This document outlines a competency mapping framework for human resource development executives. It details five levels of competencies from knowledge to proficiency across two domains: 1) Functional/technical competencies which include training/learning assessment, design, instructional design, and delivery and 2) Behavioral competencies including threshold and differentiating competencies. Each competency is defined at each level with increasing independence, analysis, and application of skills. The framework provides guidance on competencies required for HRD executives at different stages of their career.

1. COMPETENCY MAPPING FRAMEWORK
FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS
Types of Competencies:
1. FUNCTIONAL COMPETENCIES
2. BEHAVIOURAL COMPETENCIES
2.1. THRESHOLD COMPETENCIES
2.2. DIFFERENTIATING COMPETENCIES
LEVELS
COMPETENCIES 1 2 3 4 5
DOMAIN Knowledge Understanding Application Analysis Proficiency
1. FUNCTIONAL / TECHNICAL COMPETENCIES
1.1. TRAINING / LEARNING
1.1.1 Training need • Sources of training needs. • Formulation of a training needs • Identification of operational training needs:
Assessment • Individual training needs: identification form: o Individual performance gaps.
o Training needs form. o Individual o Group performance gaps.
o Performance appraisal. o Group. o Organizational performance gaps.
• Group training needs o Organization. • Identification of strategic training needs:
• Organizational training needs • Consolidation of training needs o Resolving organizational
• ISO 10015 from performance appraisals. problems.
• Segregation of training needs o Creating and sustaining a
into training programs. competitive advantage.
• Formulation of training plan. o Technology shifts.
o Paradigm shifts.
1.1.2 Training & Learning • Segregation and classification of: • Formulation of performance • Designing customized programs on
Design o Individual training needs. objectives for each training the basis of :
o Group training needs. program o Range of competency
o Organizational Training • Formulation of training programs requirements.
needs. on the basis of: o Level of competency
• Alignment of training needs to o Individual training needs. requirements.
performance objectives o Group training needs. • Formulation of programs on the
o Organizational training basis of performance and strategic
needs. needs of groups.
• Formulation of programs on the
basis of performance and strategic
needs of the organization.
• Program redesign on the basis of
assessment of effectiveness.
1.1.3 Instructional Design • Bloom's taxonomy and • Program designing in alignment • Designing of all learning aids in
competency development process. with the competency consonance with the competency
• Gagne’s 9 events development process and development process:
• Dale’s Cone performance objectives of each o Presentation.
• Competency mapping. training program. o Training material.
• Catalyzing each stage of the • Facilitating program content • Designing of exercises /content for
competency development process. design for catalyzing each stage catalyzing each stage of the
of the competency development competency development process.
process (Bloom level). • Innovating the components of the
learning system.
Legend: [J] is for Junior Level (experience <5 years), [M] is for Middle Level (experience 5‐15 years) & (S) is for Senior Level (experience >15years)
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2. COMPETENCY MAPPING FRAMEWORK
FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS
LEVELS
COMPETENCIES 1 2 3 4 5
DOMAIN Knowledge Understanding Application Analysis Proficiency
1.1.4 Training Delivery • Facilitation of training programs. • Pre and post training. • Internal marketing of training
• Training aids. • Elements of the training delivery programs.
• Training administration. system: • Identifying participants whose
o Briefing of trainers training needs are aligned to
o Application of Audio/Visual program objectives.
aids: • Influencing attendance of
- LCD projector participants whose performance
- White board. needs are aligned to program
- Flip chart. contents.
- Training material. • Database of trainers for all
- Laptops. domains.
• Internet Participant feedback of • Check list of all elements of the
training operations. training delivery system.
• Supervision of training • Check list of training administration
administration. points.
• Integration of innovations in training
delivery systems.
1.1.5 Training Evaluation • Kirkpatrick's training evaluation • Formulation of participant • Level 2 assessment: Formulation of
system feedback forms. pre and post test on the basis of
• Participant feedback form. • Formulation of pre and post test competencies.
• Pre and post test administration as per performance objectives. • Level 3 assessment: Assessment
and analysis. • Feedback to trainer. of behavioral change.
• Feedback to trainees. • Level 4 assessment: Impact of
program.
