Project report on assessment and development centre in sail

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PROJECT REPORT ON
ASSESSMENT AND DEVELOPMENT CENTRE (ADC) IN
STEEL AUTHORITY OF INDIA LIMITED (SAIL)
MANAGEMENT TRAINING INSTITUTE (MTI)
RANCHI
GUIDE: DAISY MALA HEMBROM, SR.MANAGER(ACD),SAIL,MTI
BY:
HEEMA KUMARI
IMBA 7TH SEM
REG NO: CUJ/I/2012/IMBA/11
CENTRAL UNIVERSITY OF JHARKHAND
25th
May 2015 to 25th June 2015

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DECLARATION
I hereby declare that this project report prepared in lieu of a compulsory paper for the partial
fulfillment of Integrated Master in business administration is my original work which I have
submitted in SAIL, MTI RANCHI to my guide Ms. Daisy Mala Hembrom.
No part of it has been submitted to any other university or organization.
All the information and data in my project are authentic to the best of my knowledge and taken
from reliable sources.
HEEMA KUMARI

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CERTIFICATE OF COMPLETION
This is to certify that the project called PROJECT REPORT ON ASSESSMENT AND
DEVELOPMENT CENTRE IN SAIL submitted by Heema Kumari. For the partial fulfillment of
the requirement of the IMBA, embodies the bonafide work done by her in personal and
administration department from 25 May to 25 June 2015.
I also declare that this project report is a result of her effort and no part of this research has been
published earlier or been submitted as a project by her for any degree or diploma for any institute
or university.
DATE: SIGNATURE OF MENTOR

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ACKNOWLEDGEMENT
Project report is not the work of individual. It is more a combination of views, ideas, suggestions,
contribution and work involving many individuals.
I wish to express my deepest gratitude to SAIL’s management for giving me an opportunity to
be the part of their esteem organization and enhance my knowledge by granting permission to do
my training project under their guidance.
I am grateful to Ms. Daisy Mala Hembrom my guide, for her invaluable guidance and
cooperation during the course of the project .She provided me with her assistance and support
whenever needed.
Last but not the least I would like to thanks all the internal employees and fellow trainee of SAIL
for providing consistent encouragement.
The learning from this experience has been immense and would be cherished throughout the life.
HEEMA KUMARI

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INDEX
CHAPTER NO. TOPICS PAGE NO
PREFACE 6
1. COMPANY PROFILE 7
1.1 STEEL AUTHORITY OF INDIA 8
1.2 MANAGEMENT TRAINING INSTITUTE( MTI) 24
2. ASSESSMENT AND DEVELOPMENT CENTRE
3 RESEARCH METHODOLOGY 63
4. DATA ANALYSIS 66
5.. FINDINGS AND LIMITATIONS 74
BIBLIOGRAPHY 77
ANNEXURE 79

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PREFACE
Many of the organization in today scenario are whether product manufacturer or service
provider continuously faces competition. This competition at all levels; local, national, and
global. Most of the organizations have a vision of achieving that vision, perhaps the most
important components, is staff that does great work that is directed towards the mission
and strategies of the organization. Thus, it is inevitable for every organization to ensure
that these human assets are nurtured, groomed and developed in a manner that increases
the likelihood of achievement of the organizational goal.
It is in the context one has to look at the overall all growth. The employee development
is no longer for the sake of annual routine formality. Assessment Development Centre is a
very important tool in the hand of the Human Resource Professional to improve the
quality of human resource in the organization.
The assessment data can be used for promotion It can be also used for deciding training
needs of the employees on the contrary, Assessment Development Centre is perhaps, the
process by which an organization can assess , appraise its human resources and take
appropriate steps. This study presents the views and opinions of employees regarding
Assessment Development Centre at Steel Authority of India Limited. It represents their
opinions regarding the assessment which took place ,and development process is still going on
in their organization and also its effectiveness.

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2.1 STEELAUTHORITY OF INDIA LIMITED - A MAHARATNA
SAIL is India's largest steel producing company. With a turnover of Rs.49,350Crores, the
company is among the seven Maharatnas of the country's Central Public Sector Enterprises.
SAIL has five integrated steel plants, three special plants, and one subsidiary in different parts of
the country.
SAIL manufactures and sells a broad range of steel products, including hot and cold rolled sheets
and coils, galvanized sheets, electrical sheets, structural, railway products, plates, bars and rods,
stainless steel and other alloy steels. SAIL produces iron and steel at five integrated plants and
three special steel plants, located principally in the eastern and central regions of India and
situated close to domestic sources of raw materials, including the Company's iron ore, limestone
and dolomite mines. The company has the distinction of being India’s second largest producer of
iron ore and of having the country’s second largest mines network. This gives SAIL a
competitive edge in terms of captive availability of iron ore, limestone, and dolomite which are
inputs for steel making.
SAIL's wide range of long and flat steel products are much in demand in the domestic as well as
the international market. This vital responsibility is carried out by SAIL's own Central Marketing
Organization (CMO) that transacts business through its network of 37 Branch Sales Offices
spread across the four regions, 25 Departmental Warehouses, 42 Consignment Agents and 27
Customer Contact Offices. CMO’s domestic marketing effort is supplemented by its ever
widening network of rural dealers who meet the demands of the smallest customers in the
remotest corners of the country. With the total number of dealers over 2000, SAIL's wide
marketing spread ensures availability of quality steel in virtually all the districts of the country.
SAIL's International Trade Division ( ITD), in New Delhi- an ISO 9001:2000 accredited unit of
CMO, undertakes exports of Mild Steel products and Pig Iron from SAIL’s five integrated steel
plants.
With technical and managerial expertise and know-how in steel making gained over four
decades, SAIL's Consultancy Division (SAILCON) at New Delhi offers services and
consultancy to clients world-wide.

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SAIL has a well-equipped Research and Development Centre for Iron and Steel (RDCIS) at
Ranchi which helps to produce quality steel and develop new technologies for the steel industry.
Besides, SAIL has its own in-house Centre for Engineering and Technology (CET), Management
Training Institute (MTI) and Safety Organization at Ranchi. Our captive mines are under the
control of the Raw Materials Division in Kolkata. The Environment Management Division and
Growth Division of SAIL operate from their headquarters in Kolkata. Almost all our plants and
major units are ISO Certified.

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Potentialof Steel Authority of India
SAIL has been ranked amongst the top ten public sector Indian companies in terms of turnover.
SAIL has its forte in manufacturing and selling a wide range of steel products.
The different products of SAIL
1. Hot and cold rolled sheets and coils
2. Galvanized sheets
3. Electrical sheets
4. Structural
5. Railway Products.
6. Plates
7. Bars & rods
8. Stainless steel
9. Other alloy steels

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Latest financial figures
Latest financial figures (figures in Rs. Crore)
Et 500 Rank(2014) 27
Industry Steel
Turnover 48491.33
Profit after Tax(PAT) 2616.48
MCAP( Market Capitalization) 34758.41
Assets 69792.18

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SAIL's wide range of long and flat steel products have high demand in the domestic as well as
international market. SAIL carries on its business through the wide network of 37 Branch Sales
Offices which are spread across four regions, 25 Departmental Warehouses, 42 Consignment
Agents and 27 Customer Contact Offices. There are in all more than 2000 dealers and thus the
marketing division of Steel Authority of India Limited is quite strong. This ensures that virtually
every district of the country gets quality steel.
There is a well-equipped Research and Development Centre for Iron and Steel (RDCIS) at
Ranchi of Steel Authority of India Limited. It helps in producing quality steel and also for
developing new technologies for the steel industry.

