CHAPTER I

INTRODUCTION
1.1.1. INTRODUCTION TO THE STUDY

Ongoing and unrelenting economic, social and technological changes have

spurred the need for flexible, skilled workers who can help their organizations
succeed and sustain a competitive advantage. To be relevant within organizations
and indispensable to clients and customers alike, workplace learning and
performance professionals must continually reassess their Skill, update their skills
and have the courage to make necessary changes.

Businesses and managing business has and will always be complex. There is
no denying the need to perform through a combination of utilizing predictive or
forecasting tools, techniques and methods, yet without trivializing the need to
sustain and drive a motivated high performing workface. The company’s needed to
sustain in a competitive environment gave rise to the need to understand and learn
to establish the context of Skill Matrixes.

This report gives an overview of the Skill Matrixs.The report presents the
meaning and history of Skill Matrixes approach in the first section. In the
following sections the components and types of Skill Matrixes have been covered.
Further the report discusses the meaning of Skill Matrixes and also defines the
Skill Matrixs.The role of skill Matrixes in an organization as a vital tool for
recruitment, selection and retention and the areas of application are discussed in
the trailing section. In this section the producers followed by the respective
organization with a sample of 60 employees, questionnaires survey analysis have
been discussed and the stage of implementation of skill matrixes. It has been
analyzed and presented for the organizations.
CONCEPT AND DEFINITIONS

Definition

There are various definitions given for the term skill matrix. Skill matrix defined
as: then
  A combination of knowledge, skills, attitude and personality of an individual
as applied to a role are job in the context of the present and future
environment that accounts for sustained success with in the frame work of
organizational values.

 Sometimes competencies are also defined as “cluster of successful

behaviors”.

 Skill matrix include the collection of success factors necessary for achieving
important result in a specific job or work role in a particular organization.
Success factors are combinations of knowledge, skills and attributes (more
historically called “KSA’s”) that are described in terms of specific behaviors
and are demonstrated by superior performers in though jobs are work rules.
Attributes include personal characteristics, traits, motives, values or ways of
thinking that impact an individual’s behavior.
MEANING OF SKILL MATRIXS:

Skills matrix’s is process of identifying key competencies throughout the

various processes (i.e., job evaluation, training, recruitment) of the organization.
Skill matrix is the process of identification of the competencies required to perform
successfully a given job or role or a set of tasks at a given point of time. It
generally examines two areas: emotional intelligence or emotional quotient (EQ)
and strengths of the individual in areas like terms structure, leadership and decision
making.

It consist a breaking given role or job in to its constituent tasks or activities

and identifying the competencies (technical, managerial, behavioral, conceptual
knowledge and attitudes, skills, etc.,) needed to perform the same successfully.
SKILL MATRIX AND COMPETENCE:

o Skill Matrixes: A person- related concept that refers to the

dimension of behavior lying behind competent performer.
o Skill matrixes: - A work – related concept that refers to areas of
work which the person is competent.
o Skill matrixes: often referred as the combination of the above two.
HISTORY OF SKILL MATRIXS:

A team of educationist lead by Benjamin Bloom in the USA in mid

fifties lied the foundation for identifying educational objectives and thereby
defining the knowledge, attitudes and skills needed to be developed in education.
David McClelland the famous Harvard Psychologist has pioneered the skill matrix
movement across the world. His classic books on “Talent and Society”,
“Achievement Motive”, “The Achieving Society”, “Motivating Economics
Achievement” and “Power the Inner experience” brought out several new
dimensions of the competencies. These Skill Matrix exposed by McClelland dealt
with the affective domain in Bloom’s terminology.

the turning point of the skill matrix movement is the article published in
American Psychologist in 1973 by McClelland, wherein he presented that
traditional achievement and intelligence scores may not be able to predict job
success and what is required is to profile the exact competencies required to
perform to given job effectively and measure them using a variety of tests.

Later McBer a consulting firm founded by David McClelland and his

associate Berlew have specialized in Skill Matrix’s of entrepreneurs and managers
across the world. They even developed a new and yet simple methodology called
the Behavior Event Interviewing (BWI) to map the competencies.
COMPONENTS OF SKILL MATRIX

Skill Matrix has five major components which are as follows:

 Motives

 Traits

 self-concept

 knowledge

 skill

1. Motives: The things a person consistently thinks about or wants that cause
action. Motives “drive, direct, and select” behavior toward certain actions or goals
and away from others.
E.g. Achievement-motivated people consistently set challenging goals for
themselves and use feedback to do better.