• RoI on training investment
• Broadcasting of training metrics to
decision makers.
1.1.6 e-Learning • e-Learning methodology. • Formulation of instruction design • Formulation of an e-Learning
• Components of e-Learning. for e-Learning and class room strategy.
• Utility of e-Learning. learning training programs • Deployment of a learning
• Parameters of a successful e- • Application of Learning management system.
Learning system. Management System (LMS). • Deployment of blended learning
• Methodology of integrating e- • Assessment and certification of programs. (e-Learning & classroom
Learning with class room learning participants doing programs on learning).
the LMS. • Training of e-trainers on Learning
• Deploying desktop based stand- Management System.
alone e-learning programs. • Continuous up-gradation of the
LMS.
Legend: [J] is for Junior Level (experience <5 years), [M] is for Middle Level (experience 5‐15 years) & (S) is for Senior Level (experience >15years)
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3. COMPETENCY MAPPING FRAMEWORK
FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS
LEVELS
COMPETENCIES 1 2 3 4 5
DOMAIN Knowledge Understanding Application Analysis Proficiency
1.1.7 HRD Metrics • Competency metrics. • Assimilation and utilization of • Utilization of training metrics for
• Training metrics. training metrics at influencing participation in training
• OD metrics. individual/group/organization programs.
• Talent metrics. levels. • Calculation of training metrics at
• Calculation of training metrics at Level 3 and Level 4(Kirkpatrick).
Level 1 and Level 2.(Kirkpatrick) • Competency metrics related to
• Calculation, assimilation and competency gaps at group and
application of OD metrics. organization level.
• Calculation of talent metrics at • Competency development metrics.
group level. • Change metrics related to OD
interventions.
• Calculation of talent metrics at the
organization level.
• Broadcasting of training/ OD/Talent
metrics to decision makers and
stakeholders.
1.2. ORGANIZATIONAL DEVELOPMENT
1.2.1 Competency Mapping • Distinction between competence • Sources for identifying • Formulation of competency maps
and competency. competencies. for persons, positions or
• Ingredients of competency. • Method for identifying the performance.
• Utility of competency mapping. expected level of competency for • Integration of competency maps
• Kinds of learning that results in a position. into all HR systems related to
competency formation. • Scales for assessing competency person, position or performance.
level. • Formulation of competency maps
• Utilization of competency maps for strategic organization needs:
for training and recruitment. o Resolution of organizational
• Formulation of competency maps problems.
for training programs. o Technology /Paradigm shifts.
• Synthesis of behavioral indicators
in competency maps.
1.2.2 Knowledge • Components and kinds of • Deployment of a knowledge • Collection and analysis of metrics
Management Knowledge Management System. management system. regarding the knowledge
• Parameters of a successful • Training of input providers and management system.
knowledge management system. users of the knowledge • Broadcasting of KMS metrics to
management system. stakeholders and decision makers.
• Parameters for monitoring the • Identification of knowledge needs
knowledge management system. of strategic positions/strategic
teams/operational teams and
designing the knowledge
management process, accordingly.
• Continuous up-gradation of the
technology and the capabilities of the
knowledge management system.
Legend: [J] is for Junior Level (experience <5 years), [M] is for Middle Level (experience 5‐15 years) & (S) is for Senior Level (experience >15years)
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4. COMPETENCY MAPPING FRAMEWORK
FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS
LEVELS
COMPETENCIES 1 2 3 4 5
DOMAIN Knowledge Understanding Application Analysis Proficiency
1.2.3 Organizational Survey • Employee satisfaction survey. • Design of survey objectives. • Broadcasting of survey inferences
• Employee engagement survey. • Design of data collection to stakeholders and decision
• Customer satisfaction survey. process. makers.
• Organizational climate survey. • Design of data collection • Facilitation of action planning on
• Organizational culture survey. instruments. the basis of survey inferences.
• Service effectiveness survey • Analysis and synthesis of data. • Facilitating the design of the
• Report preparation. execution and review system of the
• Presentation of survey action plan.
inferences. • Deployment of Web based surveys.
• Checking reliability and validity • Design of all the components of the
web based organizational survey.
