A Dissertation Report

on
HRD Competencies
in
Public and Private sector Units
of
Uttar Pradesh
Submitted in the partial fulfillment of

Masters Degree
in
Human Resource Development

Session 2008-2009
Submitted by Under the expert Guidance of

Name of the Stdents Name of the supervisor

IV semester Department of HRD

Department of HRD
VBS Purvanchal University
Jaunpur

1
 Declaration

I do hereby declare that , this dissertation report titled as, “ A Dissertation

Report on HRD Competencies in Public & Private Sector Units of Uttar

Pradesh", has been submitted in the partial fulfillment of the Masters in

Human Resource Development, VBS Purvanchal University, Jaunpur (U.P.),

is an original piece of work. It has neither been published nor submitted

anywhere before. Any resemblance to this report shall be mere a coincidence.

Name of the student

IV-semester

2
 To Whom It May Concern

This is to certify that Mr./Ms___________________, student of Masters in

Human Resource Development, IV semester has done his dissertation under

my supervision on the topic 'HRD Competencies in Public and Private Sector

Units of Uttar Pradesh'. To the best of my knowledge his research is original

piece of work.

I wish him good luck for his future endeavors.

Name of the supervisor

Lecturer HRD

3
 ACKNOWLEDGEMENT

This Research work shall not complete unless I do not extend my gratitude
to those who directly or indirectly has been a source of inspiration in the
completion of this work.

At the outset I acknowledge my deep sense of gratitude to my research guide

Dr. Ajay Wagh, Lecturer-HRD, for his valuable guidance, suggestions and
constant encouragement in shaping this report.

I also express my gratitude to Dr. Sangeeta Sahu, for her kind

encouragement to take up the research at various public & private sector
units of Uttar Pradesh.

I also acknowledge the moral help and support of my teachers of the

department, Dr. Avinash D. Pathardikar , Mr. Anurag Singh, Ms Puja Pandey,
and Ms. Preeti Gupta for their continuous help in developing this research
work.

Last but not least, this project would be incomplete without extending my
special thanks to all those who helped me in data collection and
presentation of this report.

Name of the Student

IV Semester

4
 PREFACE

Dissertation Assignment is an integral part of 2 yr. Curriculum. This is

essential to know about tine practical aspects of actual Business environment.
In conducting the research study in the industries, students get exposure and
have knowledge of real life situation in the work field and gains experience
from them. This task is also help full in the enhancement of the analytical and
the conceptual ability of the students.

HRD competencies, A Dissertation Report in various Public and Private sector

organizations, Uttar Pradesh, is the first step in identifying the level of
competencies in HR professionals.

In today's competitive world, with opening up of the economy, various

challenges to the industries have become more severe, as it has to compete
with global champions. The HR Professionals make-up the strategies to cope-
up with these challenges. This is up to their HRD professional knowledge.
HRD professional skills, personal attitudes and values. In the present study
the researcher has presented the correlation between the HRD competencies
variables, in public and private sector units and the differences amongst the
age, sex, designation and educational context of the HR professionals.

The study was undertaken with specific objectives and to test the hypotheses in
the samples of the HR professionals in the various public and private
sector companies of the Uttar Pradesh. The objective of the report is to
provide clear-cut and understandable Information of HRD competencies in
public and private sector companies of Uttar Pradesh. This study is hoped to
bring out meaningful answers to all the above points and also act as, a
pre-cursor to further studies. Any constructive comments for improving the
contents will be warmly appreciated.

5
 CONTENTS

Certificate

Declaration

Acknowledgements

Preface

Page No.

CHAPTER I INTRODUCTION 1-14

CHAPTER II CONCEPTUAL FRAMEWORK 15-30

CHAPTER III DATA ANALYSIS AND INTERPRETATION 31-37

CHAPTER IV SUMMARY AND CONCLUSION 38-41

CHAPTER V SUGGESTIONS 42-43

Bibliography i-iii

Annexure 1-3

6
 CHAPTER I
1.1 INTRODUCTION
21st century is an era of Competency! It is important for

organizations to have and develop competent people.

Competencies are required to execute or conduct the current

business effectively and efficiently and meet with business goals

for maximizing profits, cost reduction, increased market share,

quality of products, market image, creating new markets,

customer satisfaction and delight, appropriate use of current

resources including technology, people, organizational capabilities,

etc. Competencies are also needed to contribute to the future and

business goals of the company. This may flow from the business

strategies and the long-term plans for diversification, new

product development, new technologies, new markets, new

processes, new culture, etc. Competencies that align individual

goals with organizational goals will be the key to success in to

day’s competitive environment. Competencies are sets of

behavioral criteria indicating the basis for continuous superior

performance. Competencies focus on "how and not what" was the

performance. We tend to get so focused on numbers that we lose

7
sight of the bigger picture. Do not penalize a person who does not

bring immediate results to the table. He should demonstrate the

right set of competencies required to be successful in that role.

It will do wonders to employee morale in your organization and

enable retention.

Competencies are measured through assessment of behavior

that must be demonstrated consistently over time. Competencies

are critical to success in any form of business. Focus on

competencies acts as a developmental tool for employees. It

helps employees understand organizational needs and develop

individual skills to meet the competency gap. Competency is also a

great tool for retention. It is a great source of motivation as high

performers tend to get rewarded over time.

An effective human resource management is about: recruitment

& selection; task assignment; learning & development;

performance management; compensation & benefits, career

development. A healthy human resource management system

is the first step to organizational transformation. For this

developing the competencies to get an effective system in

place is not just another initiative, but the foundation on which

8
all people initiatives can be built to drive business imperatives

and strategies that lead to business change.

Though competency is an inherent characteristic that

predisposes an individual, this is not to say that organizations

do not matter. What makes an individual better than his or her

peers is partially determined by the corporate culture.

Competencies are more enduring than "jobs" and it is important

to remember that a competency is inherent to a person and not

resident in the work that a person does. A person may have

competencies. It is up to the company/employer to figure out

how best to use those talents within the context of the corporate

culture and organizational requirements.

In the present study, the researcher has tried to identify and

analyze the every aspect of the HRD competencies in the

various Public and Private organizations of Uttar Pradesh, and

prepared an analytical report on the basis of primary and

secondary data collected from all HRD Professionals of all levels.