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MAJOR UNITS OF SAIL
 Integrated Steel Plants
 Bhilai Steel Plant (BSP) in Chhattisgarh
 Durgapur Steel Plant (DSP) in West Bengal
 Rourkela Steel Plant (RSP) in Orissa
 Bokaro Steel Plant (BSL) in Jharkhand
 IISCO Steel Plant (ISP) in West Bengal
Special Steel Plants
 Alloy Steels Plants (ASP) in West Bengal
 Salem Steel Plant (SSP) in Tamil Nadu
 Visvesvaraya Iron and Steel Plant (VISL) in Karnataka
Subsidiary
Maharashtra Electrosmelt Limited (MEL) in Maharashtra Ownership and Management of
Steel Authority of India Limited.
The Government of India owns around 86% of SAIL's equity and thus retains with itself the
voting control of the Company.

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ACHIEVEMENTS OF SAIL
Everybody has recognized the performance of SAIL, including stakeholders, financial
institutions, rating agencies and industry bodies. This has helped them win several awards in
different fields across all financial years.
The major awards in 2008-09 were –
 The highest number of Vishwakarma Award 2007 among both public and private
sectors has been bagged by SAIL employees: out of 28 awards, 15 awards went to the
SAIL employees (54%).
 25 SAIL employees have received the Prime Minister's Shram Awards 2006 (that
comprises 42% of total awards in India).
Recentdevelopments of SAIL
The merger between Maharashtra Electrosmelt Limited (MEL) and Steel Authority of India
Limited (SAIL) is to take six more months. All the formalities are slated to be completed by
then.
1. Steel Authority of India (SAIL) has achieved a step forward in the deadlock over Chiria
iron ore mines. In the last few years, Jharkhand government's refusal for renewing the
mining leases, had thrown the race for Chiria open to global steel majors including
ArcelorMittal.

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ORGANIZATIONAL STRUCTURE OF SAIL

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I believe that SAIL's structure is a Product grouping; mainly because a Product grouping is most
often established where an organization has a number of specific product lines (in this case the
different models/makes of vehicles). Usually in this sort of structure each individual section is
operated separately giving it a number of advantages. For instance, everything in a certain
product line is brought together in the one central area making it easier for communication and
coordination.
Due to SAIL's product development nature, such an advantage is especially relevant as it allows
for a specific team to be able to convey information between each other much faster. It is,
therefore, easier to understand the information as it is easier to understand the information as it is
directly being talked about directly, rather than in a document where visualization may be
required. However a Product grouping also has disadvantages, for example, team members can
become to focused on their own product and lose sight of advances made in other product
groups. Again this could pose a problem in an organization like SAIL as it could potentially
cause disillusionment between product groups by group members choosing to use their own way
to achieve objects instead of listening to information from group members out with their product
group which could aid them.

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Centralization
Centralization is another key feature in the structure of an organization. This underlines the
locality of decision making in an organization and through this develops an understanding of the
authority and responsibility in the organization. Everybody in an organization has responsibility,
but when it is used in terms of the structure it refers to those who have a larger effect on the
overall managerial aspect. In SAIL, for instance, it is assumed that the Managing Director is
responsible for the performance of the company; at the next level down would be the marketing
director, who would be held responsible for achieving marketing objectives and so on.
In centralized structures decision making tends to be retained in the hands of a small number of
people at the top of an organization, while those that are decentralized, decision making authority
is delegated. From my point of view I think that SAIL is a decentralized, as decisions are made at
a point closer to operational levels. By being able to make these important decisions closer to the
operational aspect of the product groups it makes a decision on the problem at hand quicker to
solve, and also develops leadership skills of those lower down in the organization. It also frees
up the top management to devote its attention to long term strategies, which a company like
SAIL has to take into account due to the constant changing market direction and the type of
customer who is attracted to its products.
Formalization
Formalization reflects the extent to which the formal rules and procedures govern activities in an
organization and, in particular whether the nature of the work is prescribed in rules that specify
what shall be done and often how it will be done, rules and procedures can be implicit as well as
explicit, and can be used to either prescribe what should be done or proscribe what is forbidden.
To some extent increased formalization is a function of organizational size.
Once an organization grows beyond a certain point it becomes almost impossible to rely on
interactions used to control and coordinate a smaller company. For a larger company, such as
SAIL, there tends to be more specialists higher up in the hierarchy allowing it to focus more on
the long term strategic issues. Thus procedures and rules become the main way of controlling
activities and introducing a degree of predictability into the organization. This is a large
disadvantage for the smaller product groups within SAIL as it means there is a larger degree of
predictability into their activities as well as a large distance between the groups and the
management level.
Organizational culture is used to try and describe the experiences of people within the
organization. It usually describes their beliefs, habits, manners, self-image and the way tasks are
undertaken. To current employees the culture within their organization will go unnoticed.

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Organizational culture
The culture within the organization is important as it key to the company functioning at its best
as well as developing leadership throughout the company. A key role for the culture of an
organization is to differentiate its own specialized culture from another organization. From my
point of view, I think that SAIL has a Task culture. This is because the management could be
seen as having a series of problems to be solved.

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5 P’S OF COMPANY
The 5 Ps are a set of recognized marketing tactics, which you can use in any combination to
satisfy customers in your target market. The 5 Ps are controllable, but subject to your internal
and external marketing environments. Combining these different marketing tactics to meet
your customers' needs and wants is known as using a 'tactical marketing mix'.
1. Product
The product refers to all of the features, advantages and benefits that your customers can
enjoy from buying your goods or services. When marketing your product, you need to think
about the key features and benefits your customers want or need, including (but not limited
to) styling, quality, repairs, and accessories.
You can use research and development to inform the development of new products in your
business.
2. Price
This refers to your pricing strategy for your products and services and how it will affect your
customers. You should identify how much your customers are prepared to pay, how much
mark-up you need to cater for overheads, your profit margins and payment methods, and
other costs. To attract customers and retain your competitive advantage, you may also wish
to consider the possibility of discounts and seasonal pricing.
Learn more about pricing your products.
3. Promotion
These are the promotional activities you use to make your customers aware of your products
and services, including advertising, sales tactics, promotions and direct marketing.
Learn more about promotional activities.

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4. Place
 Place is about getting the products to the customer, and includes where a product or
service is made, sold or distributed.
 You can set yourself apart from your competition through the design of your retail
space and by using effective visual merchandising techniques. If you are not a retail
business, place is still an important part of your marketing. Your customers may need a
quick delivery turnaround, or want to buy locally manufactured products.
 If you are starting a new business, finding the right business location will be a key
marketing tactic.
 People
 People refer to the staff and salespeople who work for your business, including yourself.
 When you provide excellent customer service, you create a positive experience for your
customers, and in doing so market your brand to them. In turn, existing customers may
spread the word about your excellent service and you can win referrals.
 Give your business a competitive advantage by recruiting the right people, training your
staff develops their skills, and retaining good staff.

