Download - Skill Matrix
1
PROJECT REPORT ON
SKILL MATRIX AND COMPETENCY MAPPING
SUBMITTED TO
Textron India Pvt. Ltd.
Global Village, RVCE Post,
Mylasandra, Off Mysore Road,
Bangalore -560 059, Karnataka, India.
&
BIRLA INSTITUTE OF MANAGEMENT TECHNOLOGY
GREATER NOIDA
BY
JOJAN V. JOSE
09DM050
2010
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CERTIFICATE
This is to certify that the Project Report on
SKILL MATRIX AND COMPETENCY MAPPING
Is a bonafide work and it is submitted to
BIRLA INSTITUTE OF MANAGEMENT TECHNOLOGY, GREATER NOIDA
BY
JOJAN V. JOSE
09DM050
During the academic year 2009-2010
Under the guidance of
Dr. MANOSI CHAUDHURI
(Project Mentor)
BIRLA INSTITUTE OF MANAGEMENT TECHNOLOGY, GREATER
NOIDA
2009-2011
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ACKNOWLEDGEMENT
I would like to take this moment to express my deepest gratitude to the group of people
without whose help and support I would not have been able to complete this project.
I wish to begin by thanking the management at Textron India Pvt. Ltd., especially Mr. N.R.
Mohanty (President, Textron India) and Mr. Suraj Chettri (Director, Human Resources) for
providing me this great opportunity to work in their esteemed organization. I would also like
to thank them for the help, support and guidance that they have provided me with during the
course of my project work.
I would also like to deeply thank my industry mentor Mr. Surjith Surendran (HR Generalist,
Textron) for his valuable insights and constant guidance and support.
I express my deep sense of gratitude to the management of BIMTECH for imparting me with
the required help. I would like to specially thank my college mentor Dr. Manosi Chaudhuri,
for her guidelines, support and motivation which have been a great help to me for this project.
A special thanks to all the employees of Textron India Pvt. Ltd., for providing me with the
data that I required for the making of the project.
I would also like to thank all those people who spent their valuable time in this project, and
all those people who directly or indirectly contributed in making this project a success.
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Contents
1. Executive Summary 06
2. Company Profile 07
2. Introduction 17
3. Objective 18
4. Project Scope 18
5. Theory & Terminology 20
a. Skill Matrix 20
b. Competency Map 27
c. Other Designs for Skill Matrix 30
6. Research Methodology 38
a. Problem Definition 38
b. Research design 38
c. Sampling 39
d. Data Collection Techniques 39
7. Research Procedure 40
8. Observations & Results 45
9. Recommendations 46
10. Limitations 47
11. Conclusion 48
12. References 49
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13. Bibliography 50
14. Annexure 1- Sample Soft Skill Matrices 51
15. Annexure 2 – Sample Technical Skill Matrices 60
16. Annexure 3- Sample Competency Maps 69
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Executive Summary
The theme of this project can be stated as Training Need Analysis. The major objectives of
the project were:
Finding out the skill and competency levels of the employees of Textron India Pvt.
Ltd.
Comparing with the benchmarks and recording the data for further use.
Analysing training needs as per the recorded data.
In order to achieve the foresaid objectives, the tools those were devised and used for each
team were:
1. Skill Matrix
2. Competency Maps
The skill matrix was developed in consultation with the team leaders and rated by all the
members of the team. While the competency map was developed and rated with the help of
the skill matrix.
The major findings from the exercise were as follows (the findings are for all the 19 teams
which were included in the exercise):
The complete list of the skills that the organization as a whole possesses i.e. the skills
inventory of the organization.
The skill levels of each individual employee for each individual skill that is being
used by him/her.
The pin pointed areas/employees all through the organization that need to be focussed
upon for training purposes.
The employees who are capable of training other employees and the skills that they
specialize in.
The competency levels of the organization, the excess or the lack of it with detailed
information.
The commonalities of the skills among various teams so that these teams could be
clubbed together for the training purposes.
The exercise covered 135 employees and provided the organization with a tool to plan their
training programmes with. In this competitive scenario, giving the right kind of training to the
right employees does not only improve the efficiency of the organization but also cuts down
cost considerably.
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Company Profile
Textron was founded in 1923, and has grown into a network of businesses with total revenues
of $14.2 billion, and approximately 37,000 employees with facilities and presence in 29
countries, serving a diverse and global customer base. Headquartered in Providence, Rhode
Island, U.S.A., Textron is ranked 173rd on the FORTUNE 500 list of largest U.S. companies.
Organizationally, Textron consists of numerous subsidiaries and operating divisions, which
are responsible for the day-to-day operation of their businesses ("Textron businesses")
Textron Inc. started as a small textile company in 1923, when 27-year-old Royal Little
founded the Special Yarns Corporation in Boston, Massachusetts.
Textron Businesses:
Textron consists of numerous subsidiaries and operating units. These businesses are known
by familiar brand names, including Bell Helicopter, Cessna Aircraft, Greenlee and E-Z-GO,
among others. Every Textron business is intensely committed to delivering innovative,
market-leading solutions that ensure the success of our customers. Textron continues to
expand leadership positions in five core business segments:
Bell
Cessna
Textron Industrial Systems
Textron information Systems
Textron Finance.
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Figure showing the various BU’s of Textron:
1
2
Bell
Helicopter
s
Textron Financial
Textron India GTC
Textron Systems Textron Industrial Cessna Aircraft
E –Z - Go Jacobsen Kautex Greenlee
Marine &
Land
Systems
Overwatch Defence
systems
Lycoming
Engines
AAI
Corporation
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Bell Helicopter:
With more than 34,000 helicopters delivered to customers around the globe, Bell is teaming
with Boeing to introduce leading edge tilt rotor technology into aviation via the military V-22
Osprey. And they are translating this exciting technology into civilian aircraft such as the
BA609. In addition to these platforms, Bell manufactures a variety of models of military
and civil aircraft, such as our latest - the Bell 429.
Cessna Aircraft:
Cessna Aircraft Company is the world’s largest manufacturer of general aviation airplanes.
Headquartered in Wichita, Kansas, U.S.A, Cessna designs and manufacturers business jets,
utility turboprops and single engine piston aircraft. Some 192,000 Cessna airplanes have been
delivered to nearly every country in the world since the company was originally established
in 1927.
Citation Aircraft:
Cessna's Citation business aviation leadership spans 40 years. The company has delivered
more than 6,000 Cessna Citations, making it the largest fleet of business jets in the world.
Today, Cessna offers the most comprehensive line of business jets in the industry including
the Citation Mustang, Citation CJ1+, Citation CJ2+, Citation CJ3, Citation CJ4, Citation
XLS+, Citation Sovereign and Citation X.
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Propeller Aircraft:
In its 80-year history, Cessna has established the standard in the production of single and
multi-engine propeller aircraft by delivering more than 154,000 single engine pistons, 16,000
multi-engines and 1,900 Caravan turboprop aircraft. The propeller aircraft produced today are
the 162 Skycatcher, 172 Skyhawk, 172S Skyhawk SP, 182 Skylane, T182 Turbo Skylane,
206 Stationair, T206 Turbo Stationair, Corvalis and Corvalis TT and three models of the
Caravan single-engine turboprop utility aircraft.
Textron Industrial:
1) E-Z-GO:
E-Z-GO is the world's largest manufacturer of golf cars and utility vehicles, including the
number-one selling golf car in the world. E-Z-GO golf cars are found on more golf courses
around the world than any other brand.
E-Z-Go also produces dependable turf maintenance vehicles, heavy-duty industrial burden
carriers, versatile shuttle personnel carriers and rugged ST trail vehicles.
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2) Jacobsen:
Jacobsen manufactures a full range of turf maintenance equipment and utility vehicles for
golf courses, sports fields, turf grass production and the large estate lawn care markets.
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3) Greenlee:
A leader in wire and cable installation systems, Greenlee is the premier source for
professional wire and cable installation tools and test instruments. The product lines include
hole making, wire and cable termination, electrical and communications testing and
measurement, bending and pulling, and hydraulic tools
4) Kautex:
Kautex is a leading global supplier of plastic fuel systems, including plastic and metal fuel
assemblies. In fact, we pioneered the development of plastic fuel tanks. Kautex’s Clear
Vision System, which provides automotive windshield and headlamp cleaning, is rapidly
becoming the leading brand in the global market.
Kautex also manufactures blow-moulded ducting and fluid reservoirs, cooling pipes and
acoustic components.
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Textron Systems:
Textron Systems, comprises of five businesses including subsidiaries and operating divisions,
is known for its unmanned aircraft systems, advanced marine craft, armoured vehicles,
intelligent battlefield and surveillance systems, intelligence software solutions, precision
smart weapons, piston engines, test and training systems, and total life cycle sustainment
services. In 2009, these businesses generated 18 percent of Textron's total revenues. This
segment has manufacturing facilities in 3 countries, and approximately 5,600 employees, of
which 2 percent are based outside the United States.
1) AAI Corporation:
AAI’s innovative aerospace and defence technologies include unmanned aircraft systems,
training and simulation systems, automated aerospace test and maintenance equipment,
armament systems, aviation ground support equipment, and logistical, engineering, and
supply chain services.
2) Lycoming Engines:
Currently, more than half the world's general aviation fleet, both rotary and fixed wing, is
powered by Lycoming piston engines. Lycoming produces the most complete line of
horizontally opposed, air cooled four, six, and eight cylinder aircraft engines available, with
power ranging from 100 to 400 HP.
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3) Overwatch:
Overwatch is the leading provider of commercial, off-the-shelf image exploitation and
geospatial analysis software tools, and a world-class provider of multi-source intelligence
framework solutions for the warfighter, first responder and counterterrorism analysts.
4) Textron Defence Systems:
Textron Defence Systems develops and manufactures state-of-the-art smart weapons;
airborne and ground-based sensors and surveillance systems; and protection systems for the
defence, aerospace and homeland security communities
5) Textron Marine & Land Systems:
Textron Marine & Land Systems is a world leader in the design, production and support of
advanced marine craft, light armoured combat vehicles, turrets and related subsystems.
Textron Financial:
Textron Financial is a diversified commercial finance company that provides financing
programs for products manufactured by its parent company; Textron Inc. Current specialties
include Aviation Finance and Golf Equipment Finance. The company also manages a
portfolio of receivables which originated in various businesses, including Asset-Based
Lending, Distribution Finance, Golf Mortgage Finance, Resort Finance and Structured
Capital.
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VISION AND STRATEGY:
Strategy:
Textron strategy is to create superior shareholder value by building world-class competencies
in:
Enterprise Management - building, deploying and leveraging world-class operating
capabilities through a focus on customers, people and processes
Portfolio Management - identifying, selecting, acquiring and integrating the right mix of
businesses that will drive higher performance while benefiting from our Enterprise
Management capabilities.]
Vision:
Textron's vision is to become the premier multi-industry company, recognized for our
network of powerful brands, world-class enterprise processes and talented people. Textron
continues to grow as an industry leader with strong brands such as Bell Helicopter, Cessna
Aircraft, Kautex, Lycoming, E-Z-GO, Jacobsen and Greenlee, among others.
Textron Six Sigma:
Textron have adopted a disciplined, data-driven approach to problem-solving and
performance improvement. In addition to the traditional Six Sigma elements of Variation
Reduction and Design for Six Sigma, Textron's approach includes the discipline of Lean
Manufacturing –- most commonly known through the Toyota Production System. This
unique combination of all three disciplines makes Textron Six Sigma a more comprehensive,
continuous improvement program than those with similar names implemented by other
companies.
Supply Chain Management:
Textron are building competitive advantage by addressing all aspects of the supply chain –
from raw materials to after-market service. Across the enterprise, they are leveraging their
purchasing, increasing their level of global sourcing from low-cost regions, and optimizing
their manufacturing footprint. Textron is also focused on building strong talent and material
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savings processes as well as driving a broader implementation of the Lean systems,
processes, and tools of Textron Six Sigma to achieve more dramatic improvement within our
manufacturing operations.
Shared Services
Textron has internal shared service organizations to assist their businesses at a lower cost and
with greater speed and efficiency than a traditional decentralized model. These shared
services include Human Resources, IT and Finance, all of which are offering the benefit of
common services and resources across our diverse businesses.
CULTURE AND VALUES:
A Culture of Continual Improvement
Textron has transformed itself in recent years by applying Textron Six Sigma methods and
Lean processes to move closer to their goal of becoming the premier multi-industry company.
They use consistent processes and methods at their businesses around the globe – so no
matter where you are in the world, you’ll be speaking the same language as your colleagues.
Much of the innovation at Textron comes about through partnering and teamwork. Project
teams are made up of individuals from various functions or business units throughout Textron
who bring their skills together to achieve results.
A Vision of Inclusion
Textron actively recruits diverse individuals who bring rich experience, skill, talent,
perspective and culture to the company. The culture and values are rooted in the belief that
the success of the whole begins with the contributions of each individual.
"We need to maintain a culture that supports a balanced cross-section of men and women
from around the world. People have to want to come here and stay here, and they have to feel
good about it. They have to feel safe. We are fully committed to building an inclusive,
respectful culture so Textron can remain a strong, viable global company."
Scott Donnelly
President and Chief Executive Officer
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Introduction
In this age of cut throat competition, companies around the world are looking for that one
thing that could give them the edge. And over the period of time they have come to realise
that the advantage that they were looking for are their employees. The human factor in
companies is way beyond important now as the companies have come to realise that a
fighting fit work force with the correct amount of motivation would do the wonders that
could not even be done by plain miracles.
This project deals with this factor of the corporate world. To keep the work force in the best
shape possible the keywords that come into play are “Training and Development”. It is a
critical requirement to train ones employees according to the demands of the job and also
according to the demands of the market and customers. But only with the correct knowledge
of where the employees stand in terms of their skills, can any organization decide upon what
training needs to be imparted to the employees.
This is where Skill Matrix and Competency Mapping comes into the picture. Skill matrix in
the most basic terms defines the skills and skill levels of each employee, as per his/her
perception and also as per the supervisor /team leader /manager’s perception.
While competency mapping deals with a pre defined set of competencies called Lominger
Competencies which it relates and links to the skill matrix ratings, so as to find out how good
the employees are.
These exercises are not meant to rank employees or for compensation purposes. In a nutshell,
this is not an exact exercise as performance appraisal. As in performance appraisal there is a
more in depth analysis at 180, 270 or 360 degrees. But in this case, all that is being done is a
compilation of the ratings in order to have a base on which to plan and schedule the training
programs for a whole year.
The analysis done in this project is majorly manual. The idea again being finding out areas of
weakness and strength in each of the departments according to the bench mark levels set as
per the discussions with the supervisor /team leader /manager. The analysed sheets are colour
coded so that they can work as a tool for many purposes. Also the competency map is also
made in a manner such that it can be used as it is to help plan.
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Objectives
The theme of the project is Training Need Analysis, based on an exhaustive compilation and
analysis of employee skill levels. It is an essential exercise for the organization as it needs to
be aware of the competency levels of the employees, so that it can train and develop them,
thus improving the Organizational Competency Levels as a whole. This is vital for any
organization that intends to survive and stay above the intense competition that exists in the
industry today.
The various objectives of the project are enlisted below:
1. To create a list of skills required in the various business units and for different job
descriptions.
2. To understand the manager’s perspective of the employee skill level and performance.
3. To understand the employee’s own perspective of the skills that he/she possesses.
4. To identify the various points where there is a certain need of training.
5. To use the Skill Matrix to map as many competencies as possible for the business
units.
Project Scope
This project is an important one when looked at from the Organization’s perspective. That is
because at any given time, the motto of the organization as concerned with the employees is
generally that they become more and more skilled and competent so that they can contribute
better to the organization’s growth and sustenance. This project gives the organization a lot of
concrete data regarding the employee skill levels which can be further used to plan the
training content for the employees.
Regarding the area that is covered by the project it is as follows:
The project was performed for all the employees of Textron India Pvt. Ltd.,
Bangalore.
The employees were divided into 19 separate teams as per their area of work.