And finally has put down his conclusion regarding the study

made on this topic.

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1.2 IMPORTANCE OF THE STUDY

The HR personnel are the principal actors in the field of HRD.

They are expected to spend most of their time studying the HR

needs of the company, designing the HR strategies, aligning

and realigning HRD system to suit the strategies, implementing

HR practices, etc. In this their knowledge level, skills and

attitude play a critical role. In the present business scenario the

HRD managers facing many competitive business challenges

in the areas of conceptual knowledge, capabilities, value

proposition, HR governance, technologies and career paths. To

cope-up with such challenges they have develop the strategies

and also implement them. This is up-to their competency level

that how much they are competent. The HRD departments

should be high competency-based, business driven rather than

merely HRD system driven. Higher the level of competence in

HRD, greater is the efficiency of the system. If an HR

manager having high level of competence this definitely leads

to high success of the organization.

Ulrich (1997) observes: 'The tools for creating competitive

organizations come from redefining and upgrading Human

10
Resources'. HR policies and Practices should create

organizations that are able to execute strategy, operate

efficiently, engage employees and manage change, all of

which are the element of the competitive organization. The HR

professional of the future will be dramatically different from the

past. Becoming business partners, HR professional will think

more about results then programs. They will focus on and

guaranteed deliverables from deployment of HR practices that

create value for their organization, developing organizational

architectures and using them to translate strategy into action.

They will perform organizational diagnosis by applying their

organizational architecture to set organizational priorities. HR

professional reengineer HR work through the use of

technologies, process reengineering teams and quality

improvements. They will be catalyst, facilitators and designers of

both cultural change and capacity for change, establishing a

vision for the HR function that excites clients and engages HR

professionals.

Keeping the above views in the mind, the researcher has

made an attempt to conduct a study on HRD competencies in

11
 various Public and Private sector organizations in Uttar

Pradesh.

1.3 OBJECTIVES OF THE STUDY

To the accomplishment of any research work this certainly

must that the research work should run through appropriate

objectives. Objectives are the base of any research work.

And it provides a direction to carrying out the research very

effectively and efficiently. Keeping the above views in the mind

the researcher posed some objectives to achieve through the

study, which are, as following:

 To identify various HRD competencies in public

and private sector organization of Uttar Pradesh.

 To find out the significant difference in HRD

competencies between Public and private sector

organizations of Uttar Pradesh.

 To find out the intra con-elation between various

variables of competencies in public and private sector

companies of Uttar Pradesh.

 To identify the significant difference in competencies

12
 amongst the different age group, designation and the

experience of the HR professionals.

1.4 METHODOLOGY

For accomplishing any research work this is necessary that

there should be a suitable methodology. In order to conduct a

systematic inquiry one has to adopt certain methods and

techniques. Such methods indicate for the researcher the way

of carrying out of his research work. The study designed to

conduct an inquiry on HRD Competency in the various Public

and Private Sector units of Uttar Pradesh. In this study the

following procedure have been adopted:

1.4.1 POPULATION

The Population for the present study is all the HR

Professional of the various Public and Private Sector Units of

Uttar Pradesh, consisting Executives of Senior, Middle and

Junior levels including male and female of different age group.

1.4.2 SAMPLE AND SAMPLING METHOD

For conducting this study, 62 samples has been taken out from

the various Public and Private Sector Units of Uttar Pradesh,

13
 Namely-: Public Sectors units are covered; NTPC- Tanda.

NTPC- Sonbhdra. BHEL-Varanasi, BHEL- Jagdishpur. IFFCO-

Phulpur. In the private sector organization; TELCO- Lucknow.

HINDALCO. Renukoot, Reliance. Lucknow.

31 respondents were taken out into consideration from Public

sector units and '31 Respondents were taken out into

consideration from Private sector units. The Researcher

has used the Convenient Sampling Method.

1.4.3 DATA COLLECTION

The questionnaire is distributed to the respondents personally

by the researcher, to all the HR professionals of different

organizations. In the questionnaire it was emphasized that all

the information and the end result would be utilized only for

research purpose and they were requested to answer all the

statements honestly and truthfully, further they were asked

not to leave any questions or statements unanswered.

1.4.3.1 PRIMARY DATA

For collecting primary data the researcher has used a

structured Standardized Questionnaire (see annexiire-1) to

14
 carry out his research, which is made by Prof. T.V. Rao and

this questionnaire is published in the book, entitled "HRD-

Missionary" and entitled as-'HRD- Competencies Checklist.'

1.4.3.1.1 QUESTIONNAIRE

The questionnaire has been divided into two pans. The

First Part of the questionnaire related with the demographic

information of the HR professionals and the Second Part of

the questionnaire consist of seventy items covering three

broad dimensions. The three dimensions are HRD

professional knowledge covering 30 items (statement Ito 30),

HRD professional skills covering 20 items (statement 3

Ito50) and Personal Attitude and Values covering 20 items

(statement 51to70) total number of items are seventy. This

questionnaire may be used to assess the extent to which the

HRD professional has the competencies needed to perform his

role effectively. Responses were asked on Likert's five-point

scale.

15
1.4.4 SECONDARY DATA

For the purpose of secondary data collection several books,

journals and magazines have been referred for collecting

valuable information regarding the HRD competencies and

use of the Internet is also considerable for taking the

information towards the topic of the dissertation form the web

sites like, www.google.com, www.yahoo.com.

1.5 HAYPOTHESES

The following hypotheses will be tested -

1. HRD professional knowledge will be increased with

the executives reaching higher grades.

2. HRD professional skills will be increased With the

executives reaching higher grades

3. Personal attitude and values will be increased with the

executives reaching higher grades.

4. HRD professional knowledge will be increased with

executives getting more experience.

5. HRD professional skills will be increased with

executives getting more experience.

16
6. Personal attitude and values will be increased with

executives getting more experience.

7. HRD professional knowledge will be increased with

executives reaching higher age.

8. HRD professional skills will be increased With executives

reaching higher age.

9. Personal attitude and values will be increased With

executives reaching higher age.

10. Higher competencies will be result in significant

difference between the executives of public and private

sector.

11. There is no significant difference between public and

private sector employees on HRD professional

knowledge.