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SWOT ANALYSIS OF SAIL
Strength
 Abundant resource of iron ore
 Low costand efficient labor force
 Strong managerial capability
 Strongly globalized industry and emerging global competitiveness
 Modern new plants & modernized old plants
 Strong DRI production base
Weakness
 High cost of energy
 High duties and taxes
 Labour laws
 Dependence on imports for steel manufacturing equipment& technology
Opportunity
 Expansion and growth
 Globalization with tie-ups with international players

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 Merge & acquisitions
Threat
 Change in Government policies & economy trend
 Emerging & existing private sector players
 Technological developments in outside world
Export Countries
• Japan
• France
• Sri Lanka
• Pakistan
• Bangladesh
• China
• USA
• England
• Nepal
• Saudi Arabia
• Afghanistan
• Iran

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SAIL- Growth Strategy
Sail has planned to adopt technologies, which:
 Have synergy with the natural resource endowments of the company.
 Are conducive to production of high-end and special steel required for sophisticated
industrial and scientific application and mining.
 Minimize damage to the environment at various stages of steel making and mining.
 Optimize resource utilization.
 Facilitate modernization of the steel industry so as to achieve global standards of
productivity and efficiency.
 To undertake research & development activities aimed at introducing new technologies
and setting up Centre of excellence.
 Sustainable Development

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2.2 MANAGEMENT TRAINING INSTITUTE
In over four decades of its existence, MTI has played a crucial role in enhancing the managerial
competence of senior executives of SAIL. Known for its contributions towards management
training, consultancy and research, it is one of the finest in-company training institutes in Asia
and the first in the country to have the distinction of receiving ISO 9001 certification in 1994 for
management training and related support services. The institute has the distinction of having won
the coveted Golden Peacock National Quality Award in 1996 in the SME Category. MTI has
also won the National Award for Innovative Training Practices in an All India Competition
organized by Indian Society for Training and Development, New Delhi in 2005.
Quality Policy of MTI
“MTI is committed to enhance managerial competence of its customers through continual
improvement in the Quality of Academic and related Support Services.”
Profile of Activities
MTI caters to the managerial training needs of corporate cadre executives i.e. Asst. General
Managers to General Managers (E6-E8) of the Company. MTI also facilitates Corporate
Workshops for the Top Management for providing strategic direction to the Company. MTI
organizes customized training programmes and other HR interventions to meet the
developmental needs of senior executives of SAIL.
The Institute also designs and conducts innovative techno-managerial programmes like
Performance Improvement Workshops (PIWs) and Learning from Each Other Workshops (LEO)
that has given direct results on the shop-floor.
Disseminating management knowledge through publications. GROWTH, the quarterly Journal
of MTI and the Annual Case Book are regular publications of MTI. In addition to that Faculty of
MTI have publishes a number of books and papers in national and international journals.
Major Customers of MTI
Being an in-house training institute, the customers of MTI primarily are the Plants and Units of
SAIL. However, on specific request, MTI conducts training interventions for other organizations
also. MTI has conducted programs for organizations like NTPC, MMTC, NALCO, TATA Steel,

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Central Pollution Control Board (CPCB), MICOR Egypt and National Methanol Co. Saudi
Arabia.
Facilities and Infrastructure
To facilitate learning in a conducive environment, MTI is equipped with all the facilities that are
required for a world class institute. The architecture of MTI was designed keeping in view the
need to provide a conducive learning environment. For effectively conducting learning events
MTI has
 Well-equipped air conditioned lecture halls with good acoustics and comfortable seating
arrangement
 Latest audio-visual aids including PC with Multimedia facilities, Video recording and re-
play systems, OHPs, Blackboard, flip charts, Remote controlled folding screen etc.
Syndicate rooms, PC Labs
 Multi gym, Indoor/ Outdoor games
 Jogging path, Beautiful garden, lush green surrounding
 Participants’ Lounge with big Plasma Television, magazines and newspapers
 Library with over 15,000 books and 150 journals and Internet facilities
People at MTI
The MTI team is a blend of diverse skills working in tandem to provide an unforgettable
experience to the visitors whether it is the participants of our Programs or other guests.
The Faculty at MTI is a blend of Academics and Industry Experience with specialists in different
functions like Finance, HR, OB, Systems etc. who not only have academic credentials but also
undergone specialized training in places like UK and Australia, in addition to reputed institutes
in India.
A committed service team who make MTI a home away from home backs them with exemplary
dedication to the well-being of our guests.

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CHAPTER-2
ASSESSMENT AND DEVELOPMENT CENTRE

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INTRODUCTION
ASSESSMENT AND DEVELOPMENT CENTERS
Assessment Centers (AC) are centers set up by an organization for periodic or continuous
assessment of the competencies required to perform current, future likely or higher level jobs /
roles / tasks. They are increasingly used to identify high fliers or fast trackers and develop
leaders/competencies for the future.
One of the ways in which AC has been extended while keeping its essential methodology is in
using assessments as a stimulus for all kinds of development of the participants. This extension is
available even if the primary aim is selection/promotion. The collection of reliable information
on strengths and weaknesses is a valuable opportunity which can, with the small extra effort
needed, be turned into material to stimulate development. This has become more important in
current conditions where opportunities for promotion are less numerous and many people who
perform their jobs well needed to be encouraged to see the future in terms of development
without obvious promotion.
There has been a trend towards using the term "Development Centre", in place of "Assessment
Centre". Often the change of emphasis has not actually been very great, but there has been a gain
in reduced anxiety-participants find the term "development" more friendly and less threatening
than "assessment". If the aim is genuinely directed towards the development of all participants
then the Development Centre title is justified and honest. If, however, there are mixed aims, and
some sponsoring managers are using the activity to select people (positively and/or negatively),
the title will be seen as the sham it actually is, and the motivation to see it as an open opportunity
for development will suffer.
Assessment Centers use trained assessors normally chosen from within the corporation. They are
trained through intensive "Assessor Training Programs". They need to have mastered
"observation", "recording", "classifying" and "measurement" skills.
Dr. T. V. Rao, (Chairman TVRLS) introduced the first known Assessment Center in India at
Parishram in Gujarat, for selecting in-house project leaders. In the earlier days, he worked with
David McClelland who initiated the Competence movement in the US and founded McBer and
Company.
TVRLS has implemented about 176 Assessment Development centers across organization

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covering more than 2100 employees across all the levels. TVRLS has worked with following
reputed organizations to implement Assessment Development Centers in the organization.
TVRLS has enabled many organizations institutionalize ADCs in-house by developing an
internal pool of assessors for the organization through Assessor Training workshops. TVRLS has
conducted 17 Assessors Training workshops.

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ASSESSMENT CENTRES
Assessment Centre is a process whereby a group of participants undertake a series of job- related
exercises under observation, so that skills, competencies and character traits can be assessed and
development areas can be identified. Specially trained assessors evaluate each participant against
predetermine criteria.
An Assessment Center consists of a standardized evaluation of behavior based on multiple
evaluations including: job-related simulations, interviews, and/or psychological tests. Job
Simulations are used to evaluate candidates on behaviors relevant to the most critical aspects (or
competencies) of the job.
An Assessment Center can be defined as "a variety of testing techniques designed to allow
candidates to demonstrate, under standardized conditions, the skills and abilities that are most
essential for success in a given job" (Coleman, 1987).
Assessment centers allow candidates to demonstrate more of their skills through a number of job
relevant situations (Joiner, 1984).
Several trained observers and techniques are used. Judgments about behavior are made and
recorded. These judgments are pooled in a meeting among the assessors or by an averaging
process. In discussion among assessors, comprehensive accounts of behavior, often including
ratings, are pooled. The discussion results in evaluations of the performance of assesses on the
dimensions or other variables.