2. Traits: Physical characteristics and consistent response to situation or

information.

E.g. Reaction time and good eyesight are physical traits combat pilots.

3. Self-concept: A person’s attitude, values, or self-image.

E.g. Self-confidence, a person’s belief that he can be effective in any situation is a

part of that person’s concept of self.

4. Knowledge: It refers to the information a person possesses about specific areas,

knowledge comprises many factors like memory, numerical ability, linguistic
ability, and is, therefore, a complex competency. It can be either:

 Scientific Knowledge

 Technical Knowledge

 Job Knowledge

E.g. A surgeon’s knowledge of nerves and muscles in the human body.

5. Skill: The ability to perform a certain physical or mental task. it represents

intelligent application of knowledge, experience, and tools. This is the procedural
“Know how” Knowledge (what can one do), either convert (e.g., deductive or
inductive reasoning) or observable e.g. “active listening” skill in an interview.
They are demonstrated abilities or proficiencies, which are developed and learned
from past work life experience.

E.g. A dentist’s physical skill to fill a tooth without damaging the nerve.

The type or level of a skill matrix has practical implications for human
resource planning. Knowledge and skills tend to be visible and relatively surface,
characteristics of people. But attitude, trait and motive competencies are more
hidden “deeper” and central to personality. Surface knowledge and skills are
relatively easy to develop. But core motive and trait competencies are more
difficult to access and develop
  Traits & Motives

 Attitude
 Self Concept
 Value
 Skill
 Knowledge
 Surface Skill Matrix Most easily developed
 Core Skill Matrix Most difficult to developed

Steps Involved in Skill Matrix

The steps involved in skill matrix include the following:

1). Conduct a job analysis by asking incumbents to complete a position

information questionnaire (PIQ). This can be provided for incumbents to complete,
or you can conduct one-on-one interviews using the PIQ as a guide. The primary
goal is to gather from incumbents what they feel are the key behaviors necessary to
perfrom their respective jobs.

2). Using the results of the job analysis, you are ready to develop a skill
matrixbased job description. A sample of a skill matrixbased job description
generated from the PIQ may be analyzed. This can be developed after carefully
analyzing the input from the represented group of incumbents and converting in to
standard competencies.

3). With a skill matrixbased job description, you are on your way to begin mapping
the competencies throughout your human resources processes. The competencies
of the respective job description become your factors for assessment on the
performance evaluation. Using competencies will help guide you to perform more
objectives evaluations based on displayed or not displayed behaviors.

4). Taking the skill matrix one step further, you can use the results of your
evaluation to identify in what competencies individuals need additional
development or training. This will help you focus your training needs on the goals
of the position and company and help your employees develop toward the ultimate
success of the organization.
Benefits of Skill Matrix

Skill matrix have strategic value as performance improvement vehicles. Benefits

include…

 They make explicit the cluster of knowledge, skills, and personal attributes
that lead to high performance in specific jobs and roles, This information can
be transmitted to employees.
 They embody the core values of a business, aiding in the communication of
these values throughout the organization and helping to shape a business
culture and identity worldwide.
 Skill matrixmodels are behavior-based performance standards against which
people and units can be measured. They provide a behavioral vision for the
kinds of performance necessary to successfully implement worldwide
business strategies.

Need for Skill Matrix

Organizations are using competencies in virtually every human resource

domain.

STAFFING ASSESSMENT PERFORMANCEDEVELOPMENT

TRAINING AND DEVELOPMENT CAREER MANAGEMENT

Competencies are used as the “Key Criteria” for implementing each application.
Therefore, competencies can be used as a tool to produce results in each of the
above areas. All the integrated Human Resource Practices can be based on
competencies.

Skill matrix Based Human Resource Process

1. Skill matrix Based Selection

Skill matrixbased selection can be a way to gain competitive advantage. The

market for human talent is imperfect. A firm that knows how to assess
competencies can effectively hire the best at a reasonable price, for example hire
under priced but highly industrial MBA’s from lesser known social work school.
There is a need for skill matrixbased selection because:

 The person employed performs poorly in a critical hob for he lacks the
competencies required for the role.
 There is high turnover due to high failure rate among new hires.
 The organization need to indentity new hires with the potential to become
future managers or leaders.
 A gap between the competencies needed and what the organization can hire
for indicates the training new hires will need.
 A lengthy training period may transpire before new hires become
productive. New hires with the competencies to do a job become fully
productive faster.