12. There is no significant difference between public and

private sector employees on HRD professional skills.

13. There is no significant difference between public and

private sector employees on Personal attitude and

values.

17
1.6 STATISTICAL TREATMENT OF THE DATA

Answer to questionnaire were compiled manually and later

transferred on a computer disc. The data collected were

analyzed through Statistical Package for Social Sciences

(SPSS). The main tools applied to the data analysis are -:

• Mean calculation

• Percentage analysis

• Correlation

• T- test

• F-Test (Analysis of the Variance)

The data has been interpreted in the form of Tables. At the

end of the analysis the conclusion and the suggestions have

been made and presented in the last part of the report.

1.7 SCOPE OF THE STUDY

Lots of studies on HRD competencies have been carried out

within and out side India. In India, most of the studies are

limited to empirical study nature and not easily available. By

examining the available studies, it is noticed that competency

18
 level differ individual-to-individual. A more coherent,

comprehensive and conceptualized study on HRD

competencies is needed.

In the present study the researcher wanted to consider

various aspects to have a more objective study on HRD

competencies particularly in the public and private sector

companies of Uttar Pradesh.

The study was hoped to bring out the factors that have

maximum influence on HRD competencies which is

advantageous for the organization and the study was also

hoped to identify those negative factors, which should be

controlled to get maximum competencies level of the HR

professionals.

1.8 LIMITATIONS

The study is limited on the HRD competencies of HR

professionals in the various Public as well as Private sector

companies in Uttar Pradesh. The results are therefore

indicative and may not be universal. Statistical analyses are

being conducted on self-reported statements. Though all the

19
 HR professionals were assured of confidentiality and were

requested to be frank and correct in their statements, scoring

and evaluation, chances of possible bias can not be ruled out

on account of the individuality of at least a number of HR

professionals.

In spite of these limitations, the researcher has tried his level

best to make the study more scientific and reliable.

1.9 PLAN OF THE STUDY

This Dissertation report on the HRD- competencies in the

Public and Private Sectors Units of Uttar Pradesh divided in to

five chapters.

Chapter-I Deals with Introduction, Importance of the study,

Scope of the study, Methodology and Limitations of

the study,

Chapter-II Deals with Conceptual framework of the HRD-

competencies.

Chapter-Ill Deals with Data Analysis and Interpretation.

Chapter-IV Deals with Summary, and Conclusion of the

Dissertation Report.

20
 Chapter-V Deals with the suggestions.

CHAPTER II

2.1 INTRODUCTION

Any underlying characteristic required performing a given task,

activity, or role successfully can be considered as

competency. Competency may take the following forms:

Knowledge. Attitude, Skill, Other characteristics of an

individual including: Motives, Values, Self-concept etc.

Competencies may be grouped in to various areas. In classic

article published a few decades ago in Harvard Business

Review Daniel Katz grouped them under three areas which

were later expanded in to the following four: Technical.

Managerial, Human and Conceptual. This is a convenience

classification and a given competency may fall into one or more

areas and may include more than one from. It is this

combination that are labeled and promoted by some firms as

competency dictionaries. A competency dictionary of a firm

gives detailed descriptions of the competency language used

by that firm. It contains detailed explanations of the

combinations of competencies (technical, managerial, human

21
 and conceptual knowledge, attitudes and skills) using their

own language. For example Teamwork or Team Management

competency can be defined in terms of organization specific

and level specific behaviors for a given origination. At top levels

it might mean in the case of one organization ability identify

utilize and synergies the contributions of a project team and at

another level it might mean ability to inspire and carry along the

top management team including diversity management. In

competency mapping all details of the behaviors (observable,

specific, measurable etc.) to be shown by the person

occupying that role arc specified.

2.2 EVOLUTION OF COMPETENCIES

A team of Educationists lead by Benjamin Bloom in the USA in

mid fifties laid the foundation for identifying educational

objectives and there by defining the knowledge, attitudes and

skills needed to be developed in education. The task force lead

by Bloom took several years to make an exhaustive classification

of the educational objectives that were grouped under the

cognitive domain. David McClelland the famous Harvard

Psychologist has pioneered the competency movement

22
across the world. His classic books on "Talent and Society",

"Achievement Motive", "The Achieving Society". "Motivating

Economic Achievement" and "Power the Inner Experience"

brought out several new dimensions of the competencies.

These competencies exposed by McClelland dealt with the

affective domain in Bloom's terminology. The turning point for

competency movement is the article published in American

Psychologist in 1973 by McClelland titled where in he

presented data that traditional achievement and intelligence

scores may not be able to predict job success and what is

required is to profile the exact competencies required to

perform a given job effectively and measure them using a

variety of tests. This article combined with the work done by

Douglas Bray and his associates at AT&T in the US where in

they presented evidence that competencies can be assessed

through assessment centers an on the job success can be

predicted to some extent by the same has laid foundation for

popularization of the competency movement. Later McBer a

Consulting Finn founded by David Me McClelland and his

associate Berlew have specialized in mapping the

23
competencies of entrepreneurs and managers across the

world. They even developed a new and yet simple methodology

called the Behavior Event Interviewing (BEI) to map the

competencies. With increased recognition of the limitations

performance appraisal in predicting future performance

potential appraisal got focused. And Assessment centers

became popular in seventies. The setting up an Assessment

center was in integral part of the HRD plan given to L&T by the

IIMA professors as early as in 1975. L&T did competency

mapping and could not start assessment centers until much

latter as it was not perceived as a priority area. Competency

mapping 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 consists of breaking a

given role or job into its constituent tasks or activities and

identifying the competencies (technical, managerial,

behavioral, conceptual knowledge, an attitudes, skills, etc.)

needed to perform the same successfully. Competency

assessment is the assessment of the extent to which a given

individual or a set of individuals possess these competencies

24
 required by a given role or set of roles or levels of roles.

Assessment centers use multiple methods and multiple

assessors to assess the competencies of a given individual

or a group of individuals. In order to enhance objectivity

they use trained assessors and multiple methods including

psychometric tests, simulation exercise, presentations, in-

basket exercises, interviews, role-plays, group discussions

etc. The methods to be used depend on the nature of

competencies.