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PREREQUISITES OF ASSESSMENT CENTRE
The following are the essential elements necessary for a process to be considered an assessment
Centre.
1) A job analysis of relevant behaviors must be conducted to determine the
dimensions, attributes, characteristics, qualities, skills, abilities, motivation,
knowledge, or tasks that are necessary for effective job performance and to
identify what should be evaluated by the Assessment Centre
2) Behavioral observations by assessors must be classified into some meaningful and
relevant categories, such as dimensions, attributes, characteristics, aptitudes,
qualities, skills, abilities, knowledge or tasks
3) The techniques used in the assessment Centre must be designed to provide
information for evaluating the dimensions, etc. previously determined by job
analysis
4) Multiple assessment techniques must be used
5) The assessment techniques must include sufficient job – related simulations to
allow multiple opportunities to observe the candidate’s behavior related to each
dimensions etc. being assessed
6) Multiple assessors must be used for each assesse
7) Some systematic procedure must be used by assessors to record accurately
specific behavioral observation at the time of their occurrence; this might involve
handwritten notes, behavioral observation scales, behavioral checklists etc.
8) Assessors must prepare some report or record of the observations made in each
exercise in preparation for the integration discussion
9) The integration of behaviors must be based on a pooling of information from

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assessors and techniques at a meeting among the assessors or through a statistical
process validated in accord with professionally accepted standards

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THE FOLLOWING KINDS OF ACTIVITIES DO NOT CONSTITUTE AN
ASSESSMENT CENTRE
1) Assessment procedures that do not require the participant to demonstrate overt behavioral
responses are not behavioral simulations
2) Panel interviews or a series of sequential interviews as the sole technique
3) Reliance on a single technique (regardless of whether it is a simulation) as the sole basis
for evaluation. However, a single comprehensive assessment technique that includes
distinct job-related segments (e.g., large, complex simulations or virtual assessment
Centre with several definable components and with multiple opportunities for
observations in different situations) can be called as an assessment Centre exercise
4) Single-assessor evaluation
5) Using only a test battery composed of a number of paper-and-pencil measures, regardless
of whether the judgments are made by a statistical or judgmental pooling of scores
6) The use of several simulations with more than one assessor but with no pooling of data
7) Physical location labeled as an “Assessment Center” which does not conform to the
requirements noted above

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TOOLS USED IN ASSESSMENT CENTRES:

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METHODOLOGY TO CONDUCT ASSESSMENT CENTRE:
PRE PLANNING
 Identify need: Identify organization’s need for implementing ADC & establish
commitment amongst relevant stakeholders for implementation
 Objectives: Establish clear objectives for the process
DEVELOP
 Competencies: Identify organization or job specific competencies to evaluate participants
 ADC Techniques Devise: ADC techniques to measure competencies such as role plays,
business games etc.
 Design ADC: Construct ADC by preparing formats for assessment, timetable & logistics
 Training: Identify & provide training to assessors, facilitators for smooth implementation
IMPLEMENT
 Conduct Centre: Run ADC with participants
 Feedback & Reports: Provide feedback & reports for each ADC participant
 Facilitate in formulating Individual Development Plan

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HISTORY OF ASSESSMENT CENTRES
Assessment centres were introduced at the middle of the 20th century. It also gives the idea and
use of assessment centre. It uses to check the ability and skills of the employees. History of
assessment centres explore, how and why assessment centres help us to appreciate, what the
original user were trying to get and how can be assessed the skills, attitudes, personal skills and
abilities as well as knowledge of the participants with the help of interview, exercises and leading
practice.
Basically, the origin of assessment centres started for the selection of the soldier in the Germany.
That time there was a great frustration between the boundaries of the countries due to the
atmosphere of the war, and every country wanted to get
Prestige on the other countries. So, assessment centres used to check the ability and quality of the
employees, and referred the position according to his knowledge and capabilities. We can be seen
certain example throughout the history. Germany used to check the ability and performance to
select the officers. In the book 'Spies and Saboteurs', by Dr. W.J.Morgan (1955, London – Victor
Gollancz Ltd), the author describe how a German psychologist, Dr. Simoneit watched officer
performing a variety of tasks.
The duties of assessment centres were to check the abilities thorough different implications of
test and exercises. It also checked the rate and standard of the officers and according to this, the
promotions have been announced by the army. This process had been started because; it showed
the performance and their promotions. It also explored the certain reasons, why certain offices
did not reveal or proceed in the way. They would have been promoted once.
After this, the assessment centres emerged from Germany to USA. USA was one of the fast
growing economies and USA used to judge the ability of the spy. It also used select the officers
for intelligence. For checking of mental ability of officers they used further research of
psychological and scientific method had been to add the work by assessment centres. The
concept of assessment centres populated in different economy from one side of the world to
another part of the world. British Government checks the qualities of on board selection

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committee and testing method. British government added more tests and exercises analyzing the
capability, British were pioneers to add the physical and psychological tests during an interviews
and selections for employees.
Dr. WJ Morgan illustrates that it is how you performed your tasks, whether as an individual or
within a group, that matters not how quickly an exercise was done.
With the passage of the time, it growth and, different business have been adopted by different
countries. Then most businesses used the assessment centres to assessing the hold jobs to
employees. But sometimes man has more ability but at the position sometimes, it can be showed
by an organization. In this matter the assessment centres help the organization as well as to
emerged the capabilities of the employees and the employees have better opportunities to do best.
It is right that an assessment centres started for militaries bias to check the abilities but now it
very common in between every aspect of the life such as businesses and other public service as
well. Now in this era, there is a great competition in the world, so, it is not easy task to check the
capabilities of any employees. So in this matter assessment centres is helpful to check the
abilities and capabilities through the interviews and exercises the personality of the employees.

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ADVANTAGES OF ASSESSMENT CENTERS:
1) The most important advantage of an assessment is their flexibility. They are not time-
restricted as interviews
2) The data which is collected by the assessment center helps them to recruit the right
candidates for the right position; by this process the reliability and validity of the
selection decision is improved. The assessment centers which are designed well provide
evidence of the most valid method of predicting a candidate’s performance in a job. The
way in which the assessment center collects data is the most fair and objective to make
recruitment decision
3) Assessment center improves planning and administration. Now a day’s many
organization choose assessment center for recruiting large number of candidates because
to avoid juggling interviews and managing the recruitment process
4) The nature of the assessment Centre also allows organizations to get closer to the
selection process by observing how candidates perform the sort of tasks actually found in
the role for which they are being assessed. These sorts of ‘real life’ exercises can provide
a good indicator of a candidate’s probable future performance
LIMITATIONS OF ASSESSMENT CENTERS:
1) An effective centre requires a considerable investment in time and resources-the design
process alone can take many months
2) Care should be taken when using high-validity selection methods to ensure that they
operate fairly and are free of bias against any particular group of candidates