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The two main matrix that are to be covered for all are the soft skills matrix and the
technical skills matrix
The competency map would cover 12 of the Lominger competencies that can be
related to the organization and the skills mentioned as in the soft skills matrix.
Other than these, 3 other general competencies are also mapped according to the
records of the organization.
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Theory and Terminology
This section is majorly divided into two categories which explain the topics given below in
detail with samples:
1. Skill Matrix
2. Competency Map
Skill Matrix
The skill matrix is a tool for determining a lot of skill related aspects of the organization and
its employees. The skill matrix can be used to identify the following:
The skills required for working in any particular team or position.
Identify the Skill Inventory of the Organization
The level of skills (Ratings)
The Required/ Preferred level of skills
The combination of skills that could be formed (Competencies)
The points where skill improvement is required
The people who could impart training on certain specific skills (Experts)
The skill matrix can be designed in various ways as per the requirement of the organization
and the results that are expected out of the matrix. This specific matrix is designed to scale
each employee on the various skills that are chosen as per the requirement of Textron India
Pvt. Ltd.
The X-Axis of the matrix contains the names of the employees of a particular team while the
Y-Axis contains the names of the skills. There are two separate kinds of skill matrix that are
used in this project: - the Soft Skill Matrix and the Technical (Hard) Skill Matrix. The Skills
mentioned on both of these kinds vary.
Samples of these skill matrices are given below:
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SOFT SKILL MATRIX (SAMPLE)
Rat
ing
1W
eak
2A
vera
ge
3G
ood
4P
rofic
ient
5Ex
celle
nt( T
rain
er)
Ben
chm
ark
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
S.NO.
EMP.NO.
NA
ME
Written
Oral
Presentation
Listening
Telephone
Meeting Management
Behavior Flexibility
People Perception
Leadership
Group Process
Persistence
Negotiation/Conflict
Management
Team Player
Persuasiveness / Influence
Stress Mgmt.
Innovation / Creativity
Adaptability
Energy
Initiative
Professional Development
Personal Development
Time Management
Integrity
Planning
Follow up
Problem Analysis
Project Management
Decisiveness
Judgment
Organizational
Sensitivity/Perception
Delegation
Employee Development
Performance Coaching
Performance Management
Participative Management
Cultural Perception
1E
MP
LOYE
E 1
2E
MP
LOYE
E 2
3E
MP
LOYE
E 3
4E
MP
LOYE
E 4
5E
MP
LOYE
E 5
6E
MP
LOYE
E 6
7E
MP
LOYE
E 7
8E
MP
LOYE
E 8
9E
MP
LOYE
E 9
Per
sona
l / M
otiv
atio
nal
Adm
inis
trat
ive
Man
ager
ial
SAM
PLE
SK
ILL
MA
TRIX
RA
TIN
GS
TO
BE
FO
LLO
WE
D
BE
NC
HM
AR
K R
ATI
NG
S F
OR
EA
CH
SK
ILL
SO
FT S
KIL
L N
AM
ES
EM
PLO
YEE
NA
ME
S (S
PE
CIF
IC T
EA
MS
)
Com
mun
icat
ion
Inte
rper
sona
lSP
AC
E F
OR
PR
OV
IDIN
G R
ATI
NG
S
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TECHNICAL (HARD) SKILL MATRIX- (SAMPLE)
Ratin
g
0No
Kno
wle
dge
1Ju
st A
war
e/No
vice
2Ca
pabl
e W
ith A
ssis
tanc
e
3Fu
lly C
ompe
tent
4Ex
pert
(Tra
iner
)
Ben
chm
ark
33
33
33
33
33
33
32
33
32
33
33
32
33
33
2
S.NO.
EMP.NO.
NAM
E
Automotive
Sheet metal
Hydraulic
Casting & Machining
GD&T
Tol Stake-up
Linear Analysis
Non-Linear Analysis
Weldments
ECO View / e Edit
ECO Closing
Oracle 11i View
Oracle 11i Exporting
Data Management
Adobe Illustrator
Adobe Frame Maker
Product Knowledge
Authoring Skill
Web Development
Unigraphics NX-6
Surface Modeling
Parametric Modeling
User Defined Function
UG Routings
UG Customization
MS Excel
MS Power Point
MS Project Plan
Team center application
TCe Customization
1EM
PLO
YEE
1
2EM
PLO
YEE
2
3EM
PLO
YEE
3
4EM
PLO
YEE
4
5EM
PLO
YEE
5
6EM
PLO
YEE
6
7EM
PLO
YEE
7
8EM
PLO
YEE
8
9EM
PLO
YEE
9
SAM
PLE
TEC
H S
KIL
L M
ATR
IX
RAT
ING
S TO
BE
FOLL
OW
ED
BEN
CH
MAR
K R
ATIN
GS
FOR
EAC
H S
KIL
L
TEC
HN
ICAL
SK
ILL
NAM
ES
EMPL
OYE
E N
AMES
(SPE
CIF
IC T
EAM
S)
SPAC
E FO
R P
RO
VID
ING
RAT
ING
S
23
The skills names used in the technical skill matrix vary for each team and are mainly
populated by discussing with the Team Leaders for each specific team. While the soft skills
matrix used has a common set of skills for all the teams. These skills are mainly divided into
five types:
1. Communication
2. Interpersonal
3. Personal/Motivational
4. Administrative
5. Managerial
The meanings of the terminology used for the soft skills are given below:
Communication Skills
Written – The capability of the individual to clearly communicate via any written mode of
communication like letter, memo, emails etc. This mainly refers to the clarity, correctness
and effectiveness of the communication.
Oral- The capability of the individual to clearly communicate via oral mode of
communication like discussion, lecture etc. This mainly refers to the clarity,
correctness and effectiveness of the communication.
Presentation- The capability of the individual to clearly present his/her thoughts,
opinions and ideas to another person or group of people. This mainly refers to the
clarity, correctness and effectiveness of the communication.
Listening- The capability of the individual to listen, grasp and understand whatever is
spoken to him/her. The ability to recall the same when needed with correctness and
completeness also gives an insight into the listening effectiveness.
Telephone – The capability of the individual to communicate clearly, effectively and
correctly via a telephone.
Meeting Management – The capability of the individual to plan, inform and conduct a
meeting. This involves all the aspects of a meeting like location, atmosphere, agenda,
and involvement. The individual should be capable enough to bring together the right
people at the right time to discuss and bring out results in a focussed and efficient
manner.
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Interpersonal Skills
Behaviour Flexibility- The capability of the individual to change his/her behaviour
according to the situations and circumstance to bring out a favourable result or
solution. Especially needed when dealing with other employees.
People Perception- This refers to the level of understanding that the individual has
regarding the people he/she might be working with or might be in acquaintance with.
The understanding of how others think, behave and act is a part of this skill itself and
is an integral part for team building or leading a team.
Leadership- The capability of the individual to lead a certain group of people to
achieve a desired result or goal. This skill deals with empowering, guiding,
motivating and controlling the team so as to get a combined effort towards goal
attainment.
Group Process- The capability of the individual to work in and as a part of a group.
This skill mainly refers to the cohesiveness or abrasiveness that might be created by
the individual and the effect of the same on the group.
Persistence- The capability of the individual to have and impart a never dying attitude
to all around. The skill means to identify the resolute character that the individual
might possess.
Negotiation/Conflict Management- The capability of the individual to handle a
conflict situation. This is the most important interpersonal skill and thus is more
weighted. The individual must have the presence of mind and the clarity of thought
and words in order to calm down a nasty situation and bring the wheels back in
control.
Team Player- The capability of the individual to get along with the team and work as
an integral part of it for the benefit of the whole team. This measures the spirit that an
individual brings to the team.
Persuasiveness / Influence- The capability of the individual to persuade and influence
the other members of the team, department or the organization. The image and
authority that an individual can build up in front of the other employees is a critical
factor for this as it directly influences how others perceive the individual.
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Personal / Motivational Skills
Stress Management- The capability of the individual to keep his/her cool in a stressful
situation and not let it affect the quality or the quantity of work that is being
accomplished. This is directly linked to the decision making skills as well as the mind
should not be subdued by the stress while taking critical decisions.
Innovation / Creativity- The capability of the individual to bring forth new and varied
ideas which could be used directly or indirectly for the betterment of the organization,
its processes, people or customer.
Adaptability - The capability of the individual to quickly get in line with the
circumstances as they are and then yield out of it the best results possible. The
individual should have the physical and mental flexibility in order to be able to adapt
to the conditions and work in them.
Energy- The capability of the individual at all times to keep a good energy level
which would keep him/her going strong and also would motivate the people that
surround as well. The individual should not bring in disinterest, boredom, lethargy or
any such negative energy attitudes to the work place as it could affect others as well.
Initiative- The capability of the individual to take the first step in any issues that
might require him/her to do so. This could be a new venture, a stand against incorrect
procedures or practices, or any such activities.
Professional Development- The capability of the individual to constantly improve
his/her work’s efficiency, quality and scope. The individual should always strive to
better self in the profession that he/she might be pursuing.
Personal Development- The capability of the individual to constantly improve his/her
self as a person. This deals with discipline, concern, values etc. The individual should
not only grow as a professional but should also try to improve as a person.
Time Management- The capability of the individual to make the most efficient and
optimum use of the time that is allotted to him/her. Wasting time or slogging without
results is a negative to this skill. The individual should be capable of planning and
executing in strict accordance to schedules.
Integrity- The capability of the individual to adhere to a strict moral and ethical code.
The individual should be unbiased and a steadfast follower of values at the work
place.
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Administrative Skills
Planning- The capability of the individual to understand the on goings and plan the
future courses of actions accordingly. The individual should be capable of covering
all aspects of the issue while planning.
Follow up- The capability of the individual to keep tracking the progress of any
activity and push through the bottle necks that might hinder the process.
Problem Analysis- The capability of the individual to understand the problem in its
completeness. The individual must be able to see the bigger picture while he/she
should also give attention to minor nuances and details.
Project Management- The capability of the individual to plan, organize, execute and
monitor the on goings of a complete project. This would include man, machine,
material and money.
Decisiveness- The capability of the individual to quickly understand the situation at
hand and take a decision based on logic and experience. The quality of the decision is
of great importance as it is the deciding factor.
Judgement- The capability of the individual to judge the situation at hand correctly so
as to come down to a quality decision.
Organizational Sensitivity/Perception- The capability of the individual to understand
the organization and its working in the complete sense. The individual should be clear
about the organizations vision, mission, goal, values and culture. He/she should also
be very clear about the role that he/she plays and the importance of his/her actions to
the organization as a whole.
Managerial Skills
Delegation- The capability of the individual to successfully allot the correct work to
the correct people so as to bring up the efficiency of the team and the organization as
a whole.
Employee Development- The capability of the individual to develop his/her
subordinates professionally and personally in order to strengthen the team and also
develop the employees as assets.
Performance Coaching- The capability of the individual especially the team leaders
or managers (mentors) to guide their subordinates in improving their performance.
27
Performance Management- The capability of the individual to manage the
performance of their subordinates in all aspects. This deals not only with improving
the skills, but also correcting mistakes, planning goals etc.
Participative Management- The capability of the individual to get into the team that
he/she leads and manage them being one of them and not as their leader. This skill
improves the level of the trust that the employees have in the manager and thus the
manager is able to keep the team motivated.
Cultural Perception- The capability of the individual to understand all the culture
based issues and situations that could arise in his/her team and be prepared to prevent
it or face it. The manager should have the understanding of different cultures and their
ways and beliefs, in order to successfully be able to acquire this skill.
Competency Map
Competency can be defined as a group of skills taken together to achieve a desired task. In
this project the competencies used are taken from the Lominger’s set of competencies (119
defined competencies). There are 13 such competencies and 2 general competencies. The
exercise has been performed for all the teams and the competencies used are based on the soft
skill matrices, except the 2 general competencies which have been mapped using company
employee records.
The competencies are mapped according to a legend prepared after discussion with the
mentors which is given further ahead. According to that legend the skills are segregated and
averaged out to give a competency rating. Then the competency rating is compared according
to the scale given below:
RATING SCHEME USED
Average rating of all the skills included 0 to <1.5 1.5 to <2.5 2.5 to <3.5 3.5 to <4.5 4.5 - 5
Rating Given Weak Average Good Proficient Expert
28
The legend used for mapping the competencies is given below:
Sr N
oCO
MPET
ENCY
Technical Skill Matrix /
Employee Records
Written
Oral
Presentation
Listening
Telephone
Meeting Management
Behaviour Flexibility
People Perception
Leadership
Group Process
Persistence
Negotiation/Conflict
Management
Team Player
Persuasiveness /
Influence
Stress Mgmt.
Innovation / Creativity
Adaptability
Energy
Initiative
Professional
Development
Personal Development
Time Management
Integrity
Planning
Follow up
Problem Analysis
Project Management
Decisiveness
Judgement
Organizational
Sensitivity /
Perception
Delegation
Employee
Development
Performance
Coaching
Performance
Management
Participative
Management
Cultural Perception
1TE
CHNI
CAL /
PROF
ESSIO
NAL E
DUCA
TION
2WO
RK H
ISTOR
Y / R
EQUI
REME
NTS
3CO
MMUN
ICAT
ION
SKILL
S
4AC
TION
ORIEN
TED
5DE
ALIN
G WI
TH AM
BIGU
ITY
6BU
SINES
S ACU
MEN
7CO
NFLIC
T MAN
AGEM
ENT
8CR
EATIV
ITY
9CU
STOM
ER FO
CUS
10FU
NCTIO
NAL /
TECH
NICA
L SKI
LLS
11IN
TEGR
ITY / T
RUST
12OR
GANI
ZATIO
NAL A
GILIT
Y
13PE
ER R
ELAT
IONS
HIPS
14PE
RSON
AL LE
ARNI
NG
15PL
ANNI
NG
29
The General and Lominger Competencies that are used in this project are defined below:
Technical/ Professional Education- This competency is mapped according to the
employee records of qualification levels and the company requirements.
Work History/ Requirements- This competency is mapped according to the employee
records of work experience levels and the company requirements.
Communication Skills- This competency deals with all modes of communication i.e.
written, oral, listening, presentation etc.
Action Oriented- This competency defines the focus of the individual towards his/her
actions and the goals that need to be achieved.
Dealing with Ambiguity- This competency defines the capability of the individual to
deal with ambiguous situations with clarity and presence of mind.
Business Acumen- This competency deals with the levels of knowledge possessed by
the individual regarding the various different aspects of the business.
Conflict Management- This competency covers the capability of the individual to deal
calmly and cautiously with conflict situations to bring out a solution and good results.
Creativity- This competency defines how an individual is able to bring in new ideas
and concepts into the work place and also implement it with success.
Customer Focus- This competency deals with the ways and means in which the
individual is able to keep the customer satisfied.
Functional / Technical Skills- This competency includes all the skills covered in the
Technical skill matrix.
Integrity / Trust- This competency covers the factors that decide the integrity of an
individual and the levels of trust that he/she enjoys among peers and others.
Organizational Agility- This competency is about the level of energy and alertness
that an individual possesses to go through the tasks with ease.
Peer Relationships- This covers all the aspects of the relationship that an individual
enjoys with his/her peers in the organization.
Personal Learning- The ability of an individual to constantly improve self.
Planning- The ability of the individual to plan with completeness and clarity.
30
Other Designs for Skill Matrix
A skill matrix is a tool which is not predefined in a hard and fast manner. It is a flexible tool
and can be designed for use in specific purposes. The skill matrix that has been used in this
research is the basic Employee Vs Skills Matrix as shown below:
But this is not the only way in which a skill matrix can be designed.
A few examples of how the skill matrix could be designed in other manners are covered in
this section. The major types of designs that have been covered here are:
Skill comparison matrix for teams using similar kinds of skills
Skill comparison matrix for the same team but at different times/ time intervals
360 degree ratings for a far more accurate employee skills assessment
Skill comparisons for employees based on achievements
There could be many more ways in which one could design the matrix and it is purely
organization specific. The organizations needs and what it expects out of the exercise are the
factors which directly influence the design of the skill matrix. The above mentioned designs
have been thought of using such organizational needs only.