2.3 QUALITIES AND COMPETENCY REQUIREMENT

OF HRD MANAGER

What is the profile of a good HRD manager? What training and

25
 educational qualification should he have? Should he come line

jobs or should he come from staff jobs? Should he be a finance

man or personnel man? How does one develop an HRD

manager? These are some of the questions answered here.

2.3.1 ESSENTIAL QUALITIES OF AN HRD MANAGER

To be successful- person of positive thinking with positive

attitudes of people an HRD manager needs to be positive

person or a person with positive thinking. A positive person is

one wlxa is, 3& ^HHi&V, mffctts other people, has faith in the

potential and capability of people to make things happen,

has an attitude to approach problems and issues \N\l\v an

open mind and hope of success, and believes that people

can develop at any stage of their life. HRD involves a lot of

work with people. Most often the HRD manager has to listen to

the problems and frustrations of others. He should therefore,

have abundant positive energy to absorb these without

losing his own faith and positivism and at the same time

inspire others.

2.3.1.1 A HIGH DESIRE TO LEARN

26
 He should be a person who is constantly looking for learning

opportunities and using them. He should not be a person who

thinks that he knows everything about HRD but a person who

is interested in discovering more and more about it.

2.3.1.2 INTEREST IN PEOPLE

He should be interested in meeting people within his own

organization and outside and should have an attitude to

treat every transaction as a learning opportunity.

Associated with this good listener,-

2.3.1.3 HELPING ATTITUDE

He should have the great desire to help others and to be of

service to others. He should have high "Extension Motivation"-a

desire to serve others and work for large goals. A willingness to

sacrifice personal goals for large group goals:

2.3.1.4 INITIATIVE TAKING OR PROACTIVE

He should be a proactive person always willing to take the

initiative, with a certain amount of risk-taking and creativity. As

HRD is a new function in many cases, without initiative not

much and be accomplishes.

27
2.3.1.5 PRACTICE AND PERSEVERANCE

As HRD manager are often required to design, introduce and

monitor systems, they need to have a high degree of patience

and perseverance to implement systems, patience should

come out of optimism, and hope perseverance out of a

commitment to a cause. Patience should be combine with

some restlessness to make things happen and should not lead

to passivity.

2.3.1.6 COMMUNICATION SKILLS

HRD managers are required to be in constant touch with line

manager and other staff. They have to inspire them by their

actions and influence them through constant communication.

Hence certain amounts of communication skills particularly

interpersonal and verbal communication skills are essential.

2.3.1.7 OBJECTIVITY IN APPROACH

HRD staff needs to be people with high degree of objectivity

and fewer biases about others. They should not be the

"judging'" type of people. They should be able to treat every

28
 employee with respect and self-confidence. Emerging from this

self-respect is respect for others their strengths, in spite of their

weaknesses. They should have a high degree of faith in the

capacity of human beings to change and develop. HRD staff

should be able to dispense with their biases soon enough

whenever they form impressions of others on the basis of

incidents.

2.3.1.8 PERSONAL EXAMPLE AND SENSE OF DISCIPLINE

HRD managers should be willing to set personal examples

for others, discipline in approach and be willing to sacrifice

personal goals for organizational or large group goals.

2.3.1.9 EVERY STAFF MEMBER OF THE HRD

DEPARTMENT SHOULD BE CONSIDERED AN HRD

MANAGER.

The HRD manager is a man on mission. Therefore, he should

have the qualities as a missionary. His mission is to create a

learning environment/development climate in the

organization. In modern organization employees tend to get

too concerned about their personal power needs, status,

29
rewards, promotions, subjectivity in appraisals,

routinisation of work, dependence on rules and regulations,

immediate goals, doing things without reflection and

learning, creating crisis situations and getting busy with

solving them, fire fighting operations, exercising authority,

controlling subordinates, changing the boss or top

management rather than changing themselves and so on.

Introspection or self-examination and an orientation to learn

from one's own experiences are lacking. All these factors

affect the quality of life in organization. While the

organizational growth, its future, personnel policies, etc.,

have a good degree of impact on employee satisfaction and

work motivation, the employees himself (his thoughts,

obsessions, biases, aspirations, emotional maturity, reflective

nature, etc.) mattes a lot in determining his satisfaction. A

healthy environment in the organization (characterized by

openness, trust, mutual support and helpfulness, collaborative

attitudes, interests, autonomy, positive attitude to each other,

etc.) combined with a development desire on the part of

individuals, can go a long way in building people and

30
 organization.

2.3.1.10 CLIMATE BUILDING

HRD manager is to build such a climate in the organization

and simultaneously bring such a climate in the organization

and simultaneously bring about a change in the thinking of

individuals. Thus he has to be a missionary. With his

commitment to his mission, he should be able to inspire

others. He should be a preacher and practitioner. He should

be able to lead by personal example so that his preaching to

others may have credibility.

2.4 FUNCTIONAL COMPETENCIES OF HRD ROFESSIONALS

He should be able to design systems like performance

planning and review, feedback and planning, potential

development, career planning and development, training,

internal networking that facilitates line managers to learn from

each and facilitating development, job rotation, human

process research systems, etc., to create a learning

environment. While he should have the knowledge and skills

required to develop such systems, he should have the

31
 perseverance required to implement such system and the

courage to scrap the systems when they don't contribute to

the development of the HRD spirit. This HRD spirit should

guide him much than HRD systems. He should never lose

sight of long-term goals. He should have sensitivity of human

processes in organizations. He should have some

understanding of human behavior (individual personality

and other dynamics, interpersonal and group dynamics, and

organizational behavior and political processes). He should

have respect for other function and should have the

capability to work hard and as a team member.

The following competencies are likely to be useful:

 Knowledge of appraisal systems and their

functioning in various organizations.

 Knowledge of potential appraisal, assessment centers, in-

basket exercise and such other potential development

mechanisms.

 Knowledge of various tests, questionnaires and other

measures of human and organizational processes.

32
  Ability to design and coordinate training programme for

manager, supervisors and workers.

 Professional knowledge of personnel management and

basic understanding of IR.

 Knowledge of organizational culture and

organizational diagnosis and development skills.

 Knowledge of career planning practices and skills to

develop systems.

 Knowledge and skills of counseling.

 Knowledge and skills in Behavioral Science Research.

