Table of Contents page no. 1. EXECUTIVE SUMMARY 1-2 2. INTRODUCTION 3-7 * PHARMACEUTICAL INDUSTRY IN INDIA 4 * FACTS ABOUT INDIAN PHARMACEUTICAL COMPANY 5-6 3. COMPANY PROFILE 7-12 * HISTORY 8-9 * VALUES, VIEW AND POSITION 10 * RESPONSIBILITY 11 * DISCOVERY AND DEVELOPMENT 12 4. COMPENETCY MAP 13-18 5. HUMAN RESOURCE DEPARTEMENT 19 6. PERSONNEL DEPARTMENT 20 7. ADMINISTRATIVE DEPARTMENT 21 8. RATIONALE AND OBJECTIVE 22-23 9. COMPETENCIES MAPPING AT MSD INDIA 24-38 10. RESEARCH METHODOLOGY 39-43 11. DATA ANALYSIS 44-51 12. SUMMARY AND CONCLUSION 52-57 * FINDINGS 53 * SUGGESTION 54-55 * SUMMARY AND CONCLUSION 56 * RECOMMENDATION 57 13. BIBLIOGRAPHY 58 14. QUESTIONNAIRE 59-65

EXECUTIVE SUMMARY
This study quantifies the effect of designing the competency map on employees. It aims to gain an insight into the strength and weakness of a employee. It helps in identifying a person’s job skills and strength in areas like teamwork, leadership and decision making. Large organization may use some form of this technique to understand how best use each employee or how to combine the strength of different employees to produce the highest quality work. Individuals may also find this type of assessment can help them prepare for a career change or advance in a specific job field.
Competency Map is a process of identification of the competencies required to perform successfully a give job or roles or a set of tasks at a given point of time. It consists of breaking a given role or job into its constituent’s task or activities and identifying the competencies needed to perform the same successfully.
This report is formulated after a thorough research and is based on the information given by the company personal and through questionnaire filled by the employees. Here I got the opportunity to learn about competencies policies provided to employees by an organisation.

INTRODUCTION Merck Sharp & Dohme, MSD outside the United States and Canada, is an American pharmaceutical company and is one of the largest pharmaceutical companies in the world. Today organisations are all talking in terms of competence. Gone are the days when people used to talk in terms of skill sets, which would make their organisation competitive. There has been a shift in the focus of the organisations. Now they believe in excelling and not competing. It is better to build a core competency that will see them through crisis. And what other way than to develop the people, for human resource is the most valuable resource any organisation has.
Organisations of the future will have to rely more on their competent employees than any other resource. It is a major factor that determines the success of an organisation. Competencies are the inner tools for motivating employees, directing systems and processes and guiding the business towards common goals that allow the organisations to increase its value. Competencies provide a common language and method that can integrate all the major HR functions and services like Recruitment, Training, Performance management, Remuneration, Performance Appraisal, Career and succession planning and integrated human resource management system.
Human resource and organisational development professionals have generated a lot of interest in the notion of competencies as a key element and measure of human performance. Competencies are becoming a frequently used and written about vehicle for organisational applications such as: * Defining the factors for success in job and work roles within the organisation. * Assessing the current performance and future development needs of person holding jobs and roles. * Mapping succession possibilities for employees within the organisation. * Assigning compensation grades and levels to particular jobs and roles. * Selecting applicants for open positions, using competency based interviewing technique.
Competencies include the collection of success factors necessary for achieving important result in a specific job or work role in a particular organisation. Success factor are combinations of knowledge, skills and attributes (more historically called KSA’s) that are described in terms of specific behaviour and are demonstrated by superior performers in those jobs or work roles. Attributes include personal characteristics, traits, motives, values or ways of thinking that impact an individual’s behaviour.
HISTORY
Merck Sharp & Dohme, MSD outside the United States and Canada, is an American pharmaceutical company and is one of the largest pharmaceutical companies in the world. Merck headquarters is currently located in Whitehouse Station, New Jersey, though in 2013 the company announced it would be relocating to Kenilworth, New Jersey by 2015. The company was established in 1891 as the United States subsidiary of the German company now known as Merck KGaA. Merck & Co. was confiscated by the US government during World War I and subsequently established as an independent American company. It is currently one of the world's seven largest pharmaceutical companies by market capitalization and revenue.
Merck also publishes The Merck Manuals, a series of medical reference books for physicians, nurses, and technicians. These include the Merck Manual of Diagnosis and Therapy, the world's best-selling medical textbook, and the Merck Index, a compendium of chemical compounds.
In 2012 the company received the "Facility of the Year"-Category Winner for Facility Integration Award for the Vaccine Bulk Manufacturing Facility (VBF) Program of Projects in Durham, North Carolina, USA.
Merck & Co. traces its origins to Jacob Friedrich Merck, who purchased a drug store in Darmstadt, Germany, in 1668, and also to Emanuel Merck, who took over the store several generations later in 1816. Emanuel and his successors gradually built up a chemical-pharmaceutical factory that produced raw materials for pharmaceutical and other preparations.
In 1891, George Merck emigrated to the United States and set up Merck & Co. in New York as the US arm of the family partnership, E. Merck (named for Emanuel Merck), which is now Merck KGaA. In keeping with a national wartime policy, Merck & Co. was confiscated in 1917 and re-established as an independent American company. Until the end of World War II, the company was led by George W. Merck. Merck & Co. hold the rights to the name in North America, while its former parent company retains the rights in the rest of the world.
In 1953, Merck merged with Philadelphia-based Sharp & Dohme, Inc., founded by Alpheus Pines Sharp and Carl Friedrich Louis Dohme in 1845, becoming the largest US drug maker. The merger combined Merck's strength in scientific research and chemical manufacturing with Sharp & Dohme sales and distribution system and its marketing expertise. The combined company kept the trade name Merck in the United States and Canada, and as Merck Sharp & Dohme (MSD) outside North America.
In 1965 Merck acquired Charles E. Frost Ltd. of Montreal (founded 1899) and created Merck-Frost Canada, Inc., as its Canadian subsidiary and pharmaceutical research facility. Merck closed this facility in July 2010, and the company was renamed Merck Canada in 2011.
In November 1993, Merck completed a $6 billion purchase of Medco Containment Services Inc., one of the largest mail-order pharmacy and managed-care drug companies. In 2005, CEO Raymond Gilmartin retired following Merck's voluntary worldwide withdrawal of Viox. Former president of manufacturing Richard Clark was named CEO and company president. Clark retired in October 2011 and Kenneth Frazier became CEO.
In November 2009, Merck announced that it would merge with competitor Schering-Plough in a US$41 billion deal. Although Merck was in reality acquiring Schering-Plough, the purchase was structured on paper as a "reverse merger", in which "Old" Merck was renamed Merck Sharpe & Dohme, and Schering-Plough renamed as "Merck & Co., Inc." so that it could, technically, continue as the surviving public corporation. The manoeuvre was an attempt to preserve Schering-Plough's rights to market Remicade, which was ultimately decided by arbitration. The merger was completed on 2009-11-04.
As of November 2009, the US Company has about 51,000 employees in 120 countries with 31 factories worldwide. It is one of the world's seven largest pharmaceutical companies.
The Merck Company Foundation has distributed more than $480 million to educational and non-profit organizations since it was founded in 1957. On December 7, 2012, the foundation announced that it was ending its donations to the Boy Scouts of America because of "its policy that excludes members on the basis of sexual orientation", which "directly conflicts with the Merck Foundation's giving guidelines."
In October 2013, Merck has announced it will cut 8,500 jobs in an attempt to cut $2.5bn (£1.5bn) from its costs by 2015. The company's shares rose 2.35% to $48.73 in New York trading after it announced the cuts. The new losses, combined with 7,500 job cuts announced in 2011 and 2012, amount in total to 20% of its workforce.