S.N
O.
NAME
Sk
ill 1
Sk
ill 2
Sk
ill 3
Sk
ill 4
Sk
ill 5
Sk
ill 6
Sk
ill 7
Sk
ill 8
Sk
ill 9
Sk
ill 1
0
Sk
ill 1
1
Sk
ill 1
2
Sk
ill 1
3
Sk
ill 1
4
Sk
ill 1
5
Sk
ill 1
6
Sk
ill 1
7
Sk
ill 1
8
1 Emp A
2 Emp B
3 Emp C
4 Emp D
5 Emp E
6 Emp F
7 Emp G
8 Emp H
9 Emp I
31
Now we could look at the designs in a little more detail. The sample templates which give a
clearer idea as to what the results would look like are given along with each design and
description.
Skill comparison matrix for teams using similar kinds of skills
So far we had only seen the skill matrix which would compare the skills with reference to
each individual employee. Now for example for a common set of skills which is used for all
the teams across the organization a comparing chart could be prepared which would give a
clearer idea as to which team stands where.
Horizontal Axis - This axis holds all the Skill Names which are common to the teams and thus
can be used to compare the teams
Vertical Axis - This axis holds all the Team Names which are to be compared.
Benefits of such a matrix:
Concise report as to where each team stands
Pin points the areas to be worked upon for each team
The ratings can be done via a team meeting, so during the brainstorming the team
itself clears out where it stands and thus it’s an eye opener
Areas of strengths of each team is highlighted (Can be used for bringing up other
teams)
Areas of weakness of each team is highlighted (Can be worked upon by the team, and
help can be sought from other teams which are better)
32
Sample template:
Skill comparison matrix for the same employee/team but at different times/ time
intervals
We have now seen the comparison of employees and skills, and also teams and skills. Now if
we assume that an organization is a continuously learning one and needs to keep a constant
tab on the progress of the employees. This could be true for smaller growing organizations
which need to grow fast and strong but also have lesser number of employees so the task is
not that tedious or exhausting. Thus a comparison chart could be prepared for each employee
based on the improvements over a period of time. It could be monthly, quarterly or half
yearly and could use more extensive rating scales.
Horizontal Axis - This axis holds all the Skill Names which are the points on which the
employee will be rated all through.
Vertical Axis - This axis holds all the Time periods of comparison.
S.N
O.
TEAM NAMES
kill 1
Sk
ill 2
Sk
ill 3
Sk
ill 4
Sk
ill 5
Sk
ill 6
Sk
ill 7
Sk
ill 8
Sk
ill 9
Sk
ill 1
0
Sk
ill 1
1
Sk
ill 1
2
Sk
ill 1
3
Sk
ill 1
4
Sk
ill 1
5
Sk
ill 1
6
Sk
ill 1
7
Sk
ill 1
8
1 TEAM A
2 TEAM B
3 TEAM C
4 TEAM D
5 TEAM E
6 TEAM F
7 TEAM G
8 TEAM H
9 TEAM I
KNOWLEDGE Modelling Analysis Softwares
SKILL COMPARISON FOR TEAMS USING SIMILAR SKILLS
33
Benefits of such a matrix:
It helps in following up of the skill updates
It shows whether the employee/team is improving, stagnant or becoming worse
Tests could be used for the exact ratings which would remove all bias and the by
products of office politics.
The employee/team will be motivated to continuously work on improving
his/her/their skills as it’s a constant rating process and is being kept for the record.
Would help in the final performance appraisal process as a reference if prepared and
recorded accurately.
Sample template:
360 degree ratings for a far more accurate employee skills assessment
This idea was actually suggested by one of the employees of Textron India Pvt. Ltd., while
the ratings were being collected. It is a very time consuming exercise with a lot of scope of
MATRIX FOR Employee A
S.N
O.
TIME PERIOD
Sk
ill 1
Sk
ill 2
Sk
ill 3
Sk
ill 4
Sk
ill 5
Sk
ill 6
Sk
ill 7
Sk
ill 8
Sk
ill 9
Sk
ill 1
0
Sk
ill 1
1
Sk
ill 1
2
Sk
ill 1
3
Sk
ill 1
4
Sk
ill 1
5
Sk
ill 1
6
Sk
ill 1
7
Sk
ill 1
8
1 MARCH
2 APRIL
3 MAY
4 JUNE
5 JULY
6 AUGUST
7 SEPTEMBER
8 OCTOBER
9 NOVEMBER
10 DECEMBER
11 JANUARY
12 FEBRUARY
KNOWLEDGE Modelling Analysis Softwares
SKILL COMPARISON FOR THE SAME EMPLOYEE AT DIFFERENT TIME INTERVALS
34
mistakes being committed. But if done accurately, the quality of ratings that could be
generated will be very high. The rating of each employee for each other team member will be
taken, rather than just the team leader ratings as done in this research. That is why it’s called
the 360 degree rating scheme. All the data will be then consolidated for the teams specifically
and the final result would yield a massive analysed collection of the skills inventory, with a
fairly accurate assessment of the skill levels.
Horizontal Axis - This axis holds all the Skill Names which are the points on which the
employee will be rated all through.
Vertical Axis - This axis holds all the Employee Names that belong to the same team, but in
each template the person who is rating the other members will be listed first. A special
template needs to be prepared for each employee as such.
Benefits of such a matrix:
Its far more exhaustive research
The quality of the outputs is much better
The analysis will provide further more details to the managers to work upon
Could also point out the employee psychologies to an extent
If used properly, could also define the employee relations for the specific teams.
Could become a powerful reference for the performance appraisal process if executed
and recorded accurately.
Could be also used to find out which teams bond better and which don’t, thus relate
efficiency directly to team cohesion.
35
Sample templates:
S.N
O.
TEAM NAME
Sk
ill 1
Sk
ill 2
Sk
ill 3
Sk
ill 4
Sk
ill 5
Sk
ill 6
Sk
ill 7
Sk
ill 8
Sk
ill 9
Sk
ill 1
0
Sk
ill 1
1
Sk
ill 1
2
Sk
ill 1
3
Sk
ill 1
4
Sk
ill 1
5
Sk
ill 1
6
Sk
ill 1
7
Sk
ill 1
8
1 EMPLOYEE-A (Self)
2 EMPLOYEE-B
3 EMPLOYEE-C
KNOWLEDGE Modelling Analysis Softwares
360 DEGREE RATINGS FOR MORE ACCURATE SKILL MATRIX
Employee-A's ratings for self and all
other team members
S.N
O.
TEAM NAME
Sk
ill 1
Sk
ill 2
Sk
ill 3
Sk
ill 4
Sk
ill 5
Sk
ill 6
Sk
ill 7
Sk
ill 8
Sk
ill 9
Sk
ill 1
0
Sk
ill 1
1
Sk
ill 1
2
Sk
ill 1
3
Sk
ill 1
4
Sk
ill 1
5
Sk
ill 1
6
Sk
ill 1
7
Sk
ill 1
8
1 EMPLOYEE-B (Self)
2 EMPLOYEE-A
3 EMPLOYEE-C
KNOWLEDGE Modelling Analysis Softwares
360 DEGREE RATINGS FOR MORE ACCURATE SKILL MATRIX
Employee-B's ratings for self and all
other team members
S.N
O.
TEAM NAME
Sk
ill 1
Sk
ill 2
Sk
ill 3
Sk
ill 4
Sk
ill 5
Sk
ill 6
Sk
ill 7
Sk
ill 8
Sk
ill 9
Sk
ill 1
0
Sk
ill 1
1
Sk
ill 1
2
Sk
ill 1
3
Sk
ill 1
4
Sk
ill 1
5
Sk
ill 1
6
Sk
ill 1
7
Sk
ill 1
8
1 EMPLOYEE-C (Self)
2 EMPLOYEE-A
3 EMPLOYEE-B
KNOWLEDGE Modelling Analysis Softwares
360 DEGREE RATINGS FOR MORE ACCURATE SKILL MATRIX
Employee-C's ratings for self and all
other team members
36
Skill comparisons for employees based on achievements
We have till now used mainly Skill matrices based on two axes. This matrix though has two
separate items on the vertical axis which makes it even more concise and sharp. The
achievements used in this could be different levels that could be achieved for each skill in the
organization. Or these could be awards and recognitions that would be given by the
organization or any external agency for a particular skill.
Horizontal Axis –
1. The outer shell of the axis contains the skill names that each employee needs to be
rated on.
2. The inner shell contains the names of the employees, repeated over for each skill that
the outer shell contains.
Vertical Axis - This axis holds all the Achievements Levels which are to be connected to the
skill sets. If need be the achievements can be changed for each skill.
Benefits of such a matrix:
Clearer picture as the ratings is linked to achievements
No chance of bias or favouritism
The chart is categorised into skills so easy to interpret and analyse the employee skill
levels.
The achievements could be in the form of awards, recognitions, targets, numbers etc.
Thus it gives a flexibility to the chart
The chart could be used to compare employees and also plan the future course of
action for each employee based on each skill set as the skills are categorised as shown
in the sample template
37
A very strong tool with solid foundation of facts and records for the performance
appraisal process. Could be used as a concise evidence book for each decision of the
appraisal process.
Sample template:
Sk
ills
Employee Names
Ac
hie
ve
me
nt
1
Ac
hie
ve
me
nt
2
Ac
hie
ve
me
nt
3
Ac
hie
ve
me
nt
4
Ac
hie
ve
me
nt
5
Ac
hie
ve
me
nt
6
Ac
hie
ve
me
nt
7
Ac
hie
ve
me
nt
8
Ac
hie
ve
me
nt
9
Ac
hie
ve
me
nt
10
Ac
hie
ve
me
nt
11
Ac
hie
ve
me
nt
12
Ac
hie
ve
me
nt
13
Ac
hie
ve
me
nt
14
Ac
hie
ve
me
nt
15
Ac
hie
ve
me
nt
16
Ac
hie
ve
me
nt
17
Ac
hie
ve
me
nt
18
Employee A
Employee B
Employee C
Employee A
Employee B
Employee C
Employee A
Employee B
Employee C
Skill 1
Skill 2
Skill 3
SKILL COMPARISON FOR EMPLOYEES USING ACHIEVEMENTS
38
Research Methodology
Problem definition
The problem in this case is the unavailability of the current positions of the employee skill
levels and competency levels. That leaves the management in a blind folded condition with
regards to the manner in which the employees are to be trained and developed for the
betterment of the organization as a whole. So the problem definition of this project can be put
as:
Problem Statement- “The identification and compilation of the skills inventory of the
organization and the individual employee skill levels. Also mapping the competency levels,
and comparison of the same with the organization’s requirements”
Approach to the Problem- The approach to the problem is as follows:
Designing and developing of the BU specific skill matrix
Getting the manager/employee ratings in the matrices
Analysing the matrix for the discrepancies from the benchmarked levels
Colour coding for easy identification
Defining competencies for the organization as per the profile
Mapping the competencies with the help of the skill ratings
By following this approach the benefit that could be gained is that the organizational skill
inventory and competency level will be recorded in an organized matrix form for easy
analysis. This matrix could be further used by the organization as a tool for planning and
organizing the training and development programmes for the year.
Research Design
This research did not make use of any of the research tools that are used conventionally. The
compilation of data and analysis is done manually using excel sheets. The data collection
method is also in the form of ratings which is described in detail further.
The research pattern was specifically designed as per the needs and guidelines of the senior
management.
39
Sampling
This study was carried out for all the employees of Textron India Pvt. Ltd., Bangalore and
thus no sampling technique was required.
If that be the case it can be said that out of the various companies working in the same field,
Textron India Pvt. Ltd. employees were selected for the study.
The sample consisted of a total of 135 employees. The remaining number of employees were
on tour to the US and thus could not be involved in the exercise.
The sample was reached via emails mostly, except for the few cases where the employees had
to be approached in person. There was always face to face contact with the team leaders.
Data Collection Techniques
Data was collected from two different sources via emails:
1) The team leaders/ managers/ supervisors ratings (here the rating was given to all team
members.
2) The employee self rating (as the name suggests, the employees were supposed to rate only
themselves.
40
Research Procedure
Given below is the procedure which was followed for each of the 19 teams for which the
exercise was conducted:
Step 1: Skill and employee listing
Compilation and listing of the current technical skills for all the various business units (BU)
while coordinating with the team leaders is first step. In this step the team leader/ manager
were approached and the list of technical skills used by the team was populated after brain
storming with them. The member list (employee names) of the specific team is also updated
during this step. This step also includes the deciding of the benchmarks to be set for each of
the skills as per the difficulty level of the skill.
Step 2: Developing BU specific skill matrix (Template).
After the lists have been created, the skill matrix template meant for rating is created. A
sample of the raw template is given below:
Step 3: Team leader/ manager ratings
Once the template is prepared, it is send first to the team leaders/managers via email, for their
final approval and ratings. The team leaders/ managers give ratings to all the employees
0 No Knowledge
1 Just Aware/Novice
2 Cabable With Assistance
3 Fully Competent
4 Expert
NA Not Applicable
Bench mark 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
S.N
O.
EM
P.N
O.
NAME
Str
en
gth
of
Ma
teria
ls
Fin
ite
Ele
me
nt
Me
tho
d
Th
eo
ry
o
f
Ela
sti
cit
y
Ex
pe
rim
en
tal
Te
sti
ng
2D
3D
Sta
tic
Dy
na
mic
s
Cra
sh
PA
TR
AN
NA
ST
RA
N
Hy
pe
rm
es
h
LS
-Dy
na
Ma
tla
b
Fo
rtr
an
CA
TIA
V4
CA
TIA
V5
AN
SY
S
1 EMPLOYEE 1
2 EMPLOYEE 2
4 EMPLOYEE 3
6 EMPLOYEE 4
8 EMPLOYEE 5
SAMPLE SKILL MATRIX
TEAM-Z FEEDBACK
KNOWLEDGE Modelling Analysis Softwares
41
working in their team. Thus their perception of the employee skill levels is recorded for
analysis. A sample template with the team leader ratings is shown below:
Step 4: Employees’ self ratings.
After the team leader/ manager ratings are received, similar empty templates are sent to the
team members via email for the self rating. The employees rate themselves as per their
perception of their skill levels. Thus the employees’ perception is also recorded. A sample of
an employee rating feedback is shown below:
0 No Knowledge
1 Just Aware/Novice
2 Cabable With Assistance
3 Fully Competent
4 Expert
NA Not Applicable
Bench mark 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
S.N
O.
EM
P.N
O.
NAME
Str
en
gth
of
Ma
teria
ls
Fin
ite
Ele
me
nt
Me
tho
d
Th
eo
ry
o
f
Ela
sti
cit
y
Ex
pe
rim
en
tal
Te
sti
ng
2D
3D
Sta
tic
Dy
na
mic
s
Cra
sh
PA
TR
AN
NA
ST
RA
N
Hy
pe
rm
es
h
LS
-Dy
na
Ma
tla
b
Fo
rtr
an
CA
TIA
V4
CA
TIA
V5
AN
SY
S
1 EMPLOYEE 1 3 3 2 2 3 3 3 4 4 3 3 4 4 2 1 1 1 1
2 EMPLOYEE 2 2 3 1 3 4 3 3 3 3 3 3 3 3 3 3 4 1 3
4 EMPLOYEE 3 4 3 3 2 4 3 4 2 2 3 3 2 1 3 2 3 2 4
6 EMPLOYEE 4 2 3 3 3 4 3 3 3 3 3 3 3 3 3 3 3 2 3
8 EMPLOYEE 5 2 2 3 4 3 3 3 3 3 3 3 3 3 4 3 3 3 3
SAMPLE SKILL MATRIX
TEAM-Z FEEDBACK
KNOWLEDGE Modelling Analysis Softwares
0 No Knowledge
1 Just Aware/Novice
2 Cabable With Assistance
3 Fully Competent
4 Expert
NA Not Applicable
Bench mark 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
S.N
O.
EM
P.N
O.