 Knowledge of role analysis methods, team building

interventions, job rotation, etc.

 Knowledge of learning theories and personality

development.

2.5 MANAGERIAL COMPETENCIES OF HRD PROFESSIONALS

 Organizing ability- the ability to identify talent and organize

work, monitoring and feedback of information.

 System design and development skills.

33
  Implementation skills.

 Change agentry skills.

 Leadership abilities.

2.6 WHO IDENTIFIES COMPETENCIES?

Competencies can be identified by one of more of the

following category of people: Experts, HR Specialists, Job

analysts, Psychologists, Industrial Engineers etc. in

consultation with: Line Managers. Current & Past Role

holders, Supervising Seniors, Reporting and Reviewing

Officers. Internal Customers, Subordinates of the role

holders and other role set members of the role (those who

have expectations from the role holder and who interact with h

him/her)

2.7 AUDITING THE HRD COMPETENCIES

HRD competencies can be audited using several methods.

The more important ones are given below.

2.7.1 KNOWLEDGE TESTING

The HRD profession in India has come of age. There is a

body of knowledge available in India for the HRD profession.

34
 There are full time masters programs and various other short-

term courses. A good HR manager is expected to have a

basic minimum knowledge in HRD. The knowledge forms

an essential component of HRD competencies. With out

this knowledge base the HRD manager is not likely to

perceive the roles needed and may not be able to perform

them well. TVRLS, an HRD company, has developed a

series of tests for assessing the knowledge base of HRD

professionals.

2.7.2 ATTITUDES AND VALUES

Some basic attitudes and values are needed for effective

performance of HRD roles. These include a faith and self-

confidence in one's own ability to influence and make things

happen-also known as the internal locus of control.

2.7.3 SELF-ASSESSMENT AND 360- DEGREE APPRAISAL

HRD managers can assess themselves. Self-assessment

can indicate the competence areas and competence gaps.

This can be supplemented further by a 360- degree

assessment. This may include the peers, bosses, direct

35
 report other internal and external customers.

2.7.4 SKILL ASSESSMENT THROUGH ASSESSMENT CENTERS

An assessment centre can best evaluate the HRD skills of

the staff. However, such assessment center cannot be

organized as a part of the HRD audit as they required special

attention and focus, which makes them expensive and time

consuming. How ever, if the organization has a large number

of HR employees and is interested in building their

competencies, it is use full to conduct an assessment center

for them to test their skill base. Such an assessment center

may use a variety of methods including simulation exercise

such as an in- basket,

CHAPTER III

3.1 INTRODUCTION
Collection of data gives information and application of this
information collected to the situation gives the knowledge and
better understanding. To understand the HRD Competencies,
this chapter thoroughly analyses the independent and
dependent variables with the influence they have on each
other. For critical analysis of the data statistical tool like
mean, standard deviation (SD), t- test. F-test, and correlation

36
 were used. Computer software Statistical Package for Social
Sciences (SPSS) was used to calculate and compute the data.
For data collection variables were divided in two categories,
independent variables and dependent variables. Independent
variables are age, designation and service experience.
Dependent variables include HRD professional knowledge,
HRD professional skills and Personal Attitude and Values.
Total numbers of items are seventy. The analysis and
outcomes is discussed below in this chapter.
3.2 MEAN, SD, RANGE OF SCORES OF DEPENDENT
VARIABLES
From the table 3.1 above we find that the mean value of Public
sector and Private sector show disagreement on HRD professional
knowledge of executives carrying the mean value of 91.161 and
73.935 for public and private sector respectively in the range of
score 00 to 120. The other variable show about HRD professional
skills in both the sectors. Mean value of HRD professional skills in
public sector is 61.709 while in private sector it is 50.258 in the
range of score 00 to 80. The other variable tells about the
Personal attitude and values in both public and private sector.
The mean value of Personal attitude and values in public sector is
64.354 while in the private sector it is 55.032 in the range of score
00 to 80.

Table 3.1: Sector wise distribution of Mean, SD, Range of

Scores of Dependent Variables.

Dependent Public Privat

variables Mean SD Range Mean SD Range
of of
scores score
s

37
HRD professional
knowledge 91.161 19.033 00-120 73.935 16.225 00-120

HRD
61.709 12.633 00-80 50.258 11.375 00-80
professional skills
Personal Attitude
64.354 11.379 00-80 55.032 10.606 00-80
and Values

The total no. of mean value of HRD professional knowledge of

executives in both public and private sectors is 82.548. And the
total no. of mean value of HRD professional skills in both public
and private sectors is 55.983. And the total no. of mean value of
the Personal attitude and values in both public and private sector is
59.693.

3.3 T-TEST (BETWEEN PUBLIC AND PRIVATE SECTOR)

TABLE: 3.2

Dependent variables t- value

HRD professional 3.835**
HRD professional skills 3.751**
Personal Attitude and 3.337**
** p<0.01

Above table shows the t-values between Public and Private

Sectors for each variable, t-value 3.835 (at 0.01 level of
significance) about the HRD professional knowledge between
the groups shows that there is significant difference in the
opinion on this variable. Further it also can be concluded from
the mean value 91.161and 73.935 of public and private
sector respectively that in the public sector this competency
is more than the public. t- value 3.751 (at 0.01 level of
significance) about the HRD professional skills between the

38
 two groups shows that there is significance difference in the
opinion in this variable. Further it also can be concluded from
the mean value 61.709 and
50.258 of public and private sector respectively that public
sector executives are more competent then private on this
variable.
t- value 3.337 (at 0.01 level of significance) about personal
attitude and value variable between the two group shows that
there is also significant difference between them. Further it also
can be concluded from the mean value 64.354 and 55.032 of
public and private sector respectively that again public sector
executive have more positive attitude and values than private
executives.

3.4 ANALYSIS OF VARIANCE (F-TEST)

3.4.1 F-TEST BETWEEN DEPENDENT VARIABLES AMONGST

SENIOR, MIDDLE AND JUNIOR LEVEL MANAGERS
Table below shows no significance value between the three
levels of respondents for different variables. This highlights that
only for variable HRD professional skills the F-value 3.953 (at
0.05 level of significance) gives an idea that this
competency is varying among these three levels of hierarchy.