COMPETENCY MAPPING
Competency mapping is a way of assessing the strengths and weaknesses of a worker or organization. It's about identifying a person's job skills and strengths in areas like teamwork, leadership, and decision-making. Large organizations may use some form of this technique to understand how to best use each worker or how to combine the strengths of different employees to produce the highest quality work. Individuals may also find that this type of assessment can help them prepare for a career change or

COMPETENCY MODEL
The roots of competency modelling date as far back as the early 1900’s but these models have become widely popular these days. A competency model is an organizing framework that lists the competencies required for effective performance in a specific job, job family (e.g., group of related jobs), organization, function, or process. Individual competencies are organized into competency models to enable people in an organization or profession to understand, discuss, and apply the competencies to workforce performance.
The competencies in a model may be organised in a variety of formats. No one approach is inherently best; organisational needs will determine the optimal framework. A common approach is to identify several competencies that are essential for all employees and then identify several additional categories of competencies that apply only to specific subgroups. Some competency models are organised according to the type of competency, such as leadership, personal effectiveness, or technical capacity. Other models may employ a framework based on job level, with a basic set of competencies for a given job family and additional competencies added cumulatively for each higher job level within the job family.
Skills + Knowledge + Ability = Competency
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Observable behaviour
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Effective outcome
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Strategic success model – A Competency Model

TRADITIONAL JOB ANALYSIS VS. COMPETENCY APPROACH
Job analysis leads to * Long list of tasks and the skills/ knowledge required to perform each of those tasks. * Data generation from subject matter experts; job incumbents. * Effective performance
Competency model leads to * A distilled set of underlying personal characteristics. * Data generation from outstanding performers in addition to subject matter experts and other job incumbents. * Outstanding performance.
The approach allows executive and mangers to make distinction between a person’s ability to do a specific task at the minimum acceptable level and the ability to do the whole job in an outstanding fashion.
Functional and Behavioural Models
Many competency mapping models break down strengths into two major areas: functional and behavioural.
Functional skills include all of the practical knowledge that a person needs to perform a job. For instance, functional requirements for a secretary might include typing ability, familiarity with computer systems and office machinery, and bookkeeping knowledge. These skills are generally easy to measure through skill tests or task-specific questions, and can help define whether a worker is capable of carrying out his or her basic responsibilities.

Behavioural assessment is sometimes more difficult to quantify, and is the focus of most competency studies. This type of analysis examines personal skills such as leadership, active listening, teamwork, and morale. Crafting questions and tests that accurately identify behavioural strengths and weaknesses can be difficult, because a worker may try to answer in a way that makes him look his best rather than providing an honest response. This type of testing is important for getting a complete picture of an individual's skill-set, however. Questions might focus on how the person sets goals for himself, how he adapts to changing situations, or how he deals with failure.
USE OF COMPETENCY MAPPING
Competency mapping serves a number of purposes. It is done for the following functions: * Gap analysis * Role clarity * Selection, potential identification, growth plans. * Succession planning * Restructuring * Inventory of competencies for future planning.
Competency based Recruitment
Competency based interview reduce the risk of making a costly hiring, mistake and increase the likelihood of identifying and selecting the right person for the right job.
Competency based Performance Appraisal
Competencies enable 1. Establishment of clear high performance standards. 2. Collection and proper analysis of factual data against the set standards. 3. Conduct of objective feedback meetings. 4. Direction with regard to specific areas of improvement.
Competencies based Training 1. Competency based appraisal process leading to effective identification of training needs. 2. Opportunity to identify develops specific training programmes – Focused training investment. 3. Focused training enabling improvement in specific technical and managerial competencies.
Competency based Development 1. Contribute to the understanding of what development really mean, giving the individual the tools to take responsibility for their own development. 2. Give the line managers a tool to empower them to develop people. 3. Competency based succession planning * Assessing employees’ readiness or potential to take new challenges. * Determining the person job fit can be based on matching the profile. * Of an individual to the set of competencies required for excellence within a profession. * Individual would know the competencies required for excellence within a particular position and therefore would have an opportunity to decide if they have the potential to pursue that position.