NAME
Str
en
gth
of
Ma
teria
ls
Fin
ite
Ele
me
nt
Me
tho
d
Th
eo
ry
o
f
Ela
sti
cit
y
Ex
pe
rim
en
tal
Te
sti
ng
2D
3D
Sta
tic
Dy
na
mic
s
Cra
sh
PA
TR
AN
NA
ST
RA
N
Hy
pe
rm
es
h
LS
-Dy
na
Ma
tla
b
Fo
rtr
an
CA
TIA
V4
CA
TIA
V5
AN
SY
S
1 EMPLOYEE 1
2 EMPLOYEE 2
4 EMPLOYEE 3 4 3 3 2 4 3 4 2 2 3 3 2 1 3 2 3 2 4
6 EMPLOYEE 4
8 EMPLOYEE 5
SAMPLE SKILL MATRIX
TEAM-Z FEEDBACK
KNOWLEDGE Modelling Analysis Softwares
42
Step 5: Consolidation and manual analysis
After the manager ratings and the employee ratings are received, both these ratings are
consolidated into one sheet such that each employee has two sets of ratings. After this is
done, then the ratings are analyzed and colour coded according to the benchmarks fixed in
Step-1. There are two major coding that is done:
1) All ratings below the bench mark are put in “Red” (Points of concern)
2) All expert ratings are put in Green” (Potential in house trainers)
The benchmarks are put in “yellow” on top of each skills and the type of rating (team leader
self rating, employee self rating or team leader’s rating for the employees) is put in “blue”
beside the employee names.
A sample of the analyzed and colour coded sheet is shown below:
0 No Knowledge
1 Just Aware/Novice
2 Cabable With Assistance
3 Fully Competent
4 Expert
NA Not Applicable
Bench mark 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
S.N
O.
EM
P.N
O.
NAME
Str
en
gth
of
Ma
teria
ls
Fin
ite
Ele
me
nt
Me
tho
d
Th
eo
ry
o
f
Ela
sti
cit
y
Ex
pe
rim
en
tal
Te
sti
ng
2D
3D
Sta
tic
Dy
na
mic
s
Cra
sh
PA
TR
AN
NA
ST
RA
N
Hy
pe
rm
es
h
LS
-Dy
na
Ma
tla
b
Fo
rtr
an
CA
TIA
V4
CA
TIA
V5
AN
SY
S
1 TLSR EMPLOYEE 1 3 3 2 2 3 3 3 4 4 3 3 4 4 2 1 1 1 1
2 EMR EMPLOYEE 2 2 3 1 3 4 3 3 3 3 3 3 3 3 3 3 4 1 3
3 TLR EMPLOYEE 1 3 1 3 3 4 3 1 3 3 3 3 3 3 3 3 4 2 3
4 EMR EMPLOYEE 3 4 3 3 2 4 3 4 2 2 3 3 2 1 3 2 3 2 4
5 TLR EMPLOYEE 1 3 3 3 2 3 3 4 2 3 3 3 1 3 3 2 3 3 3
6 EMR EMPLOYEE 4 2 3 3 3 4 3 3 3 3 3 3 3 3 3 3 3 2 3
7 TLR EMPLOYEE 1 2 2 2 3 4 3 3 3 3 3 3 3 3 3 3 3 1 3
8 EMR EMPLOYEE 5 2 2 3 4 3 3 3 3 3 3 3 3 3 4 3 3 3 3
9 TLR EMPLOYEE 1 4 3 4 3 2 2 2 3 3 2 2 2 3 4 4 3 3 3
TLSR-- TEAM LEADER SELF RATING
TLR -- TEAM LEADER RATING
EMR-- EMPLOYEE RATING Potential In-House Trainer
SAMPLE SKILL MATRIX
TEAM-Z FEEDBACK
KNOWLEDGE Modelling Analysis Softwares
Training Required
43
Step 6: Brainstorming for discrepancies
The analyzed colour coded sheets are then taken to the team leader/manager and a
brainstorming round regarding the ratings and the discrepancies is carried out. Corrections in
ratings or benchmarks if any are to be incorporated during this step.
Step 7: Identifying the final need in terms of training requirements.
The final skill matrix is then ready with the training requirements shown in red and the
potential trainers shown in green. The management can further use this tool to plan the
trainings for the complete year.
Step 8: Competency Mapping
Now competency mapping though carried out with the help of skill matrices is a totally
different thing. According to definition a competency is a collection of skills. Now as each
skill is a verb which means action, thus a competency can be defined as a complete act made
up from the combination of various smaller actions. So to define a competency and map it,
the procedure requires one to first find out what all skills are comprised in each of the defined
competencies. If the competency be not defined then the skills should be decided upon by
thorough brainstorming and looking into each and every aspect of the competency to come up
with the list of skills that may be required for the particular competency.
Once the skill matrix is prepared, the last step is to map the competencies. It is done in the
following fashion:
The skill ratings are segregated for each competency as per the legend shown in Fig.
Then the average of the rating (employee and team leader ratings both included) is
taken.
This average rating is then compared to the scale shown in Fig.
Then in the final step, the ratings are marked on the competency map.
44
Sample pieces of the competency maps are shown below:
Sr No NAME WEAK AVERAGE GOOD PROFICIENT EXPERT WEAK AVERAGE GOOD PROFICIENT EXPERT WEAK AVERAGE GOOD PROFICIENT EXPERT
1 EMPLOYEE 1
2 EMPLOYEE 2
3 EMPLOYEE 3
4 EMPLOYEE 4
5 EMPLOYEE 5
CORE COMPETENCY REQUIREMENTS A C T I O N O R I E N T E D D E A L I N G W I T H A M B I G U I T Y B U S I N E S S A C U M E N
Sr No NAME WEAK AVERAGE GOOD PROFICIENT EXPERT WEAK AVERAGE GOOD PROFICIENT EXPERT WEAK AVERAGE GOOD PROFICIENT EXPERT
1 EMPLOYEE 1
2 EMPLOYEE 2
3 EMPLOYEE 3
4 EMPLOYEE 4
5 EMPLOYEE 5
CORE COMPETENCY REQUIREMENTS C O N F L I C T M A N A G E M E N T C R E A T I V I T Y C U S T O M E R F O C U S
45
Observations and Results
The observations and results that were gathered from the research for the 19 teams of
Textron India Pvt. Ltd., was submitted at the end of the internship period to the organization
and cannot be shared in this report for the sake of organizational privacy and
confidentiality. However, for the reviewer to get a feel of the final analysed sheets, a sample
sheet collection of the skill matrices and the competency map for 8 sample teams (Team A
to Team H) has been provided as annexure to this report. The names used in these sample
sheets are dummy names and any similarity is coincidental. The annexure details are given
below:
Annexure 1 – Analysed sample soft skill matrices (Team A-Team H)
Annexure 2 – Analysed sample technical (hard) skill matrices (Team A-Team H)
Annexure 3 – Competency maps (Team A-Team H)
46
Recommendations
The following are the recommendations based on the observations and results gathered from
the research:
1. Employees should be clearly explained regarding the objective of conducting the
exercise and also the importance of such exercise to their own selves, so that there is a
cent percent involvement from the employees’ side. This would also help in speeding
up the exercise as the doubts regarding the procedure and the expectations from it
could be cleared out in the initial phases itself.
2. The exercise should be carried out in 360 degrees as it would strengthen the
authenticity of the ratings and would give a clearer picture as to the exact skill and
competency levels of the employees.
3. The exercise should be carried out with the involvement of the senior management as
it would bring more quality to the ratings collected.
4. Use of occasional skill tests within the department could help the employees keep a
track of where exactly they stand and thus would help them put more authentic ratings
when asked to.
5. The trainings should be planned with the involvement of the employees as well (not
only the team leaders) so that there are no low yield trainings being held. This would
cut down the costs of training further.
6. The experts in the ratings marked “green” should be further investigated in detail and
if found satisfactory should be made use of as in house trainers. This would cut the
trainer costs for the company.
7. Further, the findings of the exercise could be shared with the employees in a manner
deemed fit by the senior management, so that the employees are clear about the areas
in which they are lacking, and thus from their own side ca start working on it.
8. This sharing of the results would also give the employees an idea on who to approach
in case of a certain skill, as the experts are identified as a result of this exercise. So
this would improve the cross education, helping and cohesiveness among the
employees. This would further help in the strengthening of the bonds between the
employees, thus strengthening the manpower asset of the organization as a whole.
47
Limitations
The limitations that were felt during the course of this project are as follow:
Due to lack of time, only the manager and employee self ratings could be taken. The
project would have been much better in quality if the employee ratings for other
employees were also considered like a 360 degree rating. It would have brought a lot
more accuracy and authenticity to the ratings.
It was observed that in many teams the complete seriousness of the exercise was not
understood. This was reflected in the type of ratings that were provided.
A part of the employees could not be included in the exercise as they were out of the
country on on-site assignments and tours.
As the team leaders had a major say in the ratings, therefore the problem of
favouritism and the bias due to that could not be accounted.
The over confidence or the under confidence of the employees in their self ratings
caused some amount of in accuracy in the overall picture that emerged. But the
manager’s rating provides a good comparing ground for the discrepancies.
The sharing of the results with the employees has not been done and so it leaves a
doubt as to whether the full effect that could be achieved by the employee direct
involvement is being achieved.
48
Conclusion
The skill matrix and the competency maps were successfully developed and analyzed for all
the teams of Textron India Pvt. Ltd. The data provided can be used by the organization for
planning its training and development programmes for the year ahead. The submitted sheets
also provide a good insight into the current position of the employees as far as skills and
competencies are concerned and also an idea as to how to use them for the benefit of the
organization.
Detailed recommendations on improving the exercise in the future and also regarding the
use of the data provided are mentioned earlier in the report.
The exercise carried out this time has some limitations which are also mentioned in detailed
in the report. It would be advantageous if these limitations are overcome the next time. It
would improve the quality of the exercise by leaps and bounds.
The project was carried out in a good manner and has met the expectations of the
organization and the institute satisfactorily, though it still has quite some scope for
improvements which could be incorporated subsequently.
49
References
1. www.google.com
2. www.wikipedia.com
3. www.citehr.com
4. www.qualitysouthwest.co.uk
5. net.educause.edu
6. www.thefreelibrary.com
7. www.docshare.com
50
Bibliography
1. Lombardo, Michael M.; Eichinger, Robert W.; (2004) FYI: For Your Improvement, a
Guide for Development and Coaching, 4th
ED.
2. Tripp, Dr. Steven D.; (1992) Performance + Instruction: A skills matrix and its
implications (article), Wiley Periodicals.
3. Sahu, R.K., (2009) Competency Mapping, New Delhi, Excel Books.
4. Sahu, R.K., (2005) Training for development, New Delhi, Excel Books.
5. Sanghi, Seema (2007) The Handbook Of Competency Mapping: Understanding,
Designing And Implementing Competency Models In Organizations, California, Sage
Publications.
6. Sharma, Radha R., (2002) 360 Degree Feedback, Competency Mapping and
Assessment Centres, Tata McGraw Hill.
51
ANNEXURE 1 – SOFT SKILLS MATRIX (SAMPLE SHEETS)
Dummy names have been used for Organizational privacy
52
TEAM-A
1A
ve
rag
e
2A
bo
ve
Av
era
ge
3G
oo
d
4P
rofi
cie
nt
5E
xc
elle
nt
be
nc
h m
ark
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
S.NO.
EMP.NO.
NA
ME
Written
Oral
Presentation
Listening
Telephone
Meeting Management
Behaviour Flexibility
People Perception
Leadership
Group Process
Persistence
Negotiation/Conflict Management
Team Player
Persuasiveness / Influence
Stress
Innovation / Creativity
Adaptability
Energy
Initiative
Professional Development
Personal Development
Time Management
Integrity
Planning
Follow up
Problem Analysis
Project Management
Decisiveness
Judgement
Organizational Sensitivity/Perception
Delegation
Employee Development
Performance Coaching
Performance Management
Participative Management
Cultural Perception
1T
LS
RH
ug
h G
ren
z3
33
33
33
34
43
35
34
33
33
33
34
33
33
33
34
33
33
3
2E
MR
Ed
win
a W
ayb
rig
ht
34
44
44
44
44
44
44
44
44
44
44
44
43
43
34
33
44
44
3T
LR
Hu
gh
Gre
nz
34
44
44
44
24
44
44
44
44
44
44
44
43
43
34
N/A
N/A
N/A
N/A
N/A
N/A
4E
MR
Fern
an
do
Den
o4
44
44
44
44
44
45
44
44
44
44
44
44
44
44
44
44
44
4
5T
LR
Hu
gh
Gre
nz
44
44
44
44
44
44
54
44
44
44
44
44
44
44
44
44
44
44
6E
MR
All
yso
n W
oelf
el
33
33
33
33
33
43
34
34
33
34
32
33
24
34
43
34
33
34
7T
LR
Hu
gh
Gre
nz
44
44
43
33
23
23
23
33
23
23
32
43
24
33
33
N/A
N/A
N/A
N/A
N/A
N/A
8E
MR
Rae G
ilcre
ase
33
34
44
44
43
34
54
44
45
55
55
45
54
54
44
N/A
N/A
N/A
N/A
N/A
N/A
9T
LR
Hu
gh
Gre
nz
32
33
33
44
34
43
43
33
34
44
43
44
44
44
44
N/A
N/A
N/A
N/A
N/A
N/A
10
EM
RB
ren
t C
ell
44
34
43
43
34
44
44
33
23
34
42
42
23
33
33
33
33
34
11
TL
RH
ug
h G
ren
z4
43
44
34
32
44
44
43
32
33
44
24
22
33
33
3N
/AN
/AN
/AN
/AN
/AN
/A
12
EM
RA
llan
Alt
o3
32
43
24
32
34
34
33
33
33
32
34
33
42
34
32
32
22
2
13
TL
RH
ug
h G
ren
z3
33
43
34
32
44
44
43
34
44
43
44
44
43
33
3N
/AN
/AN
/AN
/AN
/AN
/A
14
EM
RK
ari
na H
inzm
an
55
55
55
54
44
43
53
44
44
44
45
55
54
44
44
N/A
N/A
N/A
N/A
N/A
N/A
15
TL
RH
ug
h G
ren
z4
44
44
43
33
33
33
33
33
33
33
44
44
34
33
4N
/AN
/AN
/AN
/AN
/AN
/A
16
EM
RJessie
Sti
ff4
44
45
55
44
44
34
44
44
44
44
44
44
44
44
4N
/AN
/AN
/AN
/AN
/AN
/A
17
TL
RH
ug
h G
ren
z2
23
43
34
32
44
44
43
34
44
43
44
44
43
33
3N
/AN
/AN
/AN
/AN
/AN
/A
18
EM
RC
od
y Y
ork
e4
54
55
55
34
54
45
34
45
44
44
55
54
44
34
5N
/AN
/AN
/AN
/AN
/AN
/A
19
TL
RH
ug
h G
ren
z2
23
43
34
32
44
44
43
34
44
43
44
44
43
33
3N
/AN
/AN
/AN
/AN
/AN
/A
20
EM
RT
an
ish
a W
eth
erb
y4
43
44
33
33
33
33
23
34
33
33
33
33
32
22
22
11
11
2
21
TL
RH
ug
h G
ren
z4
44
44
43
33
33
33
33
33
33
33
44
44
34
33
3N
/AN
/AN
/AN
/AN
/AN
/A
TL
SR
-- T
EA
M L
EA
DE
R S
EL
F R
AT
ING
TL
R -
- T
EA
M L
EA
DE
R R
AT
ING
EM
R--
EM
PL
OY
EE
RA
TIN
G
Tra
inin
g R
eq
uir
ed
Po
ten
tia
l In
-Ho
us
e T
rain
er
TE
AM
-A F
EE
DB
AC
K
Ma
na
ge
ria
lC
om
mu
nic
ati
on
Inte
rpe
rso
na
lP
ers
on
al / M
oti
va
tio
na
l A
dm
inis
tra
tiv
e
SO
FT
SK
ILL
MA
TR
IX
53
TEAM B
1W
ea
k
2A
ve
rag
e
3G
oo
d
4P
rofi
cie
nt
5E
xce
lle
nt
(Tra
ine
r)
BE
NC
H M
AR
K3
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
3
S.NO.