TABLE: 3.3

Dependent variables F- value

HRD professional knowledge 2.863
HRD professional skills 3.953*
Personal Attitude and Values 1.761
* p<0.05

39
3.4.2 F-VALUES OF DEPENDENT VARIABLES AMONGST
DIFFERENT LEVEL OF EXPERIENCE

TABLE: 3.4

Dependent variables F- value

HRD professional knowledge 2.045
HRD professional skills 1.768
Personal Attitude and Values 1.268
It is clear from the above table that there is no significant
value on any variables on different level of experience,
which means there is no any impact on competency of
gaining experience among the executives.
3.4.3 F-VALUES OF DEPENDENT VARIABLES AMONGST
DIFFERENT AGE GROUP
TABLE: 3.5

Dependent variables F- value

HRD professional knowledge 2.045
HRD professional skills 1.768
Personal Attitude and Values 1.268
It is clear from the above table that there is no significant
value on any variables on different age group, which means
there is no any impact on competency of age among the
executives.

3.5 CORRELATION BETWEEN INDEPENDENT AND

DEPENDENT VARIABLES

TABLE: 3.6

40
 Personal
HRD HRD
Attitude
Variables Age Designation Experience Professional Profession
And
Knowledge al Skills
Values
Age 1 -0.554** 0.882** 0.274* 0.246* 0.140
Designation - 1 -0.415** -0.230** -0.287** -0.159
Experience - 1 0.131 0.092 0.022
HRD
Professional - - - 1 0.908** 0.838**
Knowledge
HRD
Professional - - - - 1 0.847**
Skills
Personal
- - - - - 1
Attitude
* p<0.05
** p<0.01
The given table 3.5.1 shows intra and inter dependent correlation
between the independent and dependent variables. The correlation
value 0.882 between age of respondents and service experience
is significant at 0.01 level. Further the relation is positive
indicating as age increases sendee experience also increases.
Similarly, the r - value of-0.554 at 0.01 between age and
designation. Means as age is increasing the designation is also
increasing.

Designation and experience also has negative significant

correlation with r-value -0.415 at 0.01 level of significance. Means
increasing the designation, increasing the experience, obviously.
From the above table it is also clear from r-value 0.274 at 0.05
level of significance. Means increasing the age brings more
HRD professional skills. On the other hand rest two psycho graphic
variables have no correlation with the age. Increasing the
designation leads to more HRD professional skill. This is clear

41
with the r-value -0.287 at 0.05 level of significance rest two
variables do not have any correlation with designation.

Calculating the intra-correlation between the psycho graphic

variable it is clear from the r-value 0.908 at 0.01 level of
significance between HRD Professional Knowledge and HRD
Professional Skills variable. Hence increasing HRD professional
knowledge means increasing HRD professional skills.

Similarly there is a positive correlation between the variable HRD

professional knowledge and personal attitude and values with the r-
value 0.838 (p<0.01). Means increasing HRD professional
knowledge leads to increase in personal attitude and values.
The variable Personal Attitude and Values and HRD Professional
Skills are also positively correlated with each other with r-value
0.847 (p<0.01). Thus increasing HRD professional skills may
lead to personal attitude and skill development or vice versa.

3.5 HYPOTHESES TESTING

No Hypotheses Result

H1 HRD professional knowledge will be increased Rejected

With the executives reaching higher grades.
H2 HRD professional skills will be increased With the Accepted
executives reaching higher grades.

42
H03 Personal attitude and values will be increased With the Rejected
executives reaching higher grades.
H03 HRD professional knowledge will be increased With Rejected
executives getting more experience
H05 HRD professional skills will be increased With executives Rejected
getting more experience
H06 Personal attitude and values will be increased With Rejected
executives getting more experience
H07 HRD professional knowledge will be increased With Rejected
executives reaching higher age.
H08 HRD professional skills will be increased With Rejected
executives reaching higher age.
H09 Personal attitude and values will be increased With Rejected
executives reaching higher age.
H10 Higher competencies will be result in Significant Accepted
difference between the executives of public and
H11 private
There issector.
no significant difference between public Rejected
and private sector executives on HRD professional
knowledge
H12 There is no significant difference between public Rejected
and private sector executives on HRD professional
skills. is no significant difference between public
H13 There Rejected
and private sector executives on Personal attitude and
values.

CHAPTER IV

4.1 SUMMARY AND CONCLUSION

The researcher has conducted a study on HRD

competencies in various Public and Private sectors of Uttar
Pradesh. The report on "HRD competencies", is submitted to
partial fulfillment of fourth semester in the department of
HRD. VBS. Purvanchal University, Jaunpur (U.P.)- The aim
of the study is to increase the analytical and conceptual
ability of students and also provide a chance to have a
practical exposure of the organizational activities. In this study
the researcher collected data and information on HRD

43
competencies in various Public and Private sectors of
Uttar Pradesh and further analyzed it the researcher
recommended some points in the form of suggestions for
increasing the HRD competencies. The methodology for the
project report included questionnaire method and further
information related with the topic was collected from several
journals, books, magazines and Internet. Population for the
research study was all the HR professionals from the senior,
middle and junior levels including male anc female and 62
respondent were taken out into consideration. For analyses of
data several statistical treatment has used like, t- test, F- test,
mean, correlation.

21st century is an era of Competency! It is important for

organizations to have and develop competent people.
Competencies are required to run the company effectively and
efficiently to meet with desired business goals." Any underlying
characteristic required performing a given task, activity, or
role successfully can be considered as competency'.
Competency may take the following forms: Knowledge,
Attitude. Skill, Other characteristics of an individual
including Motives, Values, Self-concept etc. The HR
personnel are the principal actors in the field of HRD. They
are expected to spend most of their time studying the HR
needs of the company, designing the HR strategies, aligning
and realigning HRD system to suit the strategies,
implementing HR practices, etc. In this their knowledge
level, skills and attitude play a critical role. In the present
business scenario the HRD managers facing many

44
competitive business challenges in the areas of conceptual
"knowledge, capabilities, va\ue proportion. \\^ ^XSN'^TKHtRt.
technologies and career paths. This is up to level of
competency of the HR professional that which type he copes
up \\ ith such challenges.