AREA OF IMPLEMENTATION

MSD INDIA – MAJOR DEPARTMENTS
HUMAN RESOURCE DEVELOPMENT
HR mantra in MSD INDIA is to provide more and more job enrichment opportunities to all so as to ensure that employees remain motivated to realize their full potential for organisational goals and self-development. Opportunities are also provided to all to enrich their knowledge base and technical skills through in house training programmes and through trainings/seminars organised by reputed outside agencies. Human resource development on MSD INDIA, therefore, is a continuous exercise compatible with the change in the business patterns and technological innovations in an era of diversification and search for new business opportunities.
Department structure
Deputy General Manger Manager Deputy Manager
Functions
The human resource department at MSD INDIA chiefly conduct the training and development programme for employees. Its chiefly functions are: * Developmental activities. * Looking for avenues for developing and imparting training to employees. * Being at par with the commodity dept. in matters related to latest matters. * Actively involved in approaching BBA and MBA colleges for taking students as interns as a part of CSR. * Proactive in nature to understand the requirements of various departments. * Calling external trainers to train employees on various. * To understand various HR initiatives in Accordance with an Annual Business Plan. * To organize training inputs for officers/staffs of MSD INDIA. * To prepare Annual Business Plan for various HR activities. * To prepare Annual Training Calendar. * To implement Annual Business Plan. * To undertake Training Need Analysis. * To organise Training in Accordance with Annual Training Calendar.

PERSONNEL DEPARTMENT
The personnel department is one of the most important departments of MSD INDIA. It handles multivariate tasks like recruitment, Corporate Social Responsibility, industrial relations, promotions etc.
Department structure
Deputy General Manager Senior Manager Manager Deputy Manager
Functions
* Managing the terminal benefits, welfare and creating viable policies in tune with the company goals. * Managing the process of separation of employees and ensuring their terminal benefits are settled and paid to them in time. * Ensuring healthy implementation of all welfare schemes for the benefits of employees. * Reviewing the made plans. * Recruitment SC/ ST matters. * Recruitment at all levels in MSD INDIA. * Recruitment in senior levels. * Maintenance of SC/ ST / OBC reservations details. * Appointment of consultants. * Organisational discipline. * Framing of memorandum, charge sheets show cause notice. * Issuance of penalty letters and maintaining discipline within the organisation with the help of appropriate rules in nullifying the acts of misconduct.

ADMINISTRATION DEPARTMENT
The administration department at MSD INDIA is the largest. It has various sub-division.
Department structure
Deputy Manager Manager
The names of the sub- divisions of various departments are as follows: 1. Care taking cell. 2. Purchase and supply of stationary department. 3. Printing of stationary items. 4. Maintenance of office equipment. 5. Security 6. Medical 7. Record room

RATIONALE AND OBJECTIVE OF THE PROJECT

RATIONALE OF THE PROJECT
Competency mapping has been done by many organizations. The process becomes challenging in the absence of job descriptions .As MSD INDIA doesn’t have job descriptions so the major emphasis was to frame the job descriptions and then map competencies accordingly. Hence following objectives were taken.

OBJECTIVE: 1. Understand the concept of competency mapping in today’s business environment and its relevance at MSD INDIA. 2. To develop job descriptions for the various functions (designation wise) to gain deeper understanding of the requirements at different position. 3. Establish proficiency levels required for each competency identified for a particular position. 4. Develop a competency dictionary. 5. To develop a competency model as applicable for the various managerial positions at MSD INDIA.

COMPETENCY MAPPING AT MSD INDIA

CONCEPT OF COMPETENCY AT MSD INDIA
Competency is a very new concept in MSD INDIA .There was no job descriptions and specifications in the company. So this project acts as a foundation for the company in its venture into competency based practices.
JOB DESCRIPTION AND JOB SPECIFICATION
A job is a collection of tasks and responsibilities that employee is responsible to conduct.
Job descriptions are lists of the general tasks, or functions, and responsibilities of a position. Typically, they also include to whom the position reports, specifications such as the qualifications needed by the person in the job, salary range for the position, etc. Job descriptions are usually developed by conducting a job analysis. * Components of job description: * Job * Job title * Job summary * Duties and responsibility * Working hours * Job specification * Job descriptions are used especially for advertising to fill an open position, determining compensation and as a basis for performance reviews. * Job descriptions are framed by conducting job analysis. * Job analysis is a process to identify and determine in detail the particular job duties and requirements and the relative importance of these duties for a given job. Job analysis is a process where judgments are made about data collected on a job.
The job; not the person An important concept of job analysis is that the analysis is conducted of the job, not the person. While job analysis data may be collected from incumbents through interviews or questionnaire, the product of the analysis is a description or specification of the job, not a description of the person.
Purpose of Job Analysis
The purpose of job analysis is to establish and document the “job relatedness” of employment procedures such as training, selection and compensation and performance appraisal.
Determining training needs
Job Analysis can be used in training /”need assessment” to identify or develop: * Training content * Assessment tests to measure effectiveness of training. * Equipment to be used in delivering the training. * Methods of training (i.e. small group, computer – based, video, classroom...)
Compensation
Job Analysis can be used in compensation to identify or determine: * Skill levels * Compensable job factors. * Work environment (e.g. Hazards; attention; physical effort ) * Responsibilities (e.g. Fiscal; supervisory ) * Required level of education (indirectly related to salary level )
Selection
Job Analysis can be used in selection procedure to identify or develop: * Job duties that should be included in advertisements of vacant positions; * Appropriate salary level for the position to help determine what salary should be offered to a candidate; * Minimum requirements (education and / or experience ) for screening applicants; * Interview questions; * Selection test/ instruments (e.g. Written tests; oral tests ; job simulations ); * Applicants appraisal / evaluation forms; * Orientation materials for applicants / new hires.
Performance review
Job Analysis can be used in performance review to identify or develop: * Goals and objectives * Performance standards * Evaluation criteria * Length of probationary periods * Duties to be evaluated
A typical method of Job Analysis would be to give the incumbent a simple questionnaire to identify job duties, responsibilities, equipment used, work relationships, and work environment. The completed questionnaire would then be used to assist the job analyst who would then conduct a interview of the incumbents. A draft of the identified job duties, responsibilities, equipment, relationships and work environment would be reviewed with the supervisor for accuracy. The job Analyst would then prepare a job description and / or job specification.
The method that may be used in job Analyst will depend on practical concerns such as type of job, number of jobs, number of incumbents, and location of jobs.