EMP.NO.
NA
ME
Written
Oral
Presentation
Listening
Telephone
Meeting Management
Behaviour Flexibility
People Perception
Leadership
Group Process
Persistence
Negotiation/Conflict Management
Team Player
Persuasiveness / Influence
Stress
Innovation / Creativity
Adaptability
Energy
Initiative
Professional Development
Personal Development
Time Management
Integrity
Planning
Follow up
Problem Analysis
Project Management
Decisiveness
Judgement
Organizational Sensitivity/Perception
Delegation
Employee Development
Performance Coaching
Performance Management
Participative Management
Cultural Perception
1T
LS
RJ
ac
qu
elin
e S
lav
in4
33
34
43
34
43
33
44
33
33
33
44
44
43
33
34
33
33
3
2E
MR
Na
tha
n J
oh
ns
on
33
33
33
33
33
33
43
34
34
34
34
44
44
34
33
34
33
34
3T
LR
Ja
cq
ue
lin
e S
lav
in2
23
33
33
33
43
33
34
33
33
33
44
44
33
33
34
33
33
3
4E
MR
Cu
rtis
Ma
this
on
44
34
33
33
43
33
43
23
34
34
43
33
43
33
33
34
43
33
5T
LR
Ja
cq
ue
lin
e S
lav
in4
33
34
43
33
43
33
44
33
33
33
44
44
43
33
34
33
33
3
6E
MR
Sc
ott
Wa
ltm
an
34
34
22
34
32
24
33
32
22
33
33
44
42
23
33
34
33
33
7T
LR
Ja
cq
ue
lin
e S
lav
in4
33
34
43
32
43
33
33
23
33
33
34
33
33
33
33
33
33
3
8E
MR
He
nry
Ep
ley
44
44
44
55
54
44
54
54
45
54
45
44
44
44
44
44
44
44
9T
LR
Ja
cq
ue
lin
e S
lav
in3
33
33
43
33
43
33
44
33
33
33
44
44
33
33
34
33
33
3
10
EM
RM
arv
in B
art
ho
lom
ew
44
53
53
43
44
33
42
33
45
33
33
32
35
33
44
32
22
22
11
TL
RJ
ac
qu
elin
e S
lav
in2
33
33
33
33
43
33
33
33
33
33
34
44
33
33
34
33
33
3
12
EM
RC
hri
sto
ph
er
Se
na
23
24
34
32
22
22
32
43
34
32
24
24
32
23
33
23
32
33
13
TL
RJ
ac
qu
elin
e S
lav
in3
33
33
43
32
43
33
43
23
32
33
34
33
33
33
33
33
33
3
14
EM
RN
ich
ola
s R
em
ing
ton
44
55
44
54
54
44
43
33
54
34
45
34
33
33
33
33
44
43
15
TL
RJ
ac
qu
elin
e S
lav
in3
33
33
43
33
43
33
33
33
33
33
34
44
33
33
33
33
33
3
TL
SR
-- T
EA
M L
EA
DE
R S
EL
F R
AT
ING
TL
R -
- T
EA
M L
EA
DE
R R
AT
ING
EM
R--
EM
PL
OY
EE
RA
TIN
G
SO
FT
SK
ILL
MA
TR
IX
Co
mm
un
ica
tio
nIn
terp
ers
on
al
TE
AM
-B F
EE
DB
AC
K
Tra
inin
g R
eq
uir
ed
Po
ten
tia
l In
-Ho
use
Tra
ine
r
Ma
na
ge
ria
lP
ers
on
al
/ M
oti
va
tio
na
l A
dm
inis
tra
tive
54
TEAM C
1W
eak
2Av
erag
e
3Go
od
4Pr
ofic
ient
5Ex
celle
nt (T
rain
er)
BENC
H M
ARK
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
S.NO.
EMP.NO.
NAM
E
Written
Oral
Presentation
Listening
Telephone
Meeting Management
Behaviour Flexibility
People Perception
Leadership
Group Process
Persistence
Negotiation/Conflict
Management
Team Player
Persuasiveness /
Influence
Stress
Innovation / Creativity
Adaptability
Energy
Initiative
Professional
Development
Personal
Development
Time Management
Integrity
Planning
Follow up
Problem Analysis
Project Management
Decisiveness
Judgement
Organizational
Sensitivity/Perception
Delegation
Employee
Development
Performance
Coaching
Performance
Management
Participative
Management
Cultural Perception
1TL
SRCa
ndic
e Le
iste
r3
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
3N/
AN/
A
2EM
RSt
ephe
n Ch
risty
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
NANA
NANA
NA4
3TL
RCa
ndic
e Le
iste
r3
33
33
33
33
33
33
33
33
33
33
33
33
33
33
3NA
NANA
NAN/
AN/
A
4EM
RW
illie
Bayl
ess
44
44
44
44
44
44
44
43
34
44
33
43
33
33
33
33
33
34
5TL
RCa
ndic
e Le
iste
r3
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
3NA
N/A
N/A
3
6EM
RAn
toni
o M
elso
n4
44
44
44
43
34
44
44
34
34
44
34
44
33
44
3NA
NANA
NANA
NA
7TL
RCa
ndic
e Le
iste
r3
33
33
33
33
33
33
33
33
33
33
33
33
33
33
3N/
AN/
AN/
AN/
AN/
AN/
A
8EM
RVi
olet
Mar
tin4
44
44
44
44
44
44
44
44
44
44
44
44
44
44
4NA
NANA
NANA
N/A
9TL
RCa
ndic
e Le
iste
r3
33
33
33
33
33
33
33
33
33
33
33
33
33
33
3N/
AN/
AN/
AN/
AN/
AN/
A
10EM
REa
rl St
rang
e3
33
33
33
33
33
23
33
33
33
33
33
33
33
33
3NA
NANA
NANA
NA
11TL
RCa
ndic
e Le
iste
r2
22
33
33
33
33
33
33
33
33
33
33
33
23
33
3N/
AN/
AN/
AN/
AN/
AN/
A
TLSR
-- TE
AM L
EADE
R SE
LF R
ATIN
G
TLR
-- TE
AM L
EADE
R RA
TING
EMR-
- EM
PLOY
EE R
ATIN
G
Trai
ning
Req
uire
d
TEAM
-C F
EEDB
ACK
Pote
ntia
l In-
Hous
e Tr
aine
r
SOFT
SKI
LL M
ATRI
X
Man
ager
ial
Com
mun
icat
ion
Inte
rper
sona
lPe
rson
al / M
otiv
atio
nal
Adm
inis
trativ
e
55
TEAM D
1W
eak
2A
vera
ge
3G
ood
4P
rofic
ient
5Ex
celle
nt (T
rain
er)
BEN
CH
MA
RK
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
S.NO.
EMP.NO.
NAM
EWritten
Oral
Presentation
Listening
Telephone
Meeting Management
Behaviour Flexibility
People Perception
Leadership
Group Process
Persistence
Negotiation/Conflict Management
Team Player
Persuasiveness / Influence
Stress
Innovation / Creativity
Adaptability
Energy
Initiative
Professional Development
Personal Development
Time Management
Integrity
Planning
Follow up
Problem Analysis
Project Management
Decisiveness
Judgement
Organizational
Sensitivity/Perception
Delegation
Employee Development
Performance Coaching
Performance Management
Participative Management
Cultural Perception
1TL
SR
Ral
ph M
acki
nnon
44
33
33
44
44
44
44
34
43
45
34
35
55
43
43
55
44
32
2E
MR
Ste
ven
Eng
el4
43
54
44
44
44
45
53
44
44
44
45
43
44
44
44
44
44
4
3TL
R R
alph
Mac
kinn
on3
33
44
33
44
33
24
32
43
54
32
43
54
34
33
33
33
33
4
4E
MR
Fort
enbe
rry
44
45
44
44
55
44
54
44
55
54
55
55
55
45
44
44
44
44
5TL
R R
alph
Mac
kinn
on2
22
42
33
42
33
24
33
33
34
32
23
33
33
33
33
33
33
3
6E
MR
Eun
ice
Pitr
e4
43
43
44
44
43
34
44
44
44
44
44
44
44
44
43
44
44
3
7TL
R R
alph
Mac
kinn
on3
32
43
33
32
33
24
33
33
34
32
33
33
32
32
33
33
33
2
TLS
R--
TEA
M L
EAD
ER S
ELF
RA
TIN
G
TLR
-- T
EAM
LEA
DER
RA
TIN
G
EMR
-- EM
PLO
YEE
RA
TIN
G
Man
ager
ial
Per
sona
l / M
otiv
atio
nal
Adm
inis
trat
ive
TE
AM
-D F
EE
DB
AC
K
SO
FT S
KIL
L M
ATR
IX
Com
mun
icat
ion
Inte
rper
sona
l
Trai
ning
Req
uire
d
Pot
entia
l In-
Hou
se T
rain
er
56
TEAM E
1W
ea
k
2A
ve
rag
e
3G
oo
d
4P
rofi
cie
nt
5E
xce
lle
nt
(Tra
ine
r)
Be
nch
ma
rk3
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
3
S.NO.
EMP.NO.
NA
ME
Written
Oral
Presentation
Listening
Telephone
Meeting Management
Behaviour Flexibility
People Perception
Leadership
Group Process
Persistence
Negotiation/Conflict
Management
Team Player
Persuasiveness / Influence
Stress Mgmt.
Innovation / Creativity
Adaptability
Energy
Initiative
Professional Development
Personal Development
Time Management
Integrity
Planning
Follow up
Problem Analysis
Project Management
Decisiveness
Judgement
Organizational
Sensitivity/Perception
Delegation
Employee Development
Performance Coaching
Performance Management
Participative Management
Cultural Perception
1T
LS
RJe
ssic
a F
ee
ley
33
33
33
33
33
43
43
33
33
33
33
43
43
33
33
33
33
33
2E
MR
Sta
nle
y E
ng
elh
ard
t3
32
33
33
42
44
24
44
34
23
33
35
33
32
34
43
32
34
4
3T
LR
Je
ssic
a F
ee
ley
33
33
32
23
23
33
33
33
33
32
23
33
33
33
22
32
22
33
4E
MR
Elizab
eth
Mo
ble
y4
44
44
44
35
55
35
53
44
55
55
44
44
54
44
43
33
33
3
5T
LR
Je
ssic
a F
ee
ley
33
33
33
33
33
33
33
33
33
33
33
43
43
33
33
33
33
33
6E
MR
Nata
sh
a P
are
nte
au
44
44
44
44
44
44
44
33
44
33
34
44
44
44
44
42
33
33
7T
LR
Je
ssic
a F
ee
ley
32
32
23
32
23
22
32
23
33
23
33
33
23
32
22
23
33
32
8E
MR
Ke
ith
Big
ham
33
23
33
33
34
42
44
33
43
33
33
44
33
23
44
33
23
44
9T
LR
Je
ssic
a F
ee
ley
32
22
32
22
23
33
33
33
33
32
33
33
33
33
32
23
33
33
10
EM
RN
ich
ola
s K
lin
g3
32
33
33
43
44
24
34
34
43
33
34
33
33
34
43
32
33
4
11
TL
RJe
ssic
a F
ee
ley
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
12
EM
RM
ark
Mcg
inle
y4
44
44
44
44
44
44
44
44
44
44
4N
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/A4
N/A
N/A
N/A
N/A
N/A
13
TL
RJe
ssic
a F
ee
ley
33
33
33
33
33
33
33
33
33
33
33
33
33
33
32
33
33
33
14
EM
RJu
an
Marc
ott
e4
33
43
34
33
34
44
33
23
33
33
34
43
34
33
33
33
34
3
15
TL
RJe
ssic
a F
ee
ley
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
16
EM
RR
ich
ard
Baie
r4
33
43
23
33
44
33
33
44
45
44
43
33
33
43
2N
/AN
/AN
/AN
/AN
/AN
/A
17
TL
RJe
ssic
a F
ee
ley
33
33
33
33
43
33
33
34
33
33
33
43
43
33
34
33
33
33
20
EM
RC
ind
y Y
an
ez
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
21
TL
RJe
ssic
a F
ee
ley
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
22
EM
RS
he
ryl G
rim
m3
33
33
23
33
33
23
32
33
33
33
33
33
32
23
22
32
22
3
23
TL
RJe
ssic
a F
ee
ley
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
24
EM
RS
ean
Sp
inks
44
44
43
43
43
43
43
33
44
44
44
44
44
44
33
33
33
34
25
TL
RJe
ssic
a F
ee
ley
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
TL
SR
-- T
EA
M L
EA
DE
R S
EL
F R
AT
ING
TL
R -
- T
EA
M L
EA
DE
R R
AT
ING
EM
R--
EM
PL
OY
EE
RA
TIN
G
TE
AM
-E F
EE
DB
AC
K
Po
ten
tia
l In
-Ho
use
Tra
ine
r
Ma
na
ge
ria
lP
ers
on
al
/ M
oti
va
tio
na
l A
dm
inis
tra
tive
SO
FT
SK
ILL
MA
TR
IX
Co
mm
un
ica
tio
nIn
terp
ers
on
al
Tra
inin
g R
eq
uir
ed
57
TEAM F
1W
ea
k
2A
ve
rag
e
3G
oo
d
4P
rofi
cie
nt
5E
xce
lle
nt(
Tra
ine
r)
Be
nch
ma
rk3
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
3
S.NO.
EMP.NO.
NA
ME
Written
Oral
Presentation
Listening
Telephone
Meeting Management
Behaviour Flexibility
People Perception
Leadership
Group Process
Persistence
Negotiation/Conflict Management
Team Player
Persuasiveness / Influence
Stress Mgmt.
Innovation / Creativity
Adaptability
Energy
Initiative
Professional Development
Personal Development
Time Management
Integrity
Planning
Follow up
Problem Analysis
Project Management
Decisiveness
Judgement
Organizational Sensitivity/Perception
Delegation
Employee Development
Performance Coaching
Performance Management
Participative Management
Cultural Perception
1T
LS
RV
inc
en
t B
urd
44
33
43
44
34
42
44
44
44
43
44
54
44
44
34
43
34
44
2E
MR
Ka
tie
Sa
nb
orn
43
23
23
33
13
32
42
22
43
32
24
44
42
32
22
23
33
32
3T
LR
Vin
ce
nt
Bu
rd4
32
32
34
42
44
34
34
44
44
34
45
43
43
33
44
33
34
4
4E
MR
Alle
n F
air
43
44
43
44
34
34
43
24
34
34
33
43
34
44
33
34
33
33
5T
LR
Vin
ce
nt
Bu
rd4
42
34
24
43
34
34
34
44
44
34
45
43
43
33
4N
/AN
/AN
/AN
/AN
/AN
/A
6E
MR
Eile
en
Ha
mm
oc
k4
32
32
23
32
11
23
22
22
33
33
42
42
31
21
1N
/AN
/AN
/AN
/AN
/AN
/A
7T
LR
Vin
ce
nt
Bu
rd3
22
32
24
41
23
24
23
34
44
34
45
43
42
23
4N
/AN
/AN
/AN
/AN
/AN
/A
8E
MR
Jo
se
Ste
ffe
ns
33
33
32
33
32
33
32
33
34
33
33
33
33
33
32
22
12
21
9T
LR
Vin
ce
nt
Bu
rd4
33
33
24
42
34
34
34
44
44
34
45
43
43
33
4N
/AN
/AN
/AN
/AN
/AN
/A
TL
SR
-- T
EA
M L
EA
DE
R S
EL
F R
AT
ING
TL
R -
- T
EA
M L
EA
DE
R R
AT
ING
EM
R--
EM
PL
OY
EE
RA
TIN
G
Tra
inin
g R
eq
uir
ed
Po
ten
tia
l In
-Ho
use
Tra
ine
r
Pe
rso
na
l /
Mo
tiva
tio
na
l A
dm
inis
tra
tive
M
an
ag
eri
al
SO
FT
SK
ILL
MA
TR
IX
Co
mm
un
ica
tio
nIn
terp
ers
on
al
TE
AM
-F F
EE
DB
AC
K
58
TEAM G
1W
ea
k
2A
ve
rag
e
3G
oo
d
4P
rofi
cie
nt
5E
xce
lle
nt
(Tra
ine
r)
Skil
ls c
on
ce
rne
d t
o j
ob
pro
file
Be
nch
ma
rk3
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
3
S.NO.