To understand the HRD Competencies, this chapter

thoroughly analyses the independent and dependent
variables. Independent variables were age, designation
and service experience. Dependent variables include
HRD professional knowledge, HRD professional skills and
Personal Attitude and Values. Mean value of Public sector
and Private sector show disagreement on HRD professional
knowledge of executives carrying the mean value of 91.161
and 73.935 for public and private sector respectively in the
range of score 00 to 120. It indicates this competency
found in the public sector executives adequately. And
compare to public sector executives. HRD professional
knowledge found at moderate level and needed further
development in private sectors. The other variable show
about HRD professional skills in both sectors. Mean value of
HRD professional skills in public sector is 61.709 while in
private sector it is 50.258 in the range of score 00 to 80.It
indicates that This competency needed further development in
the public and private sectors.. The other variable tells about
the Personal attitude and values in both public and private
sector. The mean value of Personal attitude and values in
public sector is 64.354 while in the private sector it is 55.032
in the range of score 00 to 80.It shows that this competency

45
needed more development in both sectors. The F-value 3.953
(at 0.05 level of significance) gives an idea that as the
designation levels of the executives will increases the HRD
professional skills of the executive will vary.

The correlation value 0.882 between age of respondents and

service experience is significant at 0.01 level. The relation is
positive indicating as age increases service experience
also increases. Similarly, the r - value of -0.554 at 0.01
between age and designation. Indicates that as age is
increasing the designation is also increasing. Designation
and experience also has negative significant correlation
with r-value -0.415 at 0.01 level of significance. It refers that
as designation is increasing the experience will also increased.
It is also clear from r-value 0.274 at 0.05 level of significance.
Means increasing the age brings more HRD professional skills.
By Calculating the intra-correlation between the psycho
graphic variable it is clear from the r-value 0.908 at 0.01 level
of significance, between HRD Professional Knowledge and
HRD Professional Skills variable. Hence increasing HRD
professional knowledge means increasing HRD
professional skills. Similarly there is a positive correlation
between the variable HRD professional knowledge and
personal attitude and values with the r-value 0.838 at 0.01
level of significance. Means increasing HRD professional
knowledge leads to increase in personal attitude and values.
The variable Personal Attitude and Values and HRD
Professional Skills are also positively correlated with each
other with r-value 0.847 at 0.01 level of significance. Thus

46
 increasing HRD professional skills may lead to personal
attitude and skill development.
CHAPTER V

5.1 SUGGESTIONS
After reaching to the conclusion given in the previous chapter
the researcher is recommending some points in the form of
suggestions which can be helpful to increase the HRD
competencies. The suggestions are:

 HRD professional knowledge should be given

through training and developmental activities to the
private sector executives, as it is clear from the
t- value 3.835 (at .01 level of significance) which means
in public and private sector executives have different
HRD professional knowledge. Further the mean value
91.16 land 73.935 of public and private sector
respectively depicts that private sector executives have
low competency in comparison to public sector
executives.

 HRD professional skill of the private sector

executives should be increase through training and
developmental activities, as it is dear from the t- value
3.751 (at .01 level of significance) which means in
private and public sector executives have different
HRD professional skills. Further the mean
value61.709 and 50.258 of public and private sector
respectively depicts that private sector executives
have low competency in comparison to public sector
executives.

47
 Personal attitude and values of the private sector
executives should be reinforced through more
training and developmental activities, as it is clear
from the t- value 3.337 (at .01 level of significance)
which means in private and public sector executives
differ Personal attitude and values. Further the
mean value 64.354 and 55.032 'of public and private
sector respectively depicts that private sector
executives have low competency in comparison to
public sector executives.

 There is the need to cover topic of competencies in

much wider perspective, here in this project report we
have covered executives from production-oriented
units of public and private sector enterprises.

 In order to understand the subject of HR

competencies one has to go for covering executive of
service sector, process based industries. Information
technologies, project consultancies, like wise other
sectors of importance shall also be given importance.

 With in industries it is suggested to prepare

competencies directories for individual departments, so
that each and every individual shall know his role
exactly and put could contribute towards organizations
by improving their individual competencies.

48
BIBLIOGRAPHY
• Armstrong Michael, ‘A Hand Book of Human Resource
Management', 9 th edition. 2004, kogan page publication. London.

• Chhabra T. N., ‘Human Resource Management' 2n edition, 2001,

Dhanpat Rai Publishing, New Delhi.

• Dessler Gary, 'Human Resource Management', 8th.edition, 2003.

Pearson education, New Delhi.

• Johree Raj an, Jain Mugtha, "Meta competencies: wake up the giant
and the genius", Human Capital,, vol. 6, no.6, November. 2002,
pg.no.28, New Delhi.
• McConkey Richard, ‘Who’s Perfect for HR", Human Capital, vol.
7, no. June 2003, pg.no.30, New Delhi.

• Michael. V P. 'Human Resource Management and Human

Relation'. 5 th edition. 1999, Himalaya publishing house, Mumbai,

• Parveen Nikhat, "Smart Enough for IT". Human Capital, vol. 5. no.
10. March 2002, pg.no.56, New Delhi.

• Parveen Nikhat, "Smart Enough for IT", Human Capital, vol.5,

no.11. April 2002, pg.no.46, New Delhi.

• Pattanayak, Biswajeet, 'Human Resource management', 2nd edition,

2003, prentice hall India, New Delhi.

• Rao T. V., 'HRD audit'. 1999. sage publication. New Delhi.

• Rao T. V. 'HRD Missionary', 1991. Oxford and IRH Publishing,

New Delhi.

• Rao T.V., "Mapping a clear path", Human Capital, vol. 6, no.10,

March, 2003, pg.no.38, New Delhi.
• Saiyadain. Mirza S., 'Human Resource Management', 7L1 edition,

49
 1996. Tata McGraw-Hill Publishing, New Delhi.

• Subba Rao, P., 'Human Resource Management & Industrial

Relation', 2 nd edition, 1999, Himalaya Publishing House, Mumbai.

• www.google.com

• www.yahoo.com

50
 Annexure
Respected, Sir/ Madam, .|
I am ___________________, student of MHRD IV Sem, Department of HRD, VBS
Purvanchal University, Jaunpur (UP). I am conducting a research towards the fulfillment
of Masters Degree in Human Resource Development. This study is purely for the
academic purpose and information given shall be kept confidential and be used in the
form of statistics only. Therefore you are requested to give your frank opinion / comment.