Job Analysis should collect information on the following areas: * Duties and tasks: The basic unit of a job is the performance of specific tasks and duties. Information to be collected about these items may include: frequency, duration, effort, skill, complexity, equipment, standards, etc * Environment: This may have a significant impact on the physical requirements to be able to perform a job. The work environment may include unpleasantconditions such as offensive orders and temperature extremes. There may also be definite risks to the incumbent such as noxious fumes, radioactive substances, hostile and aggressive people, and dangerous explosives. * Tools and Equipment: Some duty and tasks are performed using specific equipment and tools. Equipment may include protective clothing. These items need to be specified in a Job Analysis. * Relationships: Supervision given and received. Relationships with internal or external people. * Requirements: The knowledge, skills, and abilities (KSA’s) required to perform the job. While an incumbent may have higher KSA’s than those required for the job, a Job Analysis typically only states the minimum requirements to perform the job

JOB ANALYSIS AT MSD INDIA:
Purpose
The purpose of job analysis at MSD INDIA was to frame job descriptions for the following positions of four departments namely—HR, Personnel and Administration. * DGM * Senior Manager * Manager * Deputy manager
STEPS FOR CONDUCTING COMPETENCY MAPPING AT MSD INDIA
The steps involved in competency mapping with an end result of job evaluation include the following:
Step 1: Identify departments for competency profiling:
Here we have to decide and select the departments within the organization which we would like to include into our study. It is to be noted that departments should be chosen based on their criticality and importance to the organization .At MSD INDIA there are number departments. For this project three departments have been considered namely being human resource department, personnel department and administration department.
Step 2: Identifying hierarchy within the organization and selection of levels:
Study the organization hierarchy across each of the selected departments. For MSD INDIA hierarchy. For the purpose of the study here we have selected Junior Management (Deputy Manager and Manager) and Middle Management (Sr. Manager and Deputy General Manager.)
Step 3: Obtain the job descriptions:
For the two levels at every department we obtained each role’s job description and in cases where they were not available we conducted a detailed interview to derive a job description.
Step 4: Preparation of semi structured interview:
As one of the tools for collecting information we prepared a list of questions that would make up a semi structured interview. These questions were put forth employees at the two levels.
Step 5: Recording of interview details:
The candidate’s answers and opinions were recorded in as much detail as possible for further reference during the project.
Step 6: Preparation of a list of Skills:
As per the interview and the details that were generated from the candidate, were used to generate a list of skills observed for the job. Thereon a list of identified competencies was drawn for each interviewed candidate.
Step 7: Indicate proficiency levels:
Taking one competency level at a time different proficiency levels were indicated. For the project five levels of proficiency were defined for every competency. Each proficiency level was defined in term of behavioural indicators.
Step 8: Validate identified competencies and proficiency levels with immediate superiors and other heads of the concerned department:
Competency definitions were confirmed with respective Head of Department and the required proficiency levels of each competency that is ideal for each role was obtained from them. Missing competencies were located
Step9: Preparation of competency dictionary:
A competency dictionary defining competencies and corresponding proficiency levels for each level across all departments was prepared.

Step 10: Mapping of competencies:
Mapping of competencies of selected employees against the competency dictionary as per their employee level and department was done. Here an employee’s actual proficiency level of a particular competency was mapped against the target proficiency level. COMPETENCY DICTIONARY 1. BUSINESS AWARENESS
Definition: Understanding and utilizing economic, financial, and industry data to accurately diagnose business strength and weakness, identifying key issues, and developing strategies and plans.
LEVELS:
LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Able to continually identify and explore business opportunities and needs. | Financial acumen (accurate knowledge about the financial resources.) | Knowledge of company products. | Overview of business. | Understanding the industry. |

2. BUDGET MANAGEMENT:
Definition: Understanding of the available resources and utilizing them in the best possible manner by remaining within the amount allotted to do a particular task. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Has the basic understanding of expenditures and revenues of the department. | Ability to assess the necessary expenditures. | Capable of framing budgets. | Ability to utilize the amount allotted to the department. | Ability of utilize the limited resource in an optimum. |

3. CHANGE ORIENTATION:
Definition: The ability to manage and accept changes. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Demonstrates capacity to identify changes. | Involves employee in initiating and implementing changes. | Reshapes the team to deal with challenges created by changes. | Generates innovations and creative ideas which assist in progressing. The change process. | Ability to support innovation and creativity by encouraging staff to accept and resolve changes. |