EMP.NO.
NA
ME
Written
Oral
Presentation
Listening
Telephone
Meeting Management
Behaviour Flexibility
People Perception
Leadership
Group Process
Persistence
Negotiation/Conflict Management
Team Player
Persuasiveness / Influence
Stress
Innovation / Creativity
Adaptability
Energy
Initiative
Professional Development
Personal Development
Time Management
Integrity
Planning
Follow up
Problem Analysis
Project Management
Decisiveness
Judgement
Organizational
Sensitivity/Perception
Delegation
Employee Development
Performance Coaching
Performance Management
Participative Management
Cultural Perception
1T
LS
RK
en
ne
th Z
uc
ke
r3
33
33
33
33
33
24
23
33
44
42
32
23
33
33
23
33
33
3
2E
MR
Alb
ert
Re
ed
44
34
43
33
34
33
33
33
34
33
34
33
34
43
33
33
NA
NA
NA
3
3T
LR
Ke
nn
eth
Zu
ck
er
33
33
33
33
33
32
42
33
34
44
23
22
33
33
32
33
33
33
4E
MR
Ch
ris
tin
e B
are
foo
t3
33
33
33
33
33
33
33
34
43
33
33
33
33
33
33
33
33
3
5T
LR
Ke
nn
eth
Zu
ck
er
33
33
33
33
23
32
42
33
34
44
23
22
33
23
32
33
33
33
6E
MR
Ma
tth
ew
Ch
alm
ers
43
33
33
33
33
33
33
32
33
33
23
33
33
33
33
33
33
33
7T
LR
Ke
nn
eth
Zu
ck
er
33
33
33
33
23
32
42
33
34
44
23
22
33
23
32
33
33
33
8E
MR
Ho
wa
rd W
ime
r3
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
3
9T
LR
Ke
nn
eth
Zu
ck
er
33
33
33
33
33
32
42
33
34
44
23
22
33
23
32
33
33
33
10
EM
RB
rya
n O
nti
ve
ros
33
34
33
43
33
33
33
33
34
44
44
44
33
43
34
34
44
33
11
TL
RK
en
ne
th Z
uc
ke
r3
32
13
11
11
12
11
21
11
21
12
12
12
11
11
11
11
11
1
12
EM
RJ
es
se
Do
rr4
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
44
3
13
TL
RK
en
ne
th Z
uc
ke
r3
33
33
33
33
33
24
23
33
44
42
32
23
33
33
23
33
33
3
14
EM
RH
olly
Fo
nte
s3
22
32
24
43
23
24
34
44
24
43
33
22
33
23
33
43
22
2
15
TL
RK
en
ne
th Z
uc
ke
r3
33
33
33
33
33
24
23
33
44
42
32
23
33
33
23
33
33
3
16
EM
RY
ola
nd
a C
ole
34
44
43
43
34
44
44
34
44
43
43
43
34
33
34
33
33
33
17
TL
RK
en
ne
th Z
uc
ke
r3
33
33
33
33
33
24
23
33
44
42
32
23
32
33
23
33
33
3
18
EM
RR
og
er
Em
mo
ns
33
33
33
33
33
33
33
33
33
33
33
32
33
33
33
33
33
23
19
TL
RK
en
ne
th Z
uc
ke
r3
33
33
33
33
33
24
23
33
44
42
32
23
32
33
23
33
33
3
20
EM
R C
an
tre
ll3
34
44
34
44
33
34
34
44
43
33
44
44
44
44
33
34
44
3
21
TL
RK
en
ne
th Z
uc
ke
r3
33
33
33
33
33
24
23
33
44
42
32
23
33
33
23
33
33
3
22
EM
RB
ob
by
Ru
tte
r3
33
33
33
33
23
33
33
24
43
33
33
33
32
33
33
33
33
3
23
TL
RK
en
ne
th Z
uc
ke
r3
33
33
33
33
33
24
23
33
44
42
32
23
32
33
23
33
33
3
24
EM
RH
aro
ld D
igio
va
nn
i3
22
22
23
22
22
22
22
22
23
33
33
33
33
33
22
33
33
1
25
TL
RK
en
ne
th Z
uc
ke
r3
33
33
33
33
33
24
23
33
33
32
32
22
22
22
23
33
33
3
TL
SR
-- T
EA
M L
EA
DE
R S
EL
F R
AT
ING
TL
R -
- T
EA
M L
EA
DE
R R
AT
ING
EM
R--
EM
PL
OY
EE
RA
TIN
G
Tra
inin
g R
eq
uir
ed
Po
ten
tia
l In
-Ho
use
Tra
ine
r
TE
AM
-G F
EE
DB
AC
K
Ma
na
ge
ria
lP
ers
on
al
/ M
oti
va
tio
na
l A
dm
inis
tra
tive
SO
FT
SK
ILL
MA
TR
IX
Co
mm
un
ica
tio
nIn
terp
ers
on
al
59
TEAM H
1W
eak
2Av
erag
e
3G
ood
4Pr
ofic
ient
5Ex
celle
nt( T
rain
er)
BENC
H M
ARK
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
S.NO.
EMP.NO.
NAM
E
Written
Oral
Presentation
Listening
Telephone
Meeting Management
Behaviour Flexibility
People Perception
Leadership
Group Process
Persistence
Negotiation/Conflict
Management
Team Player
Persuasiveness / Influence
Stress Mgmt.
Innovation / Creativity
Adaptability
Energy
Initiative
Professional Development
Personal Development
Time Management
Integrity
Planning
Follow up
Problem Analysis
Project Management
Decisiveness
Judgement
Organizational
Sensitivity/Perception
Delegation
Employee Development
Performance Coaching
Performance Management
Participative Management
Cultural Perception
1TL
SRH
arol
d G
rego
ire3
34
43
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
3
2EM
RC
elia
Whe
tsto
ne4
33
33
34
43
24
32
44
44
44
34
43
34
53
44
44
43
33
3
3TL
RH
arol
d G
rego
ire4
32
43
22
3N/
A3
43
34
23
24
44
33
43
44
33
33
N/A
N/A
N/A
N/A
N/A
N/A
4EM
R M
arvi
n Es
tabr
ook
44
43
44
33
33
44
44
34
34
23
33
43
34
24
42
22
22
22
5TL
RH
arol
d G
rego
ire4
43
44
23
3N/
A3
43
34
23
34
44
33
43
44
33
33
N/A
N/A
N/A
N/A
N/A
N/A
6EM
RR
onal
d Fo
ng4
43
44
44
43
33
45
43
34
44
55
55
55
53
43
43
44
44
3
7TL
RH
arol
d G
rego
ire4
32
43
23
3N/
A3
43
34
23
34
44
33
43
44
33
33
N/A
N/A
N/A
N/A
N/A
N/A
8EM
RAp
ril M
cafe
e4
43
44
43
34
33
34
44
34
45
33
44
45
44
33
34
34
33
4
9TL
RH
arol
d G
rego
ire4
33
44
32
33
34
33
42
33
44
43
34
34
43
33
3N/
AN/
AN/
AN/
AN/
AN/
A
TLSR
-- TE
AM L
EAD
ER S
ELF
RAT
ING
TLR
-- T
EAM
LEA
DER
RAT
ING
EMR
-- EM
PLO
YEE
RAT
ING
SOFT
SK
ILL
MA
TRIX
Com
mun
icat
ion
Inte
rper
sona
l
TEAM
-H F
EED
BAC
K Pers
onal
/ M
otiv
atio
nal
Adm
inis
trativ
e
Trai
ning
Req
uire
d
Pote
ntia
l In-
Hous
e Tr
aine
r
Man
ager
ial
60
ANNEXURE 2 –TECHNICAL SKILLS MATRIX (SAMPLE SHEETS)
Dummy names have been used for Organizational privacy
61
TEAM A
0N
o C
om
pe
ten
cy
1Ju
st
Aw
are
/No
vic
e
2C
ab
ab
le W
ith
Assis
tan
ce
3F
ull
y C
om
pe
ten
t
4E
xp
ert
NA
No
t A
pp
lica
ble
be
nc
h m
ark
33
33
33
33
33
33
33
33
33
3
OS
S.NO.
EMP.NO.
NA
ME
Product
Knowledge
Mechanical
Engineering
Fundamentals
Engineering
Materials
Aerodynamics
& Aerospace
fundamentals
Tool Design
Sheetmetal
analysis
Machining
analysis
Composite
Analysis
MS Excel
MS Word
Hypermesh
LS Dyna
Catia V4
Catia V5
Surface
Modelling
Solid
Modelling
Java
VB .Net
Windows
1T
LS
RH
ugh G
renz
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
2E
MR
Edw
ina
Wa
ybri
ght
33
21
24
22
33
43
03
22
11
3
3T
LR
Hugh G
renz
33
2N
/A2
31
13
34
30
32
21
13
4E
MR
Fe
rna
ndo
De
no
33
21
44
22
43
43
04
44
02
3
5T
LR
Hugh G
renz
33
2N
/A4
42
13
34
30
44
40
23
6E
MR
Ally
so
n W
oe
lfe
l2
43
42
23
23
31
22
22
32
33
7T
LR
Hugh G
renz
33
2N
/A3
14
13
31
13
33
1N
/A3
3
8E
MR
Ra
e G
ilcre
ase
33
31
N/A
14
N/A
33
N/A
N/A
N/A
32
2N
/AN
/A4
9T
LR
Hugh G
renz
33
2N
/A3
14
13
31
13
33
2N
/A1
3
10
EM
RB
rent
Ce
ll3
32
11
31
12
33
30
22
20
03
11
TL
RH
ugh G
renz
33
2N
/A1
31
13
33
30
22
20
03
12
EM
RA
llan A
lto
33
31
33
22
22
22
03
32
01
0
13
TL
RH
ugh G
renz
33
2N
/A3
31
13
32
20
33
20
13
14
EM
RK
ari
na
Hin
zma
n3
34
3N
/AN
/AN
/AN
/A4
4N
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/A4
15
TL
RH
ugh G
renz
43
3N
/A2
21
13
31
11
22
1N
/A1
3
16
EM
RJe
ssie
Stiff
33
43
N/A
N/A
N/A
N/A
44
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
4
17
TL
RH
ugh G
renz
33
2N
/A2
11
13
31
11
22
1N
/A2
3
18
EM
RC
ody Y
ork
e3
43
3N
/AN
/A4
N/A
33
N/A
N/A
34
44
N/A
N/A
4
19
TL
RH
ugh G
renz
33
2N
/A3
13
13
31
13
32
11
3
20
EM
RT
anis
ha
We
the
rby
12
21
00
02
33
10
11
00
00
2
21
TL
RH
ugh G
renz
33
2N
/A3
21
33
32
12
22
1N
/A1
3
TL
SR
-- T
EA
M L
EA
DE
R S
EL
F R
AT
ING
TL
R -
- T
EA
M L
EA
DE
R R
AT
ING
EM
R--
EM
PL
OY
EE
RA
TIN
G
TE
AM
-A F
EE
DB
AC
K
Tra
inin
g R
eq
uir
ed
Po
ten
tia
l In
-Ho
use
Tra
ine
r
So
ftw
are
sK
NO
WL
ED
GE
TE
CH
NIC
AL
SK
ILL
MA
TR
IX
62
TEAM B
0N
o K
no
wle
dg
e
1J
us
t A
wa
re/N
ov
ice
2C
ab
ab
le W
ith
As
sis
tan
ce
3F
ully
Co
mp
ete
nt
4E
xp
ert
NA
No
t A
pp
lic
ab
le
BE
NC
HM
AR
K3
33
33
33
33
S.NO.
EMP.NO.
NA
ME
Stellent
SAP
JBA
Dynamic
Connect
Ariba
Lawson
Knowledge
on process
Scotia Bank
JP Morgan
Chase
1T
LS
RJ
ac
qu
elin
e S
lav
in4
3N
A4
33
3N
AN
A
2E
MR
Na
tha
n J
oh
ns
on
44
13
33
41
1
3T
LR
Ja
cq
ue
lin
e S
lav
in4
3N
A4
33
3N
AN
A
4E
MR
Cu
rti
s M
ath
iso
n4
42
31
34
44
5T
LR
Ja
cq
ue
lin
e S
lav
in4
34
43
33
33
6E
MR
Sc
ott
Wa
ltm
an
33
33
12
30
0
7T
LR
Ja
cq
ue
lin
e S
lav
in4
34
43
33
NA
NA
8E
MR
He
nry
Ep
ley
33
33
NA
34
NA
NA
9T
LR
Ja
cq
ue
lin
e S
lav
in4
34
NA
23
3N
AN
A
10
EM
RM
arv
in B
arth
olo
me
w3
43
02
20
00
11
TL
RJ
ac
qu
elin
e S
lav
in4
34
NA
2N
A3
NA
NA
12
EM
RC
hris
top
he
r S
en
a3
33
NA
NA
22
NA
NA
13
TL
RJ
ac
qu
elin
e S
lav
in4
NA
4N
AN
A3
3N
AN
A
14
EM
RN
ich
ola
s R
em
ing
ton
33
NA
NA
NA
NA
NA
44
15
TL
RJ
ac
qu
elin
e S
lav
in4
3N
AN
AN
AN
A3
33
TL
SR
-- T
EA
M L
EA
DE
R S
EL
F R
AT
ING
TL
R -
- T
EA
M L
EA
DE
R R
AT
ING
EM
R--
EM
PL
OY
EE
RA
TIN
GP
ote
nti
al
In-H
ou
se
Tra
ine
r
TE
CH
NIC
AL
SK
ILL
MA
TR
IXT
EA
M-B
FE
ED
BA
CK
Tra
inin
g R
eq
uir
ed
63
TEAM C
0N
o K
now
ledg
e
1Ju
st A
war
e/N
ovic
e
2C
apab
le W
ith A
ssis
tanc
e
3Fu
lly C
ompe
tent
4Ex
pert
NA
Not
App
licab
le
BEN
CH
MA
RK
33
33
33
33
33
33
33
33
33
3
S.NO.
EMP.NO.
NA
ME
Product Knowledge
Engineering Mechanics
Strength Of Materials
Engineering Materials
Aerodynamics &
Aerospace
fundamentals
Loads
Weights
Airframe stress analysis
Design
MS Excel
MS Word
FEMAP
NASTRAN
Catia V4
Catia V5
FAA Regulations
Fatigue & Damage
Tolerance
Solid Modelling
Windows
1TL
SR
Can
dice
Lei
ster
33
33
32
23
23
33
32
22
22
3
2EM
RSt
ephe
n C
hris
ty3
33
33
3N
A3
33
33
3N
A2
32
NA
4
3TL
RC
andi
ce L
eist
er3
33
33
2N
A3
23
33
3N
A2
22
23
4EM
RW
illie
Bay
less
33
33
32
23
32
33
32
22
22
3
5TL
RC
andi
ce L
eist
er3
33
33
22
32
33
33
22
22
23
6EM
RAn
toni
o M
elso
n3
33
33
11
33
44
12
03
21
NA
NA
7TL
RC
andi
ce L
eist
er3
33
32
22
32
33
33
22
22
23
8EM
RVi
olet
Mar
tin3
33
23
22
32
33
23
23
22
23
9TL
RC
andi
ce L
eist
er3
33
32
22
32
33
33
22
22
23
10EM
REa
rl St
rang
e3
33
33
11
22
33
22
12
31
23
11TL
RC
andi
ce L
eist
er2
11
12
22
12
33
22
22
22
23
TLS
R--
TEA
M L
EAD
ER S
ELF
RA
TIN
G
TLR
-- T
EAM
LEA
DER
RA
TIN
G
EMR
-- EM
PLO
YEE
RA
TIN
GP
oten
tial I
n-H
ouse
Tra
iner
TEC
HNIC
AL S
KIL
L M
ATRI
X
Trai
ning
Req
uire
d
TEA
M-C
FEE
DB
AC
K
64
TEAM D
0N
o K
no
wle
dg
e
1J
us
t A
wa
re/N
ov
ice
2C
ab
ab
le W
ith
As
sis
tan
ce
3F
ully
Co
mp
ete
nt
4E
xp
ert
NA
No
t A
pp
lica
ble
BE
NC
HM
AR
K3
33
33
33
33
33
33
S.NO.