2. Skill matrix Based Performance Management

Performance has two dimensions

 Achieving business result
 Developing individual competencies

These days’ managers and employees see performance appraisal as a bureaucratic

“paperwork” exercises that they do not take seriously because it has little impact
on employee development. Performance appraisals do not address the employees
questions about skill development or career advancement.

Skill matrix based performance management would

 Focus”HOW” of performance and not on “WHAT” of performance i.e. not
on results but how the results are achieved.
 Link to development of the individual and not just rewards.

3. Skill matrix based Training and Development

If the training programs can be aligned to the development needs emerging out of
appraisal system and to the market led training needs, they can contribute better to
both individual and business objectives.

 Firstly, there is a need to determine the competencies for a particular

position.
 Secondly, identify the competencies of the person holding that position.
  By mapping the competencies, gaps can be identified in terms of the
competencies for that role and the competencies of the person doing that role
to diagnose the training and development needs.
 Identify the most appropriate training and development methodology for
each trainable competency.

Accordingly, the person can be trained on those competencies only. Skill matrix
based training programs clearly tell what should be the sill matrix level of the
person entering the program. This would drastically reduce the training cost of the
organization. It is also helpful in career planning. Employees can match their
proficiency in competencies with the competencies requirements of various jobs.
Based on the match employees can apply for a job or consider other job
opportunities.
4. Skill matrix based Compensation

Skill matrix based compensation is compensation for individual characteristics, for

skills and competencies over and above the pay a job or organizational role
commands.

Various elements are considered for arriving at compensation increase.

Enhancement in competencies has to be one of them.

There is a need for skill matrix based compensation system

 To attract more competent than average employees.

 To reward for results and competencies developed.
 To motivate employees to maintain and enhance their skills and
competencies regularly.
 By rewarding employees to develop relevant competencies, the organization
can benefit by improving its own capability to face the future.

BENEFITS OF IMPLEMENTING A SKILL MATRIX-BASED APPROACH

FOR COMPANY
 Establish expectations for performance excellence.
 Improved job satisfaction and better employee retention.
 Increase the effectiveness of training and professional development
programs by linking them to success criteria
  Provide a common understanding for scope and requirements of a specific
role.
 Provide common, organization wide standards for career levels that enable
employees to move across boundaries.

For Managers

 Identify performance criteria to improve the accuracy and ease of the

selection process.
 Provide more objective performance standards.
 Easier communication for performance expectations.
 Provide a clear foundation for dialogue to occur between the managers and
employees and performance, development and career-oriented issues.

For Employees

 Identify the behavioral standards of performance excellence.

 Provide a more specific and objective assessment of their strengths and the
tools required to enhance their skills.
 More clear on career related issues.

Various Models

 Job Competence Assessment Method- This is developed using interviews

and observations of outstanding and average performers to determine the
competencies that differentiate between them in critical incidents (Dubois
1993).

 Modified Job Competence Assessment Method- This also identifies such

behavioral differences, but to reduce costs, interviewees provide a written
account of critical incidents (ibid.).

 Generic Model Overlay Method- Organizations use a tentative list of

competencies that are identified internally to aid in their selection of a
generic model and then validate it with the input of outstanding and average
performers (ibid.).
  Flexible Job Skill Matrix Model Method- This seeks to identify the
competencies that will be required to perform effectively under different
conditions in the future (ibid.).

 System Method- This demands reflecting on not only what exemplary

performers do now, or what they do overall, but also behaviors that may be
important in the future (Linkage, Inc, 1997.).

 Accelerated Skill matrix Systems Method- This places the focus on the
competencies that specifically support the production of output, such as an
organization’s products, services or information (ibid.).

 As we see, there are several approaches with solid underpinnings from

which to choose. The process used to develop a model must be
straightforward and easy to implement, The final product must have
immediate practical application, commitment and buy-in for those who will
be expected to implement or change their behavior based on it, The
development process should include a step to ensure that the behaviors
described in the model correlated with effectiveness on the job.

The Lancaster Model of Managerial Skill

The Lancaster Model of Managerial competencies is a universal management

skill matrix framework, developed by Burgoyne and Stuart (1976) and first
published in Personnel Review, used with permission of authors.