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DEVELOPMENT CENTRES
A Development Centre transforms talent, identifies potential and establishes individual needs and
objectives. In a development Centre a combination of methods are used to ensure that each
participant has equal opportunities for insight and learning.
In our Development Centre the emphasis is different; participants are part of the learning process
and all responses to situations are handled in a spirit of personal and professional improvement.
During a variety of exercises, observers will observe, record, classify and evaluate. However,
they do this in a coaching style and provide feedback throughout the event to help participants
build a picture of capability along with ideas for maintaining and/or improving in identified
areas.
In this way there are no surprises at the end of the event; participants have acquired a portfolio of
insights, feedback and ideas and may have already had the opportunity to work on key areas
during the event.
Impact advocates using a combination of methods in a Development Centre, to ensure that each
participant has equal opportunities for insight and learning. Depending on group size this
invariably means that the process can last between 24-48 hours and may be residential. This adds
a valuable networking dimension to underpin the professional development focus of each Centre
You will most likely take part in a development centre as you progress from front-line to
managerial roles, or from a general role to a more technical or strategic role, often as part of an
organization’s graduate management programme. As a participant of a development centre your
preparation will follow the same approach as that for an assessment centre and specific
preparation relevant to any internal promotional activity is discussed in greater detail in later
chapters.
The fundamental differences for the participants are:
 They will actively be involved in assessing themselves.
 They will be required to assess and give feedback on the competencies of other
participants.
 They are given detailed feedback on their results and what they mean for their future
development.

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 They will be expected to ‘own’ the development requirements as part of their Continuous
Professional Development.
The role of the assessors is focused more on facilitation and identification of the competencies
that participants need to acquire or develop. The way in which the assessors score an individual
during an exercise will emphasize their developmental needs rather than their competency to
perform a specific role. This may alter the nature of the exercises so that the developmental
aspects are emphasized.
The results of these tests will then be discussed and decisions made as to where the main focus of
personal development should be. For example,
 Management,
 Research, or
 Technical
If you take part in a development centre, you can expect there to be more emphasis on your
abilities to explore or brainstorm an issue or the potential of a situation; rather than simply to
display particular competencies. It is important to focus on why you are taking part in such a
centre and you may wish to assess your own level of competencies before your development
centre.

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COMPENTENCY
Competence (or competency) is the ability of an individual to do a job properly.
A competency is a set of defined behaviors that provide a structured guide enabling the
identification, evaluation and development of the behaviors in individual employees.
The term "competence" first appeared in an article authored by R.W. White in 1959 as a concept
for performance motivation. Later, in 1970, Craig C. Lundberg defined the concept in "Planning
the Executive Development Program". The term gained traction when in 1973, David
McClelland Ph.D. wrote a seminal paper entitled, "Testing for Competence Rather than for
Intelligence". It has since been popularized by one-time fellow Mc. Ber& Company (Currently
the "Hay Group") colleague Richard Boyatzis and many others, such as T.F. Gilbert (1978) who
used the concept in relationship to performance improvement. Its use varies widely, which leads
to considerable misunderstanding.
Some scholars see "competence" as a combination of practical and theoretical knowledge,
cognitive skills, behavior and values used to improve performance; or as the state or quality of
being adequately or well qualified, having the ability to perform a specific role. For instance, life,
management competency might include systems thinking and emotional intelligence, and skills
in influence and negotiation.
Identifying employee competencies can contribute to improved organizational performance.
They are most effective if they meet several critical standards, including linkage to, and leverage
within an organization’s human resource system
Core competencies differentiate an organization from its competition and create a company’s
competitive advantage in the marketplace. An organizational core competency is its strategic
strength.
Competencies provide organizations with a way to define in behavioral terms what it is that
people need to do to produce the results that the organization desires, in a way that is in keep
with its culture. By having competencies defined in the organization, it allows employees to

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know what they need to be productive. When properly defined, competencies, allows
organizations to evaluate the extent to which behaviors employees are demonstrating and where
they may be lacking. For competencies where employees are lacking, they can learn. This will
allow organizations to know potentially what resources they may need to help the employee
develop and learn those competencies. Competencies can distinguish and differentiate your
organization from your competitors. While two organizations may be alike in financial results,
the way in which the results were achieve could be different based on the competencies that fit
their particular strategy and organizational culture. Lastly, competencies can provide a structured
model that can be used to integrate management practices throughout the organization.
Competencies that align their recruiting, performance management, training and development
and reward practices to reinforce key behaviors that the organization values.
Competencies are the measurable or observable knowledge, skills, abilities, and behaviors
(KSABs) critical to successful job performance. Choosing the right competencies allows
employers to:
 Plan how they will organize and develop their workforce.
 Determine which job classes best fit their business needs.
 Recruit and select the best employees.
 Manage and train employees effectively.
 Develop staff to fill future vacancies.
COMPETENCY TYPES
 Knowledge Competencies - practical or theoretical understanding of subjects.
 Skill and Ability Competencies- natural or learned capacities to perform acts.
 Behavioral Competencies - patterns of action or conduct.
USAGE OF COMPETENCIES
In Job Descriptions
Job descriptions explain the duties, working conditions, and other aspects of a job, including the
competencies needed to perform the job's essential functions Position-specific competencies are

43
determined through the process of job analysis, and are documented in the Position Description
(PD) form. These competencies form a basis for recruiting, hiring, training, developing, and
managing the performance of employees.
In Recruitment, Assessment, and Selection
Describing desired competencies in recruitment announcements gives job seekers a clearer
picture of what jobs entail. Competencies also provide the foundation for assessment and
selection techniques, including exams, interviews, and reference checks.
In Employee Performance Management
Competencies allow supervisors to more fully describe to employees their performance
expectations. Competency descriptions show employees what level of knowledge and skill
mastery is required to successfully perform job duties, and what behavioral standards must be
consistently demonstrated. Washington State's Performance and Development Plan includes
competencies in both the expectations and evaluation sections.
In Training and Development
done well, competencies allow supervisors to choose and prioritize training courses and other
learning opportunities for employees. Training courses often describe the competencies students
should be able to demonstrate by the end of the class. Likewise, most on-the-job and other
developmental assignments are designed to build certain knowledge and skills. Knowing how
class content and developmental activities build mastery helps supervisors to 'map' each position
to a specific training and development plan that fosters growth in required competencies.
In Career and Workforce Planning
Competencies play a key role in workforce planning efforts. Knowing which competencies the
future workforce must possess to achieve business goals and deliverables helps organizations
plan and design:
 Organizational structure.
 Recruitment strategies.

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 Training budgets and development plans.
 Job assignments and individual performance plans.
Employees can also use competencies to plan a career path. Knowing which competencies are
critical for certain promotions allows employees to request training and development
opportunities and seek out specific feedback and coaching.
In Compensation
Washington State's Compensation Plan is directly tied to the state classification system, which
describes jobs in terms of the type and level of work performed. While competencies don't
directly impact compensation, the nature and complexity of the work duties usually requires a
certain level of knowledge and skill mastery. These competencies are often represented in the
class specifications as 'Knowledge and Abilities.
COMPETENCY MAPPING
Competency mapping is a way of assessing the strengths and weaknesses of a worker or
organization. It's about identifying a person's job skills and strengths in areas like teamwork,
leadership, and decision-making.
Large organizations may use some form of this technique to understand how to best use each
worker or how to combine the strengths of different employees to produce the highest quality
work. Individuals may also find that this type of assessment can help them prepare for a career
change or advance in a specific job field.
FUNCTIONAL AND BEHAVIORAL MODELS
Many competency mapping models break down strengths into two major areas: functional and
behavioral.
Functional skills include all of the practical knowledge that a person needs to perform a job. For
instance, functional requirements for a secretary might include typing ability, familiarity with

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computer systems and office machinery, and bookkeeping knowledge. These skills are generally
easy to measure through skill tests or task-specific questions, and can help define whether a
worker is capable of carrying out his or her basic responsibilities.
Behavioral assessment is sometimes more difficult to quantify, and is the focus of most
competency studies. This type of analysis examines personal skills such as leadership, active
listening, teamwork, and morale. Crafting questions and tests that accurately identify behavioral
strengths and weaknesses can be difficult, because a worker may try to answer in a way that
makes him look his best rather than providing an honest response. This type of testing is
important for getting a complete picture of an individual's skill-set, however. Questions might
focus on how the person sets goals for himself, how he adapts to changing situations, or how he
deals with failure.