EMP.NO.
NA
ME
Aircraft Familiarization
Engineering Drawing
Technical Writing (ArborText)
MS Office (MS Word)
MS Office (MS Excel)
MS Office (MS Power Point)
MS Office (MS Access)
MS Office (MS Visio)
Adobe Professional
Adobe Illustrator
Adobe photo Shop
Catia V5
Catia Cadam Drafting (CCD)
1T
LS
R R
alp
h M
ac
kin
no
n3
43
33
33
11
22
2N
A
2E
MR
Ste
ve
n E
ng
el
34
33
33
21
3N
AN
A3
NA
2T
LR
Ra
lph
Ma
ck
inn
on
34
33
33
31
10
NA
NA
NA
3E
MR
Fo
rte
nb
err
y4
44
44
44
43
N/A
N/A
23
3T
LR
Ra
lph
Ma
ck
inn
on
34
33
33
31
10
NA
NA
NA
4E
MR
Eu
nic
e P
itre
34
NA
33
33
33
44
4N
A
4T
LR
Ra
lph
Ma
ck
inn
on
34
NA
33
33
11
22
2N
A
TL
SR
-- T
EA
M L
EA
DE
R S
EL
F R
AT
ING
TL
R -
- T
EA
M L
EA
DE
R R
AT
ING
EM
R--
EM
PL
OY
EE
RA
TIN
GP
ote
nti
al
In-H
ou
se T
rain
er
TE
CH
NIC
AL
SK
ILL
MA
TR
IX
Tra
inin
g R
eq
uir
ed
TE
AM
-D F
EE
DB
AC
K
65
TEAM E
0N
o C
om
pe
ten
cy
1Ju
st
Aw
are
/No
vic
e
2C
ab
ab
le W
ith
Assis
tan
ce
3F
ull
y C
om
pe
ten
t
4E
xp
ert
NA
No
t A
pp
lica
ble
Be
nch
ma
rk
33
33
33
33
33
33
33
33
33
33
33
S.NO.
EMP.NO.
NA
ME
Solid Modelling
Drafting
GD&T
Product
CESSNA Std.
FAR
PIOS
Catia V4
Catia V5
MS Excel
MS Word
CIRCUIT DESIGN
PCB DESIGN
VHDL
Altium
Weibull++
Reliability Tools
Import
Compliance
HTS United States
SQL-Server
C#
VBA
1T
LS
RJe
ssic
a F
ee
ley
N/A
N/A
N/A
3N
/AN
/A4
N/A
N/A
33
33
33
N/A
N/A
N/A
N/A
N/A
N/A
N/A
2E
MR
Sta
nle
y E
ng
elh
ard
t2
21
32
N/A
22
13
3N
/AN
/AN
/AN
/AN
/AN
/A1
N/A
22
3
3T
LR
Je
ssic
a F
ee
ley
N/A
N/A
N/A
3N
/AN
/A4
N/A
N/A
33
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
33
2
4E
MR
Elizab
eth
Mo
ble
yN
/AN
AN
AN
A3
34
41
NA
44
NA
NA
NA
NA
NA
NA
3N
AN
AN
A
5T
LR
Je
ssic
a F
ee
ley
N/A
N/A
N/A
3N
/AN
/A3
N/A
23
3N
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/A
6E
MR
Nata
sh
a P
are
nte
au
N/A
NA
NA
1N
AN
A1
NA
NA
33
NA
NA
NA
NA
33
1N
AN
AN
AN
A
7T
LR
Je
ssic
a F
ee
ley
N/A
N/A
N/A
3N
/AN
/A2
N/A
N/A
33
N/A
N/A
N/A
N/A
33
N/A
N/A
N/A
N/A
N/A
8E
MR
Ke
ith
Big
ham
N/A
N/A
N/A
0N
/AN
/A0
N/A
N/A
33
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
33
2
9T
LR
Je
ssic
a F
ee
ley
N/A
N/A
N/A
3N
/AN
/A2
N/A
N/A
33
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
44
3
10
EM
RN
ich
ola
s K
lin
gN
/AN
/AN
/AN
A3
2N
A1
11
33
N/A
N/A
N/A
N/A
N/A
N/A
N/A
33
3
11
TL
RJe
ssic
a F
ee
ley
N/A
N/A
N/A
3N
/AN
/A2
N/A
N/A
33
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
12
EM
RM
ark M
cg
inle
yN
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/A3
33
43
4N
/AN
/AN
/AN
/AN
/AN
/AN
/A
13
TL
RJe
ssic
a F
ee
ley
N/A
N/A
N/A
3N
/AN
/A3
N/A
N/A
33
33
23
N/A
N/A
N/A
N/A
N/A
N/A
N/A
14
EM
RJu
an
Marco
tte
N/A
N/A
N/A
NA
N/A
3N
A2
N/A
NA
33
33
23
N/A
N/A
3N
/AN
/AN
/A
15
TL
RJe
ssic
a F
ee
ley
N/A
N/A
N/A
3N
/AN
/A3
N/A
N/A
33
33
33
N/A
N/A
N/A
N/A
N/A
N/A
N/A
16
EM
RR
ich
ard
Baie
rN
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/A3
33
34
3N
/AN
/AN
/AN
/AN
/AN
/A3
17
TL
RJe
ssic
a F
ee
ley
N/A
N/A
N/A
3N
/AN
/A3
N/A
N/A
33
33
43
N/A
N/A
N/A
N/A
N/A
N/A
3
20
EM
RC
ind
y Y
an
ez
3N
/A3
33
NA
3N
A3
23
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
21
TL
RJe
ssic
a F
ee
ley
N/A
N/A
N/A
2N
/AN
/A2
N/A
33
3N
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/A
22
EM
RS
he
ryl G
rim
m4
N/A
34
3N
/A3
23
23
N/A
N/A
N/A
N/A
N/A
N/A
1N
/AN
/AN
/AN
/A
23
TL
RJe
ssic
a F
ee
ley
N/A
N/A
N/A
2N
/AN
/A2
N/A
33
3N
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/AN
/A
24
EM
RS
ean
Sp
inks
12
NA
33
34
NA
NA
33
22
22
NA
NA
NA
NA
NA
NA
NA
25
TL
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ssic
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N/A
N/A
N/A
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N/A
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33
22
22
N/A
N/A
N/A
N/A
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33
33
33
33
33
33
33
33
3
S.NO.
EMP.NO.
NA
ME
Strength of
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33
22
33
34
43
34
42
11
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43
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NA
NA
NA
NA
NA
NA
NA
41
NA
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31
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NA
NA
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NA
NA
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42
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43
32
43
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13
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33
23
34
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32
NA
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3
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NA
NA
43
NA
NA
NA
NA
NA
N
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22
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43
NA
NA
NA
NA
NA
NA
NA
NA
NA
31
NA
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ns
22
NA
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34
32
22
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44
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67
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ble
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33
33
33
33
33
33
S.NO.
EMP.NO.
NA
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Solid Modelling
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32
23
13
33
33
3
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43
43
23
NA
43
32
3T
LR
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nn
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32
23
03
33
33
3
4E
MR
Ch
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33
23
32
31
32
33
5T
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22
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03
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33
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33
23
32
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23
03
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33
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33
23
32
33
32
22
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32
23
03
33
33
3
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33
33
33
33
33
2
11
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01
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2
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44
34
42
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34
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15
TL
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N/A
32
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16
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44
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31
43
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17
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EM
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33
23
N/A
33
33
19
TL
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32
23
03
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33
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31
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33
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G
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sig
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68
TEAM H
0N
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no
wle
dg
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1Ju
st A
wa
re
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ovice
2C
ab
ab
le
W
ith
A
ssista
nce
3F
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om
pe
te
nt
4E
xp
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NA
No
t A
pp
lica
ble
BE
NC
H M
AR
K3
33
33
33
S.NO.
EMP.NO.
NA
ME
Fat Wire
SunPortal
SharePoint
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C++
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1T
LS
RH
aro
ld G
re
go
ire
11
12
44
1
2E
MR
Ce
lia
Wh
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to
ne
NA
NA
44
11
1
3T
LR
Ha
ro
ld G
re
go
ire
11
44
21
1
4E
MR
Ma
rv
in E
sta
bro
ok
14
10
00
3
5T
LR
Ha
ro
ld G
re
go
ire
14
11
11
3
6E
MR
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na
ld F
on
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10
02
04
7T
LR
Ha
ro
ld G
re
go
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42
11
11
4
8E
MR
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ca
fe
e4
31
01
13
9T
LR
Ha
ro
ld G
re
go
ire
42
11
11
3
TL
SR
-- T
EA
M L
EA
DE
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F R
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IN
G
TL
R -- T
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M L
EA
DE
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IN
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IN
G
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CH
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SK
ILL
MA
TR
IX
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AM
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FE
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BA
CK
Tra
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in
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eq
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-H
ou
se
T
ra
in
er
69
ANNEXURE 3- COMPETENCY MAPPING (SAMPLE SHEETS)
Dummy names have been used for Organizational privacy
70
TEAM A
Sr No
NAME
Does N
ot Meet
Require
ments
Meets
Require
ments
Exceed
s
Require
ments
Does N
ot Meet
Require
ments
Meets
Require
ments
Exceed
s
Require
ments
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
1Hu
gh Gre
nz
2Edw
ina Wa
ybrigh
t
3Fer
nando
Deno
4Ally
son Wo
elfel
5Rae
Gilcre
ase
6Bre
nt Cell
7Alla
n Alto
8Kar
ina Hin
zman
9Jes
sie Sti
ff
10Co
dy Yor
ke
11Tan
isha W
etherb
y
Sr No
NAME
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
1Hu
gh Gre
nz
2Edw
ina Wa
ybrigh
t
3Fer
nando
Deno
4Ally
son Wo
elfel
5Rae
Gilcre
ase
6Bre
nt Cell
7Alla
n Alto
8Kar
ina Hin
zman
9Jes
sie Sti
ff
10Co
dy Yor
ke
11Tan
isha W
etherb
y
W O R K
H I S
T O R Y
A C T I
O N O
R I E N
T E D
TECH
NICAL
/ PERS
ONAL
REQU
IREME
NTS
T E C H
N I C A
L E D
U C A T
I O N
C O M M
U N I C
A T I O
N S
K I L L
S
C O N F
L I C T
M A N
A G E M
E N T
CORE
COMP
ETEN
CY RE
QUIRE
MENT
SD E
A L I N
G W
I T H
A M B
I G U I
T YB U
S I N E
S S A
C U M E
N
71
Sr No
NAME
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
1Hug
h Gren
z
2Edw
ina Wa
ybrigh
t
3Fer
nando
Deno
4Ally
son Wo
elfel
5Rae
Gilcre
ase
6Bre
nt Cell
7Alla
n Alto
8Kar
ina Hin
zman
9Jes
sie Stif
f
10Cod
y York
e
11Tan
isha W
etherb
y
Sr No
NAME
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
1Hug
h Gren
z
2Edw
ina Wa
ybrigh
t
3Fer
nando
Deno
4Ally
son Wo
elfel
5Rae
Gilcre
ase
6Bre
nt Cell
7Alla
n Alto
8Kar
ina Hin
zman
9Jes
sie Stif
f
10Cod
y York
e
11Tan
isha W
etherb
y
I N T E
G R I T
Y / T R
U S T
O R G A
N I Z A
T I O N
A L A
G I L I
T YP E
E R R
E L A T
I O N S
H I P S
P E R S
O N A L
L E A
R N I N
GP L
A N N I
N G
C R E A
T I V I
T Y
F U N C
T I O N
A L /
T E C H
N I C A
L S K
I L L S
C U S T
O M E R
F O C
U SCO
RE CO
MPETE
NCY RE
QUIRE
MENTS
CORE
COMP
ETENCY
REQU
IREME
NTS
72
TEAM B
Sr No
NAME
Does No
t Meet
Require
ments
Meets
Require
ments
Exceed
s
Require
ments
Does No
t Meet
Require
ments
Meets
Require
ments
Exceed
s
Require
ments
WEAK
AVERAGE
GOOD
PROFICIE
NTEXPE
RT
1Jac
queline
Slavin
2Nat
han Joh
nson
3Cur
tis Mathi
son
4Sco
tt Waltm
an
5Hen
ry Epley
6Mar
vin Bar
tholome
w
7Chr
istophe
r Sena
8Nich
olas Rem
ington
Sr No
NAME
WEAK
AVERAGE
GOOD
PROFICIE
NTEXPE
RTWEA