The 11 qualities separated into three groups, as shown in fig. represents three
different levels. The first level forms the foundation level, and comprises of two
kinds of basic knowledge and information a manager may need to use in decision-
making and action taking.
 Analytical, problem solving, decision/judgmental making skills
 Command of basic facts
 Continuing sensitivity to events
 Relevant professional knowledge
 Social skills and abilities
 Emotional resilience
  Proactivity or inclination to respond purposefully to events
 Creativity
 Mental agility
 Balanced learning habits and skills
 Self knowledge
 Basic knowledge and information
 Skills and attributes
 ‘Meta-qualities’
 The successful manager

Level One

Skill 1: Command of Basic Facts

This skill matrix states that a successful manager should understand the business
and have a sound knowledge of basic facts surrounding the business such a short –
and long-term goals, product knowledge, and the roles and relationships between
various departments.

Skill 2: Relevant Professional Knowledge

This includes knowledge of a specification such as legislation, management

techniques, sources of finance or knowledge of basic background management
principles including planning, organizing and controlling.

The second category comprises specific skills and attributes that directly affect
behavior and performance.

Level Two

Skill 1: Continuing Sensitivity to Events

This means the manager is aware of what is going on and is perceptive and
open to information: hard information such as figures and facts and soft
information such as feelings of other people. As a result, a successful manager is
able to respond in a suitable manner to situations as they arise.
Skill 2: Analytical, Problem-Solving and Decision Making Skills

A manager must make any decisions-sometimes these can be made using

logical, optimizing techniques. At other times, it means using the ability to weight
the pros and cons in what is a very uncertain or ambiguous situation, calling for a
high level of judgment or even intuition. Consequently, the manager must develop
judgment-making skills.

Skill 3: Social Skills and Abilities

Burgoyne and Stuart (1976) describe interpersonal skills as ‘one of the key
features of the manager’s job.’ A successful manager need to develop a range of
skills such as communicating, delegating, negotiating, resolving conflict,
persuading, using and responding to authority and power, all of which are essential
to interpersonal activities.

Skill 4: Emotional Resilience

This is the ability to deal with the emotional stress and strain that arises a
consequence of working in situations of authority, leadership, power targets and
deadlines. Burgoyne and Stuart (1976) talk about being resilient in coping with this
stress. They explain: ‘Resilient means, that when feeling stressed, we don’t get
thick skinned and insensitive but manage to cope by maintaining self-control and
by “giving” to some extent.’

Skill 5: Pro activity or Inclination to Respond Purposefully to events

At times managers must respond to the needs of the instant situation, but whilst
making such as response, the successful manager considers the long-term aims and
goals and the impact of the immediate decision. This competence also includes
abilities such as dedication and commitment, having a sense of mission and taking
responsibility.

The third category consists of qualities that allow a manager to develop and
deploy the skills and resources outlined in the second category. The authors have
called this third category ‘mete-qualities’ because ‘they allow the manger to
develop the situation-specific skills needed in particular circumstances’ (Burgoyne
and Stuart 1976).
Level Three

Skill 1: Creativity

This is the ability to come up with unique ideas or solutions, and to have the
insight to take up useful ides-either your own ideas or ideas from another source.

Skill 2: Mental Ability

This skill is concerned with being able to grasp problems quickly, to think
about several things at once, to understand the whole situation quickly and to
‘think on one’s feet.’ ‘Given the hectic nature of managerial work these are
particularly necessary qualities for success,’ explain Burgoyne and Stuart (1976).

Skill 3: Balanced Learning Habits and Skills

Successful managers according to Burgoyne et el. Exhibit independence as

learners rather than depending on an authority figure capable of abstract thinking.
Such managers have the ability to use a range of learning processes including use
of inputs like teaching, discovery from one’s personal experiences and reflection,
and process of analyzing and reorganizing pre-existing experiences.

Skill 4: Self-knowledge

The final skill concerns the extent to which managers are aware of their own
beliefs, goals, values, feelings, behavior and the part they play in influencing their
actions. ‘The successful manager therefore needs skills of introspection,’ explain
Burgoyne and Stuart (1976).

PURPOSE OF SKILL MATRIX

“Effectiveness of an organization is the summation of the required skills in the

organization.”

 Role Clarity.
 Selection, Potential Identification, Growth Plans.
 Succession Planning.
 Restructuring.