1.2.4 Mentoring • Components of the Mentoring • Parameters for identifying • Collection and analysis of metrics
system. mentors. related to impact of mentoring.
• Parameters of a successful • Training of mentors. • Broadcasting of mentoring metrics
deployment of a mentoring • Training of mentees. to decision makers and
system. • Facilitation of the mentor-mentee stakeholders.
• Stage of maturity in mentoring relationship. • Review of mentoring and
system • Monitoring of the mentor-mentee reassigning of mentors/mentees if
action plan. required.
• Preparation of a manual for • Design and deployment of
mentors, mentees and recognition systems for
stakeholders. mentors/mentees.
1.2.5 Employer Branding • Processes that impact employer • Segregation of the target • Designing the target population
brand. population. experience while interacting with
• Unique Selling Proposition of the • Identification of personnel who the organization.
employer. are the face of the organization • Alternative media for
• Points of interaction between the during employer-target communicating with the target
employer and the target population interaction. population.
population. • Training of personnel who are • Designing of the message for the
• Communication systems for interacting with the target alternative via media for
communicating the USP/strengths population. communicating with the target
of the employer to the target • Presentation of organizational population.
population. strengths to the target • Assimilation, broadcast and review
population. of metrics related to brand strength.
Legend: [J] is for Junior Level (experience <5 years), [M] is for Middle Level (experience 5‐15 years) & (S) is for Senior Level (experience >15years)
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5. COMPETENCY MAPPING FRAMEWORK
FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS
LEVELS
COMPETENCIES 1 2 3 4 5
DOMAIN Knowledge Understanding Application Analysis Proficiency
1.3. CAREER DEVELOPMENT
1.3.1 Talent Management • Appreciative inquiry process. • Talent identification. • Design of strategy for converting
(Appreciative Inquiry) • Talent components. • Design of vision on the basis of talent into performance.
• Vision building on the basis of talent and opportunity. • Formulation of a talent inventory at
strengths. • Formulation of talent the organizational level.
development plans. • Calculation and communication of
• Formulation of a talent inventory talent related metrics to decision
at the departmental level. makers.
• Monitoring execution of talent
development plans.
1.3.2 Assessment and • Objectives for setting up an • Parameters of an effective • Design of assessment system for
Development Centre assessment centre / development assessment and development different employee segments.
centre. centre. • Facilitation of the formulation of
• Components of an assessment • Deployment of an assessment competency development plans.
and development centre. and development centre for a • Selection of tools for competency
• Metrics of an assessment and niche employee segment. assessment.
development centre. • Competency assessment • Selection and training of assessors.
• Stakeholders in an assessment process. • Collection, review and
and development centre. • Competency development communication of metrics to key
• Tools for assessment of process. stakeholders.
competency • Development and application of • Ascertaining validity and reliability
tools for competency assessment of assessment systems.
1.3.3 Coaching and • Coaching process. • Coaching skills. • Collation of coaching metrics.
Counseling • Parameters of an effective coach. • Identification of coaches. • Broadcasting of coaching metrics
• Parameters for selecting • Identification of coachees. to decision makers and
coachees. • Forming coach-coachee pairs. stakeholders.
• Elements of a coaching plan. • Facilitation of the formulation of • Reviewing the progress and
coaching plans by each coach. performance of coach-coachee
• Deployment of the counseling pairs and taking corrective action.
process. • Facilitation of learning sessions
among coaches.
• Facilitation of learning sessions
among coachees.