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BENEFITS AND CHALLENGES FOR BUSINESS-
 BENEFITS
In large organizations, competency mapping models are often used to improve employee
performance, to help with hiring or promotion decisions, and to provide a critical look at the
current workforce. The process can be complicated, but typically begins with identifying those
competencies that are most important for a specific position. For example, if an executive wants
to internally promote a new manager, he might begin by listing the required job skills and ideal
behavioral traits needed for the position. From this list, he could create a questionnaire that maps
a candidate's competencies in the desired areas. After all the candidates answer the questionnaire,
the executive can then compare the results using the competency scores to determine the best
person for the promotion.
How the questions are worded can be critical to the overall usefulness of the process. Good
questions are generally very specific to the job and carefully worded to eliminate vague answers.
For instance, an ineffective question might ask "Are you good at time management?" People may
interpret the term "good" in many different ways, and may be tempted to answer positively to
make themselves appear to be better workers. A better question might be "Do you finish projects
before their deadlines most of the time?" Since this question can be verified by work history and
allows a "yes" or "no" answer, it may provide more useful information.
 CHALLENGES
While this technique can be quite useful to large organizations, it does require thought, time, and
analysis, and some companies simply may not want to do the work involved. When enough time
is not put into preparing a questionnaire, the results may not be very useful. Some companies
choose to hire an external consulting team to handle the modeling, testing, and analysis process
for them.
This type of skill analysis can also backfire if the workplace does not respond to the results.

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Companies that engage in competency mapping need to be prepared to make changes to take
advantage of the skills and abilities revealed in the assessment. This may mean that job
descriptions and responsibilities are changed or swapped, and departments are merged or split as
needed. Training and incentive programs may be needed to improve core skills for workers who
are struggling with performance issues. While these changes can cause initial confusion and
anxiety, actively responding to the results can often improve employee performance, raise
morale, and create a more efficient workplace.
 BENEFITS FOR INDIVIDUALS
Competency mapping can also be used to help those seeking employment show the specific skills
which would make them valuable to a potential employer. Many employers now purposefully
screen applicants for specific characteristics, so once a person knows her strengths, she can
emphasize them on an application or in an interview. A company may be looking for someone
who can be an effective team leader or who has demonstrated great active listening skills, for
example. Knowing that she has these strengths and being able to discuss personal examples of
them with prospective employers can give job-seekers a competitive edge in the market.
Usually, a person will find that he or she has strong skills in five or six areas. Employees who
want to increase their worth may find that an area identified as a weakness is worth developing.
In other cases, the process may reveal that a person needs to find a new type of work or a
different work environment that is better suited to his or her abilities.
 CHALLENGES FOR INDIVIDUALS
One potential limitation of personal testing is that individuals often have a few blind spots
regarding their own skills and personality. People tend to overestimate their abilities, which can
limit the usefulness of any test. They may also have difficulty accurately answering questions
that ask how others view them in the workplace. This gap between how a person sees himself and
what his skills really are can sometime make the results of self-testing assessments questionable.
For the most accurate results, test-takers must be prepared to answer questions candidly and
resist the temptation to overestimate their abilities

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COMPETENCY MAPPING
PREVAILING
COMPETENCIES
COMPETENCY GAP EXPECTED BY
COMPETENCIES BY
ORGANIZATION
Analytical skills Customer management
Decision making Business orientation
Communication skill People management
Ethical behavior
Decision making
Active listening skills
Leadership skill
Communication skill

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OVERVIEW OF THE STAGES FOR IMPLEMENTING AN
ASSESSMENT/DEVELOPMENT CENTRE
There are a number of stages to implementing Assessment/Development Centres, as shown.
These areas are developed further within these guidelines
Stage 1: Pre-planning
Identify need Establish an organisational (or
departmental/functional) need for
implementing the process
Commitment Establish a commitment amongst relevant
stakeholders (e.g. board members, managers,
potential participants/ assessors) for
implementation of the process
Objectives Establish clear objectives for the process – e.g.
assessment, selection, promotion or
development
Establish policy Initiate an organizational policy for the
assessment/ development centers.
Stage 2: Development of Process
Conduct job analysis Using rigorous job analysis techniques,
formulate a clear set of
competencies/behavioral indicators.
Identify simulations Using the job analysis outcomes, and further
investigation, identify and devise appropriate
exercises that simulate key elements of the
target job/organizational level.
Design process Construct the Centre integrating a number of
exercises to measure the range of defined
competencies

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Design format Prepare the format, timetable and logistics for
the Centre process
Training Design and implement the training to be
provided to assessors/observers, facilitators,
role players and designers involved in the
process.
Stage 3: Implementation
Pilot/refinement If possible, pilot Centre, on diverse pool of
individuals, to ensure the components operate
effectively, fairly and the process as a whole
operates according to the timetable
Run Centers Run the Centre with candidates/participants,
including on-going quality checking.
Stage 4: Post-Implementation
Decision making Make decisions according to the outcomes of
the Centre.
Provide feedback Offer feedback to candidate/participants and
development plans according to
organizational/participant needs. Also, where
appropriate, offer organizational-level
feedback on common development needs
Monitoring Set up procedures to review and monitor
outcomes and development of overall Centre.
This would include validation to review the
relevance of the process to actual work
performance.

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USE OF ADC FINDINGS
Feedback and results from the Assessment Centers are best used for:
1. Selection: Selecting candidates against the competencies and proficiency levels required for
successful performance in specific roles
2. Promotion: Identifying the right candidates for promotion based on higher level competencies
3. Development: Creating long-term development plans that help participants leverage their
strengths and address areas of improvement
4. Succession Planning: Identifying successors to be groomed into leadership positions
SAIL Competency Framework and ADC
The Assessment and Development Centre in SAIL is an initiative for systematically developing
the Managerial Competencies of executives in SAIL in order to have a large pool of executives
who are ready to take up key leadership positions in SAIL. The foundation of this initiative is
the SAIL Managerial Competency Framework, which consists of 8 managerial competencies
which are relevant to all managers in SAIL, irrespective of their position. However the
proficiency levels required for each competency would vary with the job requirements of each
position.
An Assessment and Development Centre has been started at MTI in which the participants
undergo a number of exercises to assess the existing proficiency levels of their competencies in
the SAIL Managerial Competency Framework and identify their strengths and areas that need
development.
This page has been created as a reference for all executives of SAIL who would like to know
more about the SAIL Managerial Competency Framework and Assessment and Development
Centre (ADC) Initiative in SAIL.
SAIL Managerial Competency - Strategic Orientation
The competency as described in the SAIL Competency Framework is given below:
Definition: understand implication of multiple constituents on long term and short term strategy
of the organization and undertake necessary course correction.
Key behaviors:
 Understand internal and external business environment.