4. COMMUNICATION:
Definition: Clearly conveying information and ideas through a variety of media to individuals or groups in a manner that engages the audience and helps them understand and retain the message. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Listening and interpretation, establishing support, understanding needs. | Speak confidently, gives clear direct and specific message. | Is able to provide information in desired manner. Is able to communicate ideas. | Is able to read, write, speak and follow instruction in order to perform his role. | Understands the reasons behind other people’s thoughts and concerns. Uses this understanding to predict and prepare for other reactions. | 5. COORDINATION:
Definition: the process of facilitating the flow of work for a purpose or procedure and the ability to monitor or regulate those procedures and activities. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Builds effectively team within a function country. | Encourages and supports colleagues to achieve goals. | Develops information sharing networks. | Creates team effectiveness using people skills. | Able to facilitate the flow of work for a process. |

6. CONTROLLING:
Definition: control in the process through which standards for performance of people and processes are set and applied. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Ability to exercise powers. | Keep a check on the working system. | Ability to allocate decision making authority or task responsibility to others. | Ability to exercise control without compelling employees thus employee dissent. | Ability to convince others on a particular course of action. |

7. DECISION MAKING:
Definition: The capacity to make sound and practical decisions which deals effectively with the issues and are based on through analysis and diagnosis. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Knowledge of and ability to use effective approaches for choosing a course of action or developing appropriate solutions. | Is capable of understanding of various scenarios for effective decision making. | Takes proactive decision and calculated risk involved. Is committed to decisions. | Is able to give opinions when collective decisions are required. | Takes decisions mutually based on the facts. Accept delegated authority and acts with span of control. |

8. DEVELPOING OTHERS:
Definition: To plan and support the development of others through a competency based system. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | The desire and capacity to foster and development of members of his/ her team. | Is able to make an objective assessment of individual’s performance. | Assess employee training needs against set goals. | Implement development programs support staff in achieving performance goals. | Has the knowledge of development procedure. |

9. INITIATIVE:
Definition: The capacity to take action independently and to assume responsibility for one’s action. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Takes initiative to try out new ideas at his work place to improve process. | Challenges the status quo and suggest new way to improve the current system. | Voice ideas on business issues without prompting, adopts changes in work place. | Able to take prompt action to accomplish objectives. | Continuously suggest innovative changes and can translate the innovative ideas into concrete changes. |

10. INTERPERSONAL SKILLS:
Definition: develop effective relationships with others. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Ability to develop and maintain effective relationships with others in order to encourage and support communication and teamwork. | Open and honest in his communication. | Can establish a rapport wide range. Coaches and support team. | Share expertise in achieving team goals. Can bring people in achieving team and resolving conflict arising within. | Cooperate with team, get along with the people. |

11. INFORMATION MANAGEMENT:
Definition: It is the collection and management of information of one or more sources and the distribution of that information to one or more audience. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Knows what information is needed and whom to approach. | Uses a wide variety of networks to collect information on key issues. | Use existing information and resources to its maximum advantage. | Develop system to organise and improve the quality of information and data collection. | Collect the right information for the right time. |

12. LEADERSHIP:
Definition: Leadership is an interpersonal influence directed towards the achievement of the goal or goals. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Recognises conflicts and acts accordingly. Senses the need to assign duties to people and delegating. | Clear about who should be given which tasks? Coaches people when required and open to give advice when asked. | Assigns responsibility to different people according to their capabilities and sets deadlines for the same. | Takes advantage of most opportunities, could do more to leverage them through others. | Foresee the conflicts and tries to minimize the same before it arises, thus takes necessary steps. |

13. MOTIVATION:
Definition: Motivation is a desire to achieve a goal, combined with the energy to work towards that goals. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Encourages the employee whenever required. | Create and maintains a positive environment. | Find out what motivates employees and tries to provide it. | To guide. | Keeps employees well informed. |

14. PLANNING AND ORGANIZING:
Definition: Establishing courses of action for self and others to ensure work is completed efficiently. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Duties appointments and keeps to them on time. Can prioritize tasks and recognize the difference between urgent and important tasks. | Meets deadlines, delivers work on time without sacrificing quality. Is a positive influence on the use of time in group meetings – helps maintain focus. | Able to assist other team members where necessary to formulate objectives. Accountable for preparation and delivery of plans for an activity and project undertaken by a work group | Is effective in planning the best balance of resources include human, financial and technological to meet goals. | Ability of arrange and assign work to use resources efficiently. |

15. PROBLEM SOLVING:
Definition: Processes problem into solutions and new opportunities. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Ability to identify problems. | Determine possible solution. | Work actively to resolve the issues. | Ability to handle outcomes arising out of the solutions suggested and implemented. | Identifies and educates others to focus on causes, not symptoms, of problems and works cooperatively to seek solutions. | 16. RETENTION:
Definition: Employee retention is a process in which the employees are encouraged to remain with the organization for the maximum period of time or until the completion of the project. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Has a basic understanding of employee turnover. | Able to understand employee turnover. | Ability to develop plans to reduce attrition. | Takes actions and implements plans to check attrition. | Create a feeling of recognition among the employees. | 17. RECORD KEEPING:
Definition: Ability to handle documents. LEVEL1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Has a basic understanding of various kinds of records. | Ability to make entries. | Can interact with various departments and prepare records accordingly. | Ability to interpret the records and take decisions accordingly. | Capable of keeping up to date records. | 18. STRATEGIC ORIENTATION:
Definition: It is an inclination to formulate strategies with long term objectives. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Takes a long term and visionary view of the direction to be followed in the future. | Identifies gaps and seeks to overcome them. | Sets targets, monitors efficiency and effectiveness. | Decides on optimum work approach. | Takes on challenging but achievable goals. |

19. SELECTION:
Definition: Selection is a process to choosing the best among the available alternatives. It is finding right person for the right job.

LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Has a basic knowledge of selection procedures. | Ability to recognise skills and talents around. | Ability to screen candidates and conduct interview. | Ability to select right candidate for the organisation. | Can interact with various universities and suggest recruitment trips. |

20. TEAM MANAGEMENT:
Definition: Actively participating as a member of a team to move the team toward the completion of goals. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL5 | Participates willingly with the team by doing his/ her share of the team works. Works well within the team environment to establish constructive ideas or solutions that meet organisational objectives. | Takes in charge of managing the whole business and completing it at the right time. | Takes action outside daily work routine to build commitment to the team as a focus. Models team work in own behaviour. | Uses strategies to promote team effectiveness across business such as providing information to other areas of the organisation to help make decisions collaboratively and sharing resources to solve mutual problems. | Communicates information about the business to management and employees. Actively organises activities aimed at building team spirit. |

21. TECHNICAL SKILLS:
Definition: These are the skills that are action specific and require training. LEVEL 1 | LEVEL 2 | LEVEL 3 | LEVEL 4 | LEVEL 5 | Performing office task. | Working with data and numbers. Working with computer. | Demonstrating technical or professional expertise to at as a professional and technical resource to the organisation. | Working with computer technology, to use computer technology to ensure a high level of efficiency in accomplishing work. | Possession of knowledge, understanding and expertise to carry out the work effectively. |

RESEARCH METHODOLOGY

A) RESEARCH DESIGN

A research design is a type of blueprint prepared on various types of blueprints available for the collection, measurement and analysis of data. A research design calls for developing the most efficient plan of gathering the needed information. The design of a research study is based on the purpose of the study.
A research design is the specification of methods and procedures for acquiring the information needed. It is the overall pattern or framework of the project that stipulates what information is to be collected from which source and by what procedures.

A) SAMPLING
An integral component of a research design is the sampling plan. Specifically, it
Addresses three questions * Whom to survey (The Sample Unit) * How many to Survey (The Sample Size) & * How to select them (The Sampling Procedure)
Making a census study of the whole universe will be impossible on the account of
Limitations of time. Hence sampling becomes inevitable. A sample is only a portion of the total employee strength. According to Yule, a famous statistician, the object of sampling
Is to get maximum information about the parent population with minimum effort.

Methods of Sampling

Probability Sampling is also known as random sampling or chance sampling. A probability sampling scheme is one in which every unit in the population has a chance (greater than zero) of being selected in the sample, and this probability can be accurately determined. The combination of these traits makes it possible to produce unbiased estimates of population totals, by weighting sampled units according to their probability of selection.
Probability sampling includes: Simple Random Sampling, Systematic Sampling, Stratified Sampling, Probability Proportional to Size Sampling, and Cluster or Multistage Sampling. * In a simple random sample ('SRS') of a given size, all such subsets of the frame are given an equal probability. Each element of the frame thus has an equal probability of selection: the frame is not subdivided or partitioned. Furthermore, any given pair of elements has the same chance of selection as any other such pair (and similarly for triples, and so on). This minimises bias and simplifies analysis of results. * Systematic sampling relies on arranging the target population according to some ordering scheme and then selecting elements at regular intervals through that ordered list. Systematic sampling involves a random start and then proceeds with the selection of every kth element from then onwards. * Stratified Sampling Where the population embraces a number of distinct categories, the frame can be organized by these categories into separate "strata." Each stratum is then sampled as an independent sub-population, out of which individual elements can be randomly selected. * Probability-proportional-to-size ('PPS') sampling, in which the selection probability for each element is set to be proportional to its size measure, up to a maximum of 1. In a simple PPS design, these selection probabilities can then be used as the basis for Poisson sampling. * Cluster sampling is commonly implemented as multistage sampling. This is a complex form of cluster sampling in which two or more levels of units are embedded one in the other. Sampling is often clustered by geography, or by time periods.

Non Probability Sampling is also known as deliberate sampling, purposeful and judgmental sampling. Non-Probability Sampling is that which does not provide every individual in the Organization with a known chance of being included in the sample. Non probability Sampling includes: Accidental Sampling, Quota Sampling and Purposive Sampling.

* Accidental Sampling is a type of non-probability sampling which involves the sample being drawn from that part of the population which is close to hand. That is, a sample population selected because it is readily available and convenient. * In quota sampling, the population is first segmented into mutually exclusive sub-groups, just as in stratified sampling. Then judgment is used to select the subjects or units from each segment based on a specified proportion.

B) Data collection method
Collection of data is the first step in statistics. The data collection process follows the formulation for research design including the sample plan. The data can be secondary or primary. * Collection of Primary Data during the course of the study or research can be through observations or through direct communication with respondents on one form or another. I have collected primary data by the means of a Questionnaire. The Questionnaire was formulated keeping in mind the objectives of the research study.

* Secondary data means data that is already available i.e., they refer to data, which has already been collected and analysed by someone else. When a secondary data is used, the researcher has to look into various sources from where he can obtain data. This includes information from various Journals, Books, periodicals, magazines etc.

C) Research Methodology Adopted

Research Design: Descriptive research

Research Instrument: Structured Questionnaire
Sampling Plan

i) Sample Method: Non-Probability Sampling
(Convenience Sampling)

ii) Sample Unit: Persons from different work profile like Personnel department, Human Resource, Administration department.

D) Sampling Design
Convenience Sampling, as the name implies, is based on the convenience of the
Researcher who is to select a sample. Respondents in the sample are included in it merely on account of their being available on the spot where the survey was in progress.

Source of Data

a) Primary Data: Structured Questionnaire

b) Secondary Data: Journals, Booklets, Research Reports etc.