Legend: [J] is for Junior Level (experience <5 years), [M] is for Middle Level (experience 5‐15 years) & (S) is for Senior Level (experience >15years)
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6. COMPETENCY MAPPING FRAMEWORK
FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS
LEVELS
COMPETENCIES 1 2 3 4 5
DOMAIN
Knowledge Understanding Application Analysis Proficiency
2. BEHAVIORAL COMPETENCIES
2.1 THRESHOLD BEHAVIORAL COMPETENCIES
2.1.1 Coordination & • Makes self available • Prepares oneself& others • Tracks the work progress,
Planning • Follows systems and procedures • Coordinates with others senses problems, sustains
• Executes when directed/ when • Prioritizes and schedule (J) focus
• Foresightedness, Ready (M, S)
asked to do multiple task for self and others
• Does advance planning with the team
• Timely Delivery
2.1.2 Analytical Thinking • Aware of the organization • Understands the problem, • Analysis of trends/projections
• Aware of rules & policies need, analysis of pros & cons • Strategizes and translates into
• Collects Data and facts • Takes Decision (Present View) (J) (M) action (Future View) (S)
(Past view) • Separates facts from perception; • Able to assess the risk
• Brings in new ideas • Appreciates creativity and
encourages new ideas
2.1.3 Team Work • Generally works by himself • Involves others • Collaborates, leads, develops,
• Just listens to the ideas of others • Support ideas of others engages team members
(Team Worker) • Learns from others (J) • Engages team, motivates (Team Leader) (M, S)
• Shares information • Creates a feeling of
• Resolves conflicts belongingness in the team,
(Team Player) shares wins and successes
2.1.4 Presentation Skills • Just presents information as • Understands the issue, • Articulates outcomes
gathered without ownership presents with conviction, effectively
uses variety of methods to • Owns responsibility
support the views (J) (M, S)
• Translates organizations
• Builds reputation by vision into various initiatives
designing and delivery • Focuses on brand building
• Focuses on image building
2.1.5 Learning Orientation • Aware of news and views • Shares trends, stays abreast • Resilience, appreciates
• Learns from others learning from the past and
(J) • Sees into the merit of ideas of others (M) takes action, translates and (S)
• Promotes the learning builds system and procedures
environment • Emerges as change agent
2.2 DIFFERENTIATING BEHAVIORAL COMPETENCIES
2.2.1 Openness • Is approachable • Empathizes, transparent • Sensitive to the needs of others
• Listens to others (J) • Does counseling (M)
and organization, demonstrates
• Shows warmth • Assesses strength & weakness coaching skills, develops others (S)
of others, motivate others • Has long term perspective
2.2.2 Influencing Skills • Establishes internal and external • Initiates, negotiates, asserts • Is proactive, creates impact on merit
contacts persuades • Influences others, has good sense of
• Communicates and sells ideas • wins consensus and builds trust timing (M, S)
(J) and is enthusiastic • Builds credibility, focused on brand
building
Legend: [J] is for Junior Level (experience <5 years), [M] is for Middle Level (experience 5‐15 years) & (S) is for Senior Level (experience >15years)
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7. COMPETENCY MAP
FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS
Functional/Technical Competencies:
TRAINING / LEARNING ORGANIZATIONAL DEVELOPMENT CAREER DEVELOPMENT
Competency
Knowledge Management
Competency Mapping
Organization Survey
Talent Management
Employer branding
Training evaluation
Instruction Design
Training delivery
Training Design
Coaching and
HRD Metrics
Assessment
Counselling
e-Learning
Mentoring
Centre
T NA
Seniority
Level
Senior Level
(experience 4 4 4 4 4 4 4 4 4 4 3 3 4 4 3
>15years)
Middle Level
(experience 5-15 3 3 3 3 3 3 3 3 3 3 2 2 3 3 2
years)
Junior level 1 1 2 2 2 1 1 2 1 2 1 1 1 2 1
(experience <5 years)
Scale:
Level 1: Knowledge
Level 2: Understanding
Level 3: Application
Level 4: Analysis
Level 5: Proficiency
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8. COMPETENCY MAP
FOR HRD EXECUTIVES OF POWER HR FORUM MEMBER ORGANIZATIONS
Behavioural Competencies:
Differentiating Behavioural
Threshold Behavioural Competencies
Competency Competencies
Coordination Learning
Seniority Analytical Presentation
Level & Team Work Orientation Openness Influencing Skills
Thinking Skills
Planning
Senior Level
(experience 5 5 5 5 5 5 5
>15years)
Middle Level
(experience 5-15 5 4 5 5 4 4 5
years)
Junior level 3 3 3 3 2 2 2
(experience <5 years)
Scale:
Level 1: Knowledge
Level 2: Understanding
Level 3: Application
Level 4: Analysis
Level 5: Proficiency
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