Part. I
Name (Optional)
Designation level: - Senior/Middle/Junior level
Department
Address of the organization (Please mention phone number)
Age:___________. Gender___________.
Qualification ____________
Working Experience in Years. ____________

Part-II

Please tick marks the appropriate response. If you;

Has this competence in abundance tick 4

Has this competence adequately, tick 3
Has this competence but can develop some more, tick 2
Needs to develop this competence substantially. tick 1
Does not have this competence, needs to start developing Tick 0

SN Questions Response
1 Knowledge of HRD philosophy, policies, practices and 0 1 2 3 4
systems.
2 Knowledge of performance appraisal systems and 0 1 2 3 4
practices.
3 Knowledge of potential appraisals in theory and 0 1 2 3 4
practices
4 r Knowledge of career planning and development 0 1 2 3 4
systems and practice.
5 Knowledge of organizational diagnosis interventions. 0 1 2 3 4
6 Knowledge of learning theories. 0 1 2 3 4
7 Knowledge of training methods and systems. 0 1 2 3 4
8 Knowledge of organizations, how they are structured 0 1 2 3 4
and how they function. 0 1 2 3 4
9 Knowledge of group dynamics and group functioning. 0 1 2 3 4
10 Knowledge of inter- linkages between organizational Goals, plans, policies, 0 1 2 3 4
strategies, structure, technology

51
 Systems, people management systems, styles etc.
11 Knowledge of power dynamics, networks in the organization. 0 1 2 3 4
12 Knowledge of organizational plan, manpower and competency requirements. 0 1 2 3 4
13 Knowledge of social science research methods 0 1 2 3 4
14 Knowledge of job analysis, job enrichment, job-Redesign and job-evaluation. 0 1 2 3 4
15 Knowledge of manpower planning methods 0 1 2 3 4
16 Knowledge of role analysis techniques 0 1 2 3 4
17 Knowledge employee relations practices 0 1 2 3 4
18 Knowledge of the role of rewards 0 1 2 3 4
19 Knowledge of behavior modification and Attitude change methods. 0 1 2 3 4
20 Knowledge of quality circles. 0 1 2 3 4
21 Knowledge of recent developments in management Systems. 0 1 2 3 4
22 Knowledge of personality theories and measurement. 0 1 2 3 4
23 Understanding of personal and managerial effectiveness. 0 1 2 3 4
24 Knowledge of interpersonal relations and factors affecting them. 0 1 2 3 4
25 Knowledge of what constitutes organizational health and Methods of surveying. 0 1 2 3 4
26 Knowledge of instruments and methods of measure human behavior. 0 1 2 3 4
27 Knowledge of personal growth and its methods. 0 1 2 3 4
28 Knowledge of turn-around strategies. 0 1 2 3 4
29 Knowledge of creativity and problem-solving techniques. 0 1 2 3 4
30 Knowledge of conflict management strategies and techniques. 0 1 2 3 4
31 Influencing (communication, persuasive, assertive, inspirational And such other 0 1 2 3 4
skills needed to influence) top management.
32 Influencing skills for influencing line managers. 0 1 2 3 4
33 Articulating HRD philosophy and values. 0 1 2 3 4
34 Designing skills for designing HRD systems. 0 1 2 3 4
35 Communication skills-written (ability to communicate views, Opinions, 0 1 2 3 4
observations, suggestions etc clearly to make an impact).
36 Communication skills- oral. 0 1 2 3 4
37 Skills to monitor the implementation of HRD systems (designing Questionnaires, 0 1 2 3 4
data gathering, feedback
and persuasion).
38 Interpersonal sensitivity. 0 1 2 3 4
39 Ability to give and receive feedback. 0 1 2 3 4
40 Counseling skills (listening, rapport building, probing and exploring). 0 1 2 3 4
41 Conflict management skills. 0 1 2 3 4
42 Ability to inspire others by arousing their values and super ordinate goals. 0 1 2 3 4
43 Interpersonal communication skills. 0 1 2 3 4
44 Leadership and initiative. 0 1 2 3 4
45 Creativity (ability to come up with new ideas and alternative). 0 1 2 3 4
46 Problem solving skills (ability to diagnose problems and come up with various 0 1 2 3 4
alternatives).
47 System designing skills (to design human resource information systems, 0 1 2 3 4
appraisal systems, manpower inventory etc).
48 Task analysis/Job analysis skills. 0 1 2 3 4
49 Organization diagnosis skills. 0 1 2 3 4
50 Process observation and process sensitivity skills. 0 1 2 3 4
51 Empathy and understanding. 0 1 2 3 4
52 Positive and helpful attitude to others. 0 1 2 3 4
53 Faith in people and their competencies. 0 1 2 3 4

52
54 Introspective attitude (a tendency to reflect about one's own self, strengths and 0 1 2 3 4
weaknesses).
55 Openness (open to other's suggestion and likes to be open in expressing his own 0 1 2 3 4
views).
56 Interpersonal trust. 0 1 2 3 4
57 Pro -activity. 0 1 2 3 4
58 Respect for others. 0 1 2 3 4
59 Self-confidence and faith in ones own competencies. 0 1 2 3 4
60 Sense of responsibility. 0 1 2 3 4
61 Sense of fairness (constant desire for objectivity and not being impressionistic). 0 1 2 3 4
62 Self discipline (a desire to set example). 0 1 2 3 4
63 Honesty (a desire to be sincere and honest). 0 1 2 3 4
64 Willingness to experiment. 0 1 2 3 4
65 Learning orientation- a tendency to treat every experience as a learning 0 1 2 3 4
opportunity.
66 Perseverance (not giving up easily in the event of difficulties). 0 1 2 3 4
67 Work motivation (a desire to be involved and work hard for the organization). 0 1 2 3 4
68 Super ordination (an attitude that he is working for 0 1 2 3 4
larger goals). l
69 Empowering attitude (a tendency to respect others and willingness to empower 0 1 2 3 4
them not being over concerned about his personal power base).
70 Stress tolerance (ability to cope with stress, frustration, hostility and suspicion). 0 1 2 3 4

Thanking You,

Regards,

53