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 Draws business insights from market intelligence by interpreting patterns, connections
and trends.
 Thinks strategically about long term objectives and plans that address the needs of the
organization.
 Recognizes strategic opportunities for success and capitalizes on them by linking
initiatives to organizational goals.
(Strategic Orientation):
The behavioral indicators in the competency framework are the most distinguished means of
identifying proficiency levels, but for the individual looking at improving himself/herself, they
are reference points in a large range of behaviors that need to be developed and imbibed over a
period in order to enhance effectiveness holistically. The additional notes are a means of helping
you to explore the different aspects of strategic orientation.
This competency essentially captures the ability of a manager to balance the trade-offs between
short term and long term benefits, and also analyze the environment for deciding effective course
of action. Proactive orientation towards strategic initiatives and ability to think across functions
will indicate a higher level of maturity. As a manager gets more strategically oriented he is able
link initiatives to larger strategic goals after analyzing the environment, both internal and
external, and assess the competitive position of his organization, and actually be able to
envisage different scenarios and possible strategies for dealing with these scenarios. She/he has
good ability to sense opportunities and identify capabilities and combination of resources that
could be used to tap them much earlier than other people.
A strategically orientated manager valuates options and plans against anticipated trends and takes
decisions keeping in mind challenges being faced by the company, and the current competitive
situation and market opportunities and threats and has the skills for transforming corporate
objective into operational activities. She/he is able to visualize future growth prospects in his
own area and function and is able to develop linkage with the strategic focus of the organization
and takes decisions that translates larger corporate objectives or strategy into relevant strategy
and action plan for own area/function.
She/he is well versed with the application of tools like Balanced Score Card, Scenario Planning,
SWOT analysis etc.
At higher levels of proficiency, he/she has deep understanding of strategic options like Mergers
and Acquisitions, Alliances, Joint Ventures, International Partnerships etc. and is able to study
and identify actionable points from larger economic and social trends at the national and
international levels and its likely impact on the organizational strategies.

53
Different aspects of improving strategic focus
 Adaptability: The New Competitive Advantage by Martin Reeves and Mike Daimler,
BCG.
Globalization and new technologies have led to drastic changes in the business environment
posing a tremendous challenge for strategy making. Sustainable competitive advantage no longer
arises exclusively from position, scale and capabilities in producing or delivering an offering but
it stems from organizational capabilities that foster rapid adaptation. Adaptive companies
experiment rapidly, frequently and economically, not only with products and services but also
with business models, processes and strategies. The authors have elaborated how companies at
the leading edge are using four organizational capabilities to attain adaptive advantage and also
the implications of this fundamental strategic shift for large corporations.
 Shaping Strategy in a World of Constant Disruption: by John Hagel (III), John Seely
Brown & Lang Davison
Organizations need to shape strategy from time to time and shaping strategy is an effort to
broadly redefine the terms of competition for a market sector through a positive, galvanizing
message that promises benefits to all who adopt the new terms. What Bill Gates did with
Microsoft in the early 1980s is a classic example. He had mentioned at that time that computing
power was moving inexorably from centralized mainframes to desktop machines. In fact all
successful strategies can be viewed as shaping strategies at one level. Some corporate leaders
reshape markets and industries using M&A-driven roll-up strategies, tapping into previously
unseen economies of scale and scope. Disruptive innovation also reshapes markets, typically
through negative incentives that say, in effect, “Change your ways now or else become
marginalized, even die.” A new kind of infrastructure is evolving, built on the sustained
exponential pace of performance improvements in computing, storage, and bandwidth. Because
the underlying technologies are developing continuously and rapidly, there is no prospect for
stabilization. Businesses and social institutions constantly find themselves racing to catch up
with and learn the steadily improving foundational technologies.
 The Contradictions That Drive Toyota’s Success: by Hirotaka Takeuchi, Emi Osono,
& Norihiko Shimizu
Although managers across the world believe with so much conviction that Toyota’s success to
purely because of its famed Toyota Production System,(TPS), it is only a part of the truth. TPS is
a “hard” innovation that allows the company to keep improving the way it manufactures
vehicles. In addition, Toyota has mastered a “soft” innovation that relates to corporate culture.
The company succeeds, because it creates contradictions and paradoxes making employees
operate in a culture where they constantly grapple with challenges and problems and must come
up with fresh ideas. The hard and the soft innovations work in tandem and together they move
the company forward. Studies of human cognition show that when people grapple with opposing
insights, they understand the different aspects of an issue and come up with effective solutions.

54
So Toyota deliberately fosters contradictory viewpoints within the organization and challenges
employees to find solutions by transcending differences rather than resorting to compromises.
This culture of tensions generates innovative ideas that Toyota implements to pull ahead of
competitors, both incrementally and radically.
 Closing the Gap between Strategy and Execution: by Donald L Sull
The long held view of strategy as a linear process in which managers sequentially draft a detailed
road map to a clear destination and thereafter implement the plan, hinders people from
incorporating new information into action. By splitting the formulation of strategy from its
execution, the strategy is formulated when there is least information available on how events will
unfold. Executing the strategy, however, generates new information — including the responses
of competitors, regulators and customers — that then becomes difficult to incorporate into the
prefabricated plan. Also, a linear view of strategy pushes leaders to escalate commitment to a
failing course of action, even as evidence mounts that the original strategy was based on flawed
assumptions. Third, rushing to execute a flawed plan only ensures that a company will get to the
wrong place faster than anyone else.
 Strategic Thinking at the Top: by Ellen F. Goldman
Strategic thinking is generally considered important to a company's performance, but how
exactly should organizations accomplish this? Strategic thinking is a distinctive management
activity whose purpose is "to discover novel, imaginative strategies which can rewrite the rules
of the competitive game; and to envision potential futures significantly different from the
present."5 Furthermore, strategic thinking is specified as being conceptual, systems-oriented,
directional (linking the future with the past) and opportunistic. Such abilities must be enhanced
as part of management development. 10 experiences have been identified that contribute to the
development of a person's ability to think strategically, and those experiences represented four
levels of interaction: personal, interpersonal, organizational and external. Every executive did not
benefit from all 10 experiences, and no two executives had the same set of experiences, but each
individual had at least one experience at each of the four levels of interaction.
 Strategy as Active Waiting: by Donald N. Sull
“Successful executives who cut their teeth in stable industries or in developed countries often
stumble after entering more volatile markets. They falter, in part, because they mistakenly
believe they can gaze deep into the future and draft a long-term strategy that will confer on them
a sustainable competitive advantage.” But visibility into the future of the volatile markets is
sharply limited because so many different variables are in play. Factors such as technological
innovations, customers’ evolving needs, government policy, and changes in the capital market
interact with one another to create unexpected outcomes.