DATA ANALYSIS

* SCALE: * The scale is used for rating competencies.
The scale used is 1-5 rating scale, where 1 is the lowest and 5 is the highest score. * CHARTS * Chart 1: RADAR CHART
Radar charts are usually used to compare performance of different entities on a same set of axes. A radar chart graphically shows the size of the gaps among five to ten organisational performance areas. The chart displays the important categories of performance and makes visible concentrations of strength and weakness. A radar chart shows how a team has evaluated a number of organisational performance areas.
In this project radar chart is used to show the competency gaps that exist at a particular job position.
Present: The competency level that exists in the organisation.
Requirement: The competency levels that is required for a particular job position. * Chart 2: CORE SUPPORTING COMPETENCY CHART * This chart shows the critical and the supporting competencies required at a particular job position at MSD INDIA.
CORE: these are competencies that are essentially required to perform a particular job function.
SUPPORTING: These are a competency which facilitates the core competency. * Chart no. 3: Competencies Assessment Chart: * This chart shows the competency gaps that have been identified. Competency gap is the difference that exists between the observed and the ideal competencies. It shows the area where training is required.

\

Chart no. 1: Radar Chart
1.1
JOB TITLE: MANAGER
COMPETENCY TYPE: GENERAL
DEPARTMENT: HUMAN RESOURCE

1.2
JOB TITLE: MANAGER
COMPETENCY TYPE: GENERAL
DEPARTMENT: PERSONNEL

1.3
JOB TITLE: MANAGER
COMPETENCY TYPE: GENERAL
DEPARTMENT: ADMINISTRATION

1.4
JOB TITLE: MANAGER
COMPETENCY TYPE: FUNCTIONAL
DEPARTMENT: ADMINISTRATION

1.5
JOB TITLE: MANAGER
COMPETENCY TYPE: FUNCTIONAL
DEPARTMENT: PERSONNEL

1.6
JOB TITLE: MANAGER
COMPETENCY TYPE: FUNCTIONAL
DEPARTMENT: HUMAN RESOURCE

1.7
JOB TITLE: DEPUTY GENERAL MANAGER
COMPETECNY TYPE: GENERAL
DEPARTMENT: HUMAN RESOURCE

1.8
JOB TITLE: DEPUTY GENERAL MANAGER
COMPETENCY TYPE: GENERAL
DEPARTMENT: PERSONNEL

1.9
JOB TITLE: DEPUTY MANAGER
COMPETENCY TYPE: GENERAL
DEPARTMENT: ADMINISTRATION

1.10
JOB TITLE: DEPUTY GENERAL MANAGER
COMPETENCY TYPE: FUNCTIONAL
DEPARTMENT: PERSONNEL

1.11
JOB TITLE: DEPUTY GENERAL MANAGER
COMPETENCY TYPE: FUNCTIONAL
DEPARTMENT: HUMAN RESOURCE

1.12
JOB TITLE: DEPUTY GENERAL MANAGER
COMPETENCY TYPE: FUNCTIONAL
DEPARTMENT: ADMINISTRATION

SUMMARY AND CONCLUSION

FINDINGS
The important findings of this study are: 1. Identification of competency levels of employees. 2. Discovery of competency gaps. 3. Identification of training needs. 4. A step towards succession planning by identifying their KPA’s and rating their performance.

SUGGESTION
PEOPLE WHO REQUIRE TRAINING IN GENERAL SKILLS:

DEPARTMENT | LEVELS | COMPETENCY TYPE | COMPETENCY NAME | PERSONNEL | * Deputy General Manager * Deputy Manager | General | * Interpersonal * Strategic orientation * Team management * Leadership | HUMAN RESOURCE DEVELOPMENT | * Deputy General Manager * Deputy Manager | General | * Team work * Initiative * Interpersonal * Strategic Orientation | ADMINISTRATION | * Deputy General Manager * Deputy Manager | General | * Team work * Communication * Team Management |

PEOPLE WHO REQUIRE TRAINING IN FUNCTIONAL SKILLS:

DEPARTMENT | LEVELS | COMPETENCY TYPE | COMPETENCY NAME | PERSONNEL | * Deputy General Manager * Deputy Manager | Functional | * Selection * Retention | HUMAN RESOURCE DEVELOPMENT | * Deputy General Manager * Deputy Manager | Functional | * Planning and Organising * Communication * Business Awareness * Performance improvement * Motivation * Change orientation | ADMINISTRATION | * Deputy General Manager * Deputy Manager | Functional | * Planning and Organising * Controlling * Problem Solving * Record keeping |

SUMMARY AND CONCLUSION
After a thorough study of the topic following objectives were framed: 1. To develop job descriptions for the various function (designation wise) 2. To identify the KPA’s (key performance areas) of the desired levels in three department. 3. Develop a competency dictionary. 4. Establish proficiency levels required for each competency identified for a particular position. 5. To develop a competency model as applicable for the various managerial position at MSD INDIA. 6. To prepare the employees for succession plan by improving their KPA’s through proper training.
For framing job descriptions and specifications data was obtained from employees with the help of carefully structured forms. After obtaining the data from the sample of employees, the data was carefully analysed and job description and specification were framed.
After framing the job description and specification a competency framework was developed for each job position under study. There were 10 competencies for each job position. Out of these 10 competencies 5 were the general competencies that was common to all three department Human Resource Development, Personnel, Administration and 5 were the functional competencies which was department specific. A five point scale was developed to rate the competencies and determine the levels.
It was found that training is required in all the three departments at every level. The details about the people who require training is given in the following chart:

RECOMMENDATIONS
Recommended Direction for future Research in Competency Mapping
It would be useful to direct future research on the following lines: * Attempt to overcome the limitations based on a Job Organisational Environment in the context of time approach to mapping future ready competencies. This method is called JOE (T) method. The method seeks to: * To take a comprehensive view the role of job characteristics, organisational finger prints and impact of environment on the organisation. * Consider elements of future roles of the organisation. * Objectively assigning priorities (or weights) to various impacting behaviours of a competency based organisation finger print. * Balancing weights to be given to current and future focused competencies in different environmental contexts.