KAVER
AGEGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAGE
GOOD
PROFICIE
NTEXPE
RTWEA
KAVER
AGEGOO
DPRO
FICIENT
EXPERT
1Jac
queline
Slavin
2Nat
han Joh
nson
3Cur
tis Mathi
son
4Sco
tt Waltm
an
5Hen
ry Epley
6Mar
vin Bar
tholome
w
7Chr
istophe
r Sena
8Nich
olas Rem
ington
B U S I
N E S S
A C U
M E N
C O N F
L I C T
M A N
A G E M
E N T
CORE C
OMPET
ENCY R
EQUIRE
MENTS
A C T I
O N O
R I E N
T E D
D E A L
I N G
W I T H
A M B
I G U I T
Y
W O R K
H I S
T O R Y
TEC
HNICAL
/ PERSO
NAL RE
QUIREM
ENTS
T E C H
N I C A
L E D
U C A T
I O N
C O M M
U N I C
A T I O N
S K I
L L S
73
Sr No
NAME
WEAK
AVERAGE
GOOD
PROFICIE
NTEXPE
RTWEA
KAVER
AGEGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAGE
GOOD
PROFICIE
NTEXPE
RTWEA
KAVER
AGEGOO
DPRO
FICIENT
EXPERT
1Jac
queline
Slavin
2Nath
an John
son
3Cur
tis Mathi
son
4Sco
tt Waltm
an
5Hen
ry Epley
6Mar
vin Bar
tholome
w
7Chr
istophe
r Sena
8Nich
olas Rem
ington
Sr No
NAME
WEAK
AVERAGE
GOOD
PROFICIE
NTEXPE
RTWEA
KAVER
AGEGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAGE
GOOD
PROFICIE
NTEXPE
RTWEA
KAVER
AGEGOO
DPRO
FICIENT
EXPERT
1Jac
queline
Slavin
2Nath
an John
son
3Cur
tis Mathi
son
4Sco
tt Waltm
an
5Hen
ry Epley
6Mar
vin Bar
tholome
w
7Chr
istophe
r Sena
8Nich
olas Rem
ington
O R G A
N I Z A
T I O N A
L A G
I L I T Y
P E E R
R E L
A T I O
N S H I
P SP E
R S O N
A L L
E A R N
I N G
P L A N
N I N G
I N T E G
R I T Y
/ T R U
S TC R
E A T I V
I T Y
F U N C
T I O N A
L / T E
C H N I
C A L
S K I L L
SC U
S T O M
E R F
O C U S
CORE C
OMPET
ENCY RE
QUIREM
ENTS
CORE C
OMPET
ENCY RE
QUIREM
ENTS
74
TEAM C
Sr No
NAME
Does Not
Meet
Requirem
ents
Meets
Requirem
ents
Exceeds
Requirem
ents
Does Not
Meet
Requirem
ents
Meets
Requirem
ents
Exceeds
Requirem
ents
WEAKAVER
AGEGOOD
PROFICIEN
TEXPER
T
1Cand
ice Leiste
r
2Step
hen Chris
ty
3Willie
Bayless
4Anto
nio Melson
5Viole
t Martin
6Earl
Strange
Sr No
NAME
WEAKAVER
AGEGOOD
PROFICIEN
TEXPER
TWEAK
AVERAGE
GOODPROF
ICIENT
EXPERT
WEAKAVER
AGEGOOD
PROFICIEN
TEXPER
TWEAK
AVERAGE
GOODPROF
ICIENT
EXPERT
1Cand
ice Leiste
r
2Step
hen Chris
ty
3Willie
Bayless
4Anto
nio Melson
5Viole
t Martin
6Earl
Strange
TECHNIC
AL / PER
SONAL R
EQUIREM
ENTST
E C H N I
C A L E
D U C A T
I O NW O
R K H I S
T O R Y
C O M M U
N I C A T
I O N S K
I L L S
CORE CO
MPETEN
CY REQU
IREMENT
SA C T
I O N O R
I E N T E
DD E A
L I N G W
I T H A M
B I G U I T
YB U S
I N E S S
A C U M
E NC O N
F L I C T
M A N A
G E M E N
T
75
Sr No
NAME
WEAKAVER
AGEGOOD
PROFICIEN
TEXPER
TWEAK
AVERAGE
GOODPROF
ICIENT
EXPERT
WEAKAVER
AGEGOOD
PROFICIEN
TEXPER
TWEAK
AVERAGE
GOODPROF
ICIENT
EXPERT
1Cand
ice Leiste
r
2Step
hen Chris
ty
3Willie
Bayless
4Anto
nio Melson
5Viole
t Martin
6Earl
Strange
Sr No
NAME
WEAKAVER
AGEGOOD
PROFICIEN
TEXPER
TWEAK
AVERAGE
GOODPROF
ICIENT
EXPERT
WEAKAVER
AGEGOOD
PROFICIEN
TEXPER
TWEAK
AVERAGE
GOODPROF
ICIENT
EXPERT
1Cand
ice Leiste
r
2Step
hen Chris
ty
3Willie
Bayless
4Anto
nio Melson
5Viole
t Martin
6Earl
Strange
CORE CO
MPETEN
CY REQU
IREMENT
SO R G
A N I Z A
T I O N A
L A G I L
I T YP E E
R R E L
A T I O N
S H I P S
P E R S O
N A L L
E A R N I N
GP L A
N N I N G
I N T E G
R I T Y /
T R U S T
C R E A T
I V I T Y
F U N C T
I O N A L
/ T E C H
N I C A L
S K I L L
SC U S
T O M E R
F O C U
SCOR
E COMPE
TENCY R
EQUIREM
ENTS
76
TEAM D
Sr NoNAME
Does Not Meet Requ
irements
Meets
Requireme
nts
Exceeds
Requireme
nts
Does Not Meet Requ
irements
Meets
Requireme
nts
Exceeds
Requireme
nts
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
1 Ralph
Mackinnon
2Steve
n Engel
3Forte
nberry
4Eunic
e Pitre
Sr NoNAME
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
1 Ralph
Mackinnon
2Steve
n Engel
3Forte
nberry
4Eunic
e Pitre
CORE COM
PETENCY R
EQUIREMEN
TSA C T
I O N O R
I E N T E D
D E A L I N
G W I T H
A M B I G
U I T Y
B U S I N E
S S A C U
M E N
TECHNICAL
/ PERSONA
L REQUIREM
ENTST E C
H N I C A L
E D U C A
T I O N
C O M M U N
I C A T I O N
S K I L L
S
C O N F L I
C T M A N
A G E M E N
T
W O R K H
I S T O R Y
77
Sr NoNAME
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
1 Ralp
h Mackinno
n
2Steve
n Engel
3Forte
nberry
4Eunic
e Pitre
Sr NoNAME
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
1 Ralp
h Mackinno
n
2Steve
n Engel
3Forte
nberry
4Eunic
e Pitre
O R G A N I
Z A T I O N
A L A G
I L I T Y
P E E R R
E L A T I O
N S H I P S
P E R S O N
A L L E A
R N I N G
P L A N N I
N G
I N T E G R I
T Y / T R U
S TC R E
A T I V I T Y
F U N
C T I O N A
L / T E C H
N I C A L
S K I L L S
C U S T O M
E R F O C
U SCORE
COMPETE
NCY REQUIR
EMENTS
CORE COM
PETENCY R
EQUIREMEN
TS
78
TEAM E
Sr No
NAME
Does
Not M
eet
Requ
ireme
nts
Meets
Requ
ireme
nts
Excee
ds
Requ
ireme
nts
Does
Not M
eet
Requ
ireme
nts
Meets
Requ
ireme
nts
Excee
ds
Requ
ireme
nts
WEAK
AVERAG
EGO
ODPRO
FICIENT
EXPERT
1Jes
sica F
eeley
2Sta
nley E
ngelh
ardt
3Eliz
abeth M
obley
4Na
tasha
Paren
teau
5Ke
ith Big
ham
6Nic
holas
Kling
7Ma
rk Mcgi
nley
8Jua
n Marc
otte
9Ric
hard B
aier
10Cin
dy Yan
ez
11Sh
eryl G
rimm
12Se
an Sp
inks
Sr No
NAME
WEAK
AVERAG
EGO
ODPRO
FICIENT
EXPERT
WEAK
AVERAG
EGO
ODPRO
FICIENT
EXPERT
WEAK
AVERAG
EGO
ODPRO
FICIENT
EXPERT
WEAK
AVERAG
EGO
ODPRO
FICIENT
EXPERT
1Jes
sica F
eeley
2Sta
nley E
ngelh
ardt
3Eliz
abeth M
obley
4Na
tasha
Paren
teau
5Ke
ith Big
ham
6Nic
holas
Kling
7Ma
rk Mcgi
nley
8Jua
n Marc
otte
9Ric
hard B
aier
10Cin
dy Yan
ez
11Sh
eryl G
rimm
12Se
an Sp
inks
W O R
K H
I S T O
R Y
C O M
M U N
I C A T
I O N
S K
I L L S
CORE
COMP
ETEN
CY RE
QUIRE
MENT
SA C
T I O
N O
R I E
N T E D
D E A L
I N G
W I T
H A
M B I
G U I
T YB U
S I N
E S S
A C U
M E N
C O N
F L I C
T M
A N A G
E M E N
T
TECH
NICAL
/ PER
SONA
L REQ
UIREM
ENTS
T E C
H N I C
A L E
D U C
A T I O
N
79
Sr No
NAME
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
1Jes
sica F
eeley
2Sta
nley E
ngelha
rdt
3Eliz
abeth M
obley
4Nat
asha P
arente
au
5Kei
th Bigh
am
6Nic
holas
Kling
7Ma
rk Mcgi
nley
8Jua
n Marc
otte
9Ric
hard B
aier
10Cin
dy Yan
ez
11She
ryl Gri
mm
12Sea
n Spin
ks
Sr No
NAME
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
1Jes
sica F
eeley
2Sta
nley E
ngelha
rdt
3Eliz
abeth M
obley
4Nat
asha P
arente
au
5Kei
th Bigh
am
6Nic
holas
Kling
7Ma
rk Mcgi
nley
8Jua
n Marc
otte
9Ric
hard B
aier
10Cin
dy Yan
ez
11She
ryl Gri
mm
12Sea
n Spin
ks
F U N C
T I O N
A L /
T E C H
N I C A
L S
K I L L
SI N
T E G R
I T Y
/ T R U
S T
O R G A
N I Z A
T I O N
A L A
G I L I
T YP E
E R R
E L A T
I O N S
H I P S
P E R S
O N A L
L E A
R N I N
GP L
A N N I
N G
CORE
COMP
ETEN
CY RE
QUIRE
MENT
S
CORE
COMP
ETEN
CY RE
QUIRE
MENT
S
C R E A
T I V I
T Y
C U S T
O M E R
F O C
U S
80
TEAM F
Sr NoNAME
Does Not M
eet
Requireme
nts
Meets
Requireme
nts
Exceeds
Requireme
nts
Does Not M
eet
Requireme
nts
Meets
Requireme
nts
Exceeds
Requireme
ntsWEAK
AVERAGE
GOODPROFI
CIENTEXPER
T
1Vince
nt Burd
2Katie
Sanborn
3Allen
Fair
4Eilee
n Hammock
5Jose
Steffens
Sr NoNAME
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
1Vince
nt Burd
2Katie
Sanborn
3Allen
Fair
4Eilee
n Hammock
5Jose
Steffens
C O N F L I
C T M A
N A G E M
E N TCORE
COMPETE
NCY REQU
IREMENTS
A C T I O N
O R I E N
T E DD E A
L I N G W
I T H A M
B I G U I T
YB U S
I N E S S
A C U M E
N
W O R K H
I S T O R
Y C O M
M U N I C
A T I O N
S K I L L
STECH
NICAL / PE
RSONAL R
EQUIREM
ENTST E C
H N I C A L
E D U C A
T I O N
81
Sr NoNAME
WEAKAVERA
GEGOOD
PROFICIENT
EXPERTWEAK
AVERAGE
GOODPROFIC
IENTEXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERTWEAK
AVERAGE
GOODPROFIC
IENTEXPERT
1Vincen
t Burd
2Katie S
anborn
3Allen Fa
ir
4Eileen H
ammock
5Jose S
teffens
Sr NoNAME
WEAKAVERA
GEGOOD
PROFICIENT
EXPERTWEAK
AVERAGE
GOODPROFIC
IENTEXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERTWEAK
AVERAGE
GOODPROFIC
IENTEXPERT
1Vincen
t Burd
2Katie S
anborn
3Allen Fa
ir
4Eileen H
ammock
5Jose S
teffens
F U N C T I
O N A L / T
E C H N I C
A L S K I L
L SI N T E
G R I T Y /
T R U S T
O R G A N I
Z A T I O N A
L A G I L
I T YP E E
R R E L A
T I O N S H I
P SP E R
S O N A L
L E A R N I
N GP L A
N N I N G
CORE COM
PETENCY R
EQUIREMEN
TS
CORE COM
PETENCY R
EQUIREMEN
TS
C R E A T I V
I T Y C U S
T O M E R
F O C U S
82
TEAM G
Sr No
NAME
Does
Not M
eet
Requ
ireme
nts
Meets
Requ
ireme
nts
Excee
ds
Requ
ireme
nts
Does
Not M
eet
Requ
ireme
nts
Meets
Requ
ireme
nts
Excee
ds
Requ
ireme
ntsWE
AKAVE
RAGE
GOOD
PROFICI
ENTEXP
ERT
1Ke
nneth
Zucke
r
2Alb
ert Re
ed
3Ch
ristine
Baref
oot
4Ma
tthew
Chalm
ers
5Ho
ward
Wimer
6Bry
an On
tiveros
7Jes
se Do
rr
8Ho
lly Fo
ntes
9Yo
landa
Cole
10Ro
ger Em
mons
11 Ca
ntrell
12Bo
bby R
utter
13Ha
rold D
igiovan
ni
Sr No
NAME
WEAK
AVERAG
EGO
ODPRO
FICIENT
EXPERT
WEAK
AVERAG
EGO
ODPRO
FICIENT
EXPERT
WEAK
AVERAG
EGO
ODPRO
FICIENT
EXPERT
WEAK
AVERAG
EGO
ODPRO
FICIENT
EXPERT
1Ke
nneth
Zucke
r
2Alb
ert Re
ed
3Ch
ristine
Baref
oot
4Ma
tthew
Chalm
ers
5Ho
ward
Wimer
6Bry
an On
tiveros
7Jes
se Do
rr
8Ho
lly Fo
ntes
9Yo
landa
Cole
10Ro
ger Em
mons
11 Ca
ntrell
12Bo
bby R
utter
13Ha
rold D
igiovan
ni
B U S I
N E S
S A
C U M
E NC O
N F L
I C T
M A N
A G E M
E N T
CORE
COMP
ETEN
CY RE
QUIRE
MENT
SA C
T I O
N O
R I E
N T E D
D E A L
I N G
W I T
H A
M B I
G U I
T Y
W O R
K H
I S T O
R Y
TECH
NICAL
/ PER
SONA
L REQ
UIREM
ENTS
T E C
H N I C
A L E
D U C
A T I O
NC O
M M U
N I C
A T I O
N S
K I L
L S
83
Sr No
NAME
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
1Ke
nneth
Zucke
r
2Alb
ert Re
ed
3Ch
ristine
Baref
oot
4Ma
tthew
Chalm
ers
5Ho
ward
Wimer
6Bry
an On
tiveros
7Jes
se Do
rr
8Ho
lly Fo
ntes
9Yo
landa
Cole
10Ro
ger Em
mons
11 Ca
ntrell
12Bo
bby R
utter
13Ha
rold D
igiovan
ni
Sr No
NAME
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
WEAK
AVERAG
EGOO
DPRO
FICIENT
EXPERT
1Ke
nneth
Zucke
r
2Alb
ert Re
ed
3Ch
ristine
Baref
oot
4Ma
tthew
Chalm
ers
5Ho
ward
Wimer
6Bry
an On
tiveros
7Jes
se Do
rr
8Ho
lly Fo
ntes
9Yo
landa
Cole
10Ro
ger Em
mons
11 Ca
ntrell
12Bo
bby R
utter
13Ha
rold D
igiovan
ni
CORE
COMP
ETEN
CY RE
QUIRE
MENT
S
C R E A
T I V I
T Y
C U S T
O M E
R F
O C U
SF U
N C T
I O N
A L /
T E C
H N I C
A L S
K I L
L SI N
T E G
R I T Y
/ T R
U S T
O R G
A N I Z
A T I O
N A L
A G
I L I T
YP E
E R R
E L A T
I O N
S H I P
SP E
R S O
N A L
L E
A R N
I N G
P L A N
N I N
G
CORE
COMP
ETEN
CY RE
QUIRE
MENT
S
84
TEAM H
Sr No
NAME
Does Not
Meet
Requirem
ents
Meets
Requirem
ents
Exceeds
Requirem
ents
Does Not
Meet
Requirem
ents
Meets
Requirem
ents
Exceeds
Requirem
entsWEAK
AVERAGE
GOODPROF
ICIENT
EXPERT
1Haro
ld Gregoi
re
2Celia
Whetston
e
3 Marv
in Estabro
ok
4Rona
ld Fong
5April
Mcafee
Sr No
NAME
WEAKAVER
AGEGOOD
PROFICIEN
TEXPER
TWEAK
AVERAGE
GOODPROF
ICIENT
EXPERT
WEAKAVER
AGEGOOD
PROFICIEN
TEXPER
TWEAK
AVERAGE
GOODPROF
ICIENT
EXPERT
1Haro
ld Gregoi
re
2Celia
Whetston
e
3 Marv
in Estabro
ok
4Rona
ld Fong
5April
Mcafee
B U S I N E
S S A C
U M E N
C O N F L I
C T M A
N A G E M
E N T
CORE CO
MPETEN
CY REQU
IREMENT
SA C T
I O N O R
I E N T E
DD E A
L I N G W
I T H A M
B I G U I T
Y
W O R K
H I S T O
R Y TEC
HNICAL /
PERSON
AL REQU
IREMENT
ST E C
H N I C A
L E D U
C A T I O N
C O M M U
N I C A T
I O N S K
I L L S
85
Sr NoNAME
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
1Harol
d Gregoire
2Celia
Whetstone
3 Marv
in Estabroo
k
4Rona
ld Fong
5April
Mcafee
Sr NoNAME
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
WEAKAVERA
GEGOOD
PROFICIENT
EXPERT
1Harol
d Gregoire
2Celia
Whetstone
3 Marv
in Estabroo
k
4Rona
ld Fong
5April
Mcafee
C U S T O M
E R F O C
U SF U N
C T I O N A
L / T E C H
N I C A L
S K I L L S
I N T E G R I
T Y / T R U
S T
O R G A N I
Z A T I O N
A L A G
I L I T Y
P E E R R
E L A T I O
N S H I P S
P E R S O N
A L L E A
R N I N G
P L A N N I
N G
CORE COM
PETENCY R
EQUIREMEN
TS
CORE COM
PETENCY R
EQUIREMEN
TS
C R E A T I
V I T Y