good work life balance provided by the institute, the attrition rate on
the part of the faculty has increased as compared to the previous years. This can be an
imminent threat, because the faculty remains one of the highlights of the institute.Another
important factor that came out was the batch size. The interviewee pointed out that the
institute‟s batch size to faculty ratio had multiplied “exponentially”. This factor can solely be
detrimental to the brand and the image that the institute wants to portray.

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The Faculty Model

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Figure 1: The Faculty Model
Strategy
Innovation
Globalized
approach
Research oriented
mindset
Assuring
Retention
People
Trust and Credibility
Mentoring
Skills, Motivate &
Engage
Integrity
Empathsize
Able to create a
rapport
Openness: to learn/
feedback
Values
Sense of
Purpose/ Passion
for work
Dependable
Unbiased
Operations
Proactive
Rigour: in
following course
outline
Ability to gauge
student learning
curve
Effective
pedagogy
Up to date with
current industry
trends

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Organisational SWOT
Figure 2. SWOT Analysis
Learning
Strengths
•Faculty members can inspire the students to work hard, motivate them in turn
•Apt recognition is given- both to the faculty and the students alike. Aspirations of the faculty are
hihglightedand bolstered.
•Good and experienced faculty- leverage the experience
•Resources- Efficient and State of the art
Weaknesses
•Communication gap- between the students and the faculty
•Inefficient selection process- out of proportion batch size
Opportunities
•Alumni base is strong- well conenected and placed alumni
•Build on the faculty knowledge and the research based orientation
Threats
•Attrition rate of the faculty and admin has incresased
•Batch size - diluting the quality

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This particular exercise: building a competency model for the faculty, was one which
required a balanced juxtaposition of theory and the practical hands on application. As a
group, we initially started with the theoretical aspects of competency mapping- the „what‟
and „how‟ of the whole process. This was then followed by a practical experience-
conducting an actual interview- a first for all of us.
Thus, we got an opportunity to actually test the knowledge gained in the classes. To start the
interview, we initially sorted out a few questions that were logical for the interview and were
building on a base provided by the very first question. From then onwards, we dabbled in the
art of Probing, as our faculty Dr. Seeta Gupta had emphasized- to get the most out of the
interview. We learned the finer traits of the art of conducting an interview, covering various
aspects like removing any pre conceived notions, asking the right questions the right way and
how to build a rapport with the interviewee. Above everything else, we gained a valuable
experience.
Next up in the competency mapping process came brain storming. With six different
viewpoints for the same set of answers, we needed to create cohesion and find out the best
solution. This was possibly the most exhaustive exercise, because a number of points and
approaches started coming up, which even brought out some untouched topics in the
interview. We thus realized that the interview process did not end with the interviewee
leaving, rather, it started there!
With the points in place, the next step was to „basket‟ the common answers. As our Guest
faculty, Mr. Samarth Masson puts it- “this is where you know you have done a good job”. For
the faculty, the following baskets were developed: Business Strategy, Operation Process &
Cultural. This is where the points that we had gauged from the interview were covered, to
build upon the faculty model. The next steps were validating and defining the behavioural
indicators, which helped us put the whole model into place.
On the individual level, all of us, as aspiring Human Resources managers, learned the process
of an interview, competency and competency based modelling. Group learning can be
summed as a reaching a cohesion, brain storming and above all- reaching ways to encompass
everyone‟s viewpoints. All in all, the whole competency based model turned out to be an
outright learning experience, which was aided by two truly inspiring individuals.
Appendix

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The question bank created for the interview was as follows:
Vision and Aspirations
What are your vision / aspirations for the org? Probe for details available around the
plan of action and specific deadlines
Which are the key competitors that your org looks at in the next 5 years?
What role do you see for yourself in making this aspiration come true?
As a faculty what are the essentials for you to be successful?
In administrative work what are the top 5-7 critical success factors?
How much time do you spend teaching / institution building?
High profile of a professor in this organisation?
What are the 2-3 things which makes you come to this organisation?
What would be the behavioural traits which are extremely important in a faculty?
On what achievements have some of the faculty been felicitated?
If you were to be promoted to the next level, what would you need to do? Or for you
to grow in this organization, what are the things you will need to do?
In this organisation, what are some attributes which are at the core?
What are some of the acceptable and non-acceptable behaviours?
What attributes differentiate faculty in this organization as compared to those from
other B-schools?
What is the DNA of this organisation?
How do you define culture of this organisation?
What are the values?
Organizational SWOT
What according you are the key strengths of this organisation?
Have these been for long, if so how long?
How did you attain or nurture these strengths?
What according you are the key challenges for this organisation?
What do you think this organisation should do differently to overcome the challenges
currently being faced in the market?
What is your opinion are the strengths and weaknesses of this organisation vs. the top
three competitors?
Probe why have they chosen these competitors.
What are the areas that these competitors out perform in, vis-à-vis this organisation?
What are the key threats and opportunities for this organisation in the current
environment?
Employee Policies
What is that one skill / competency that you need for success in the organization?

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What in your opinion should be done differently to facilitate learning among
employees?
What efforts / initiatives are undertaken to manage the talent pool at various levels?
Think of some critical incidents where a role holder achieved exceptional results.
What were the differentiating behaviors that made this possible?
Understand the role of the interviewee
Share a brief about your role
What are the other areas that you have to deliver on? (Deviations – Try to capture
verbatim and ask for reasons as they perceive them to be)
What are the challenges that you face in your workplace?
How do you overcome these challenges?
What are the challenges that you are unable to overcome and need regular support in?
Any learning / training program attended in the past? If yes, probe for details of what
and when.
What are the key attributes of your role which if you display you could be considered
for a promotion?
What does it take to be successful in your role and in the organization?
If you were to define this ORGANISATION as successful 5 years from now, what
would you define it as?
Hypothetical Questions
Dreaming Mode - What are the 5 things which come to your mind?
What are ideal characteristics for you as a teacher to achieve a dream organisation?
Any individual aspirations in the next 5 years?
From a behavioural aspect 3-5 non-negotiables?
What are required behavioural traits towards the students?
*Only the Questions highlighted were asked by the group during the interview since the other
questions were answered in the discussions following the highlighted questions and partly due to
paucity of time.
References

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Competence At Work, Spencer & Spencer, 1993, Edition 1
http://asystems.as/en/behavioral-event-interview
http://edweb.sdsu.edu/people/arossett/pie/interventions/career_1.htm
http://www.brucemayhewconsulting.com/index.cfm?PAGEPATH=Best_Practices/Be
havior_Event_Interviewing__BEI_&ID=4179
G. Venkatraman, Empowerment of Teachers through Continuous Competence
Ascendance: Perspectives of Senior Teachers, International Journal of Business and
Social Science, Volume 3 No 5, March 2012
Madeline Hunter, Teacher Competency: Problem, theory and Practice, Theory into
practice, Volume XV, 2001
Donald M. Medley, Patricia R. Crook, Research in Teacher Competency and
Teaching Tasks, Theory into practice, Volume XIX, 2001
Wendy L. Lofgren and Warren N Suzuki, An assessment of the competency of
secondary school teachers in consumer education, economics and personal finance,
Journal of Consumer Affairs, Volume 13 No 2, 1979
Allen Kitchel, John Cannon and Dennis Duncan, Professional Development Priorities
of Idaho Business Teachers: An Examination of a Set of Competencies Associated
With Teaching and Learning, The Delta Pi Epsilon Journal, Volume LII No 3, 2010

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