BIBLIOGRAPHY
REFERENCES
INTERNET
Search engines GOOGLE and YAHOO
WORKSHOP
A workshop on Competency Mapping held at MSD INDIA conducted by MR. ANAND KUMAR MISHRA (HR Manager of MSD INDIA) and DR. RITU ARORA and Mrs. PURVI MATHUR (Faculty of Birla Institute Of Technology)
BOOKS:
Competency Mapping Education Kit module 3 and 4 – T.V.Rao
Handbook Of Competency Mapping- Seema Sangi

QUESTIONNAIRE
Name :
Designation :
Department :
Please rate each competency using the 5 point rating scale. Exercises outstanding performance on this competency far exceeds acceptable standards. | 5 | Exercises very good performance on this competency better than acceptable standards. | 4 | Exercises quite acceptable performance on this competency and meets requirement. | 3 | Performance on this competency is not quite up to acceptable standards. A development is needed. | 2 | Performance on this competency fails to meet acceptable standards. A major development is needed. | 1 |

HUMAN RESOURCE DEPARTMENT
Competencies at Managerial Level
Please tick ‘√’ what you feel most appropriate
General skills 1. Team Work | 5 | 4 | 3 | 2 | 1 | 2. Communication | 5 | 4 | 3 | 2 | 1 | 3. Initiative | 5 | 4 | 3 | 2 | 1 | 4. Interpersonal | 5 | 4 | 3 | 2 | 1 | 5. Information Management | 5 | 4 | 3 | 2 | 1 |

Functional skills 1. Recording Keeping | 5 | 4 | 3 | 2 | 1 | 2. Planning and Organising | 5 | 4 | 3 | 2 | 1 | 3. Performance Improvement | 5 | 4 | 3 | 2 | 1 | 4. Motivation | 5 | 4 | 3 | 2 | 1 | 5. Change orientation | 5 | 4 | 3 | 2 | 1 |

Competencies at Deputy General Managerial Level
General Skills 1. Leadership | 5 | 4 | 3 | 2 | 1 | 2. Team Management | 5 | 4 | 3 | 2 | 1 | 3. Interpersonal | 5 | 4 | 3 | 2 | 1 | 4. Decision Making | 5 | 4 | 3 | 2 | 1 | 5. Strategic Orientation | 5 | 4 | 3 | 2 | 1 |

Functional Skills 1. Planning and Organising | 5 | 4 | 3 | 2 | 1 | 2. Motivation | 5 | 4 | 3 | 2 | 1 | 3. Communication | 5 | 4 | 3 | 2 | 1 | 4. Business Awareness | 5 | 4 | 3 | 2 | 1 | 5. Developing Others | 5 | 4 | 3 | 2 | 1 |

ADMINSTRATIVE DEPARTMENT
Competencies at Managerial Level
General skills 1. Team Work | 5 | 4 | 3 | 2 | 1 | 2. Communication | 5 | 4 | 3 | 2 | 1 | 3. Initiative | 5 | 4 | 3 | 2 | 1 | 4. Interpersonal | 5 | 4 | 3 | 2 | 1 | 5. Information Management | 5 | 4 | 3 | 2 | 1 |

Functional skills 1. Recording Keeping | 5 | 4 | 3 | 2 | 1 | 2. Planning and Organising | 5 | 4 | 3 | 2 | 1 | 3. Technical Skills | 5 | 4 | 3 | 2 | 1 | 4. Problem Solving | 5 | 4 | 3 | 2 | 1 | 5. Controlling | 5 | 4 | 3 | 2 | 1 |

Competencies at Deputy General Managerial Level
General Skills 1. Leadership | 5 | 4 | 3 | 2 | 1 | 2. Team Management | 5 | 4 | 3 | 2 | 1 | 3. Interpersonal | 5 | 4 | 3 | 2 | 1 | 4. Decision Making | 5 | 4 | 3 | 2 | 1 | 5. Strategic Orientation | 5 | 4 | 3 | 2 | 1 |

Functional Skills 1. Technical | 5 | 4 | 3 | 2 | 1 | 2. Initiative | 5 | 4 | 3 | 2 | 1 | 3. Budget Management | 5 | 4 | 3 | 2 | 1 | 4. Controlling | 5 | 4 | 3 | 2 | 1 | 5. Planning and Organising | 5 | 4 | 3 | 2 | 1 |

PERSONNEL DEPARTMENT
Competencies at Managerial Level
General skills 1. Team Work | 5 | 4 | 3 | 2 | 1 | 2. Communication | 5 | 4 | 3 | 2 | 1 | 3. Initiative | 5 | 4 | 3 | 2 | 1 | 4. Interpersonal | 5 | 4 | 3 | 2 | 1 | 5. Information Management | 5 | 4 | 3 | 2 | 1 |

Functional skills 1. Recording Keeping | 5 | 4 | 3 | 2 | 1 | 2. Planning and Organising | 5 | 4 | 3 | 2 | 1 | 3. Technical Skills | 5 | 4 | 3 | 2 | 1 | 4. Problem Solving | 5 | 4 | 3 | 2 | 1 | 5. Controlling | 5 | 4 | 3 | 2 | 1 |

Competencies at Deputy General Managerial Level
Please tick ‘√’ what you feel most appropriate
General Skills 1. Leadership | 5 | 4 | 3 | 2 | 1 | 2. Team Management | 5 | 4 | 3 | 2 | 1 | 3. Interpersonal | 5 | 4 | 3 | 2 | 1 | 4. Decision Making | 5 | 4 | 3 | 2 | 1 | 5. Strategic Orientation | 5 | 4 | 3 | 2 | 1 |

Functional Skills 1. Business Awareness | 5 | 4 | 3 | 2 | 1 | 2. Budget Management | 5 | 4 | 3 | 2 | 1 | 3. Retention | 5 | 4 | 3 | 2 | 1 | 4. Selection | 5 | 4 | 3 | 2 | 1 | 5. Communication | 5 | 4 | 3 | 2 | 1 |