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 Towards Strategic Excellence in the 21st Century: by Dr T Ghoshal
Business in the 21st century will undergo significant changes as competition will become intense
and the customer‘s demand will be ever increasing .To counter this business has to be knowledge
driven and our thought process has to change.
 The Secrets to Successful Strategy Execution: by Gary L Neilson, Karla Martin and
Elizabeth Powers
Authors have lucidly dealt with various factors which are responsible as per their research for
delayed action on strategic and operational decisions. Authors have defined four fundamental
dimensions for their frame-work of measuring effectiveness of strategy implementation

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SAIL Managerial Competency - People Management
Definition: empower and develop people and foster collaborative working to deliver superior
performance.
Key behaviors:
 Delegates authority and responsibility to allow others to act with a sense of purpose and
ownership.
 Builds trust by demonstrating transparency, empathy and respect towards others.
 Inspires and motivates others for the ownership and engagement
 Provide feedback and facilitates people development.
 Fosters collaborative environment.
People Management:
you to explore the different aspects of personal effectiveness.
The competency essentially captures the ability to work with people and work through people,
by nurturing and harnessing talents of people and providing an enabling context where people
can perform. This could be done by enabling people at the individual and group level by
providing opportunities for learning, coaching and mentoring, empowering, and building teams
that synergies.
Effective people management behaviors include providing performance feedback and support,
reinforcing strengths and identifying areas for improvement, respecting concerns and limitations
of individual team members without compromising standards of performance.
An effective people manager is likely to advocate training and development to foster a learning
culture, ensure that resources and time are available for development activities, express
encouragement to those who try to develop or who show improvement, and speak well publicly
of others’ ability to develop. A higher level of proficiency is exhibited by people who institute
organization-wide mechanisms and processes to promote and support continuous learning and
improvement.

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A good people manager understands the specific motivational needs of each individual and
regularly motivates people to give their best, generates excitement by persuading team members
that their individual motives are consistent with the common goal. Enthuses people with a sense
of purpose and passion on a sustained basis.
A good people manager is likely to provide practical support to people engaged in various tasks
by helping people in not only understanding what to do but also why to do it. By providing
people with a sense of responsibility he is able to get results which rely on commitment and not
just compliance. Empowerment is a characteristic behavior of effective people managers.
A manager who is good at people management is also likely to invest energy and time in creating
and sustaining a collaborative environment not only within his team but also between his team
and other people.
Useful in reflecting upon different aspects of personal effectiveness, which we hope will be
triggers for changing thinking processes and behaviors in order to enhance proficiency
levels in the competency:
First break all the rules: What the World’s Greatest Managers Do differently By Marcus
Buckingham
Great managers do not help people overcome their weaknesses. They do not believe that each
person has unlimited potential. They do play favorites and they break the 'Golden Rule' book
every day. This amazing book explains why great managers break all the rules of conventional
wisdom. Buckingham and Coffman explain how the best managers select an employee for talent
rather than for skills or experience; how they set expectations for him or her -- they define the
right outcomes rather than the right steps; how they motivate people -- they build on each
person's unique strengths rather than trying to fix his weaknesses; and, finally, how great
managers develop people -- they find the right fit for each person, not the next rung on the
ladder. This book is the first to present a measuring stick and to prove the link between employee
opinions and productivity, profit, customer satisfaction, and the rate of turnover.
The Carrot Principle: How the best managers use recognition to engage their people, retain
talent, and accelerate performance By Adrian Gostick, Chester Elton
Gostick and Elton explain the remarkably simple but powerful methods great managers use to
provide their employees with effective recognition, which all managers can easily learn and
begin practicing for immediate results. Great recognition doesn't take time -- it can be done in a
matter of moments -- and it doesn't take budget-busting amounts of money.
Managing Yourself: The Boss as Human Shield By Robert I Sutton
As employees strive to do their jobs, they face threats to productivity from all quarters—
disruptive technology, meddlesome superiors, senseless organizational practices, and abusive

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clients and customers. The Author reminds us that the best bosses identify and slay those
dragons, thereby protecting the time and the dignity of their people and enabling them to focus
on real work. Self-awareness is the key to defending employees effectively. Good leaders resist
their own tendency to exercise power: They keep meetings short, listen to their followers, and
make it safe to disagree with the boss.
Are You A Good Boss--Or a Great One?By Linda A. Hill and Kent Line back
The great majority of people we work with are well-intentioned, smart, accomplished
individuals. Many progress and fulfil their ambitions. But too many derail and fail to live up to
their potential. Why? Because they stop working on themselves.
What great Managers do? By Marcus Buckingham
While there are as many styles of management as there are managers, there is one quality that
sets truly great managers apart from the rest: they discover what is unique about each person and
then capitalize on it. Great managers know and value the unique abilities and even the
eccentricities of their employees, and they learn how best to integrate them into a coordinated
plan of attack.
Too Hot To Handle? How to manage relationship conflict By Amy C. Edmondson, Diana
McLain Smith
When heated business debates trigger relationship conflict, individual managers usually consider
two alternatives, each of them unattractive: silence one’s views to preserve relationships and
make progress; or voice them, risking emotionally charged discussions that erode relationships
and harm progress. Rather than eliminating it, the teams we’ve discussed in this article worked
hard to learn practices that allowed their teams to withstand relationship conflicts by not letting
them build up, by using private and public reflection to regulate their intensity when they did
erupt.
How to have influence By Joseph Grenny, David Maxfield and Andrew Schimberg
The difference between effective and ineffective change makers is that the effective ones don't
rely on a single source of influence. They marshal several sources at once to get superior results.
(Find input on collaboration).
Managing yourself: Bringing Out the Best in Your Peopleby Liz Wiseman and Greg McKeon
Some leaders drain all the intelligence and capability out of their teams. Because they need to be
the smartest, most capable person in the room, these managers often shut down the smarts of

59
others, ultimately stifling the flow of ideas. At the other extreme are leaders who, as capable as
they are, care less about flaunting their own IQs and more about fostering a culture of
intelligence in their organizations. Under the leadership of these “multipliers,” employees don’t
just feel smarter, they become smarter. At the other extreme are leaders who, as capable as they
are, care less about flaunting their own IQs and more about fostering a culture of intelligence in
their organizations. Under the leadership of these “multipliers,” employees don’t just feel
smarter, they become smarter.
Social Intelligence and the Biology of LeadershipbyDaniel Goleman and Richard Boyatzis
Leading effectively is, in other words, less about mastering situations—or even mastering social
skill sets—than about developing a genuine interest in and talent for fostering positive feelings in
the people whose cooperation and support you need. A more relationship-based construct for
assessing leadership is social intelligence, which we define as a set of interpersonal competencies
built on specific neural circuits (and related endocrine systems) that inspire others to be effective.
Heroes, Carrying a Double-Edged Swordby Paul Kimmerly
This article discusses how organizations can use heroes to support process improvement efforts
and how processes can help alleviate some of the problems created by dependence on heroes.
A company of leaders: Five disciplines for unleashing the power in your workforce By
Gretchen M. Spritzer, Robert E. Quinn
To be successful in today's business environment, organizations need the knowledge, ideas,
energy, and creativity of every employee. The best companies accomplish this by turning
themselves into a company of leaders--an organization in which employees at every level take
the initiative and act as though the business where their own. They describe five key disciplines
that help empower employees to take initiative, be more innovative, engage in transformational
change, and act as leaders. And they provide real-life examples specific tools and strategies that
will help you to put those disciplines to work in your own organization.
A Bias for Action: How effective managers harness their willpower, achieve results, and
stop wasting time By Heike Bruch, Sumantra Ghoshal
A Bias for Action shows that great managers produce results not by motivating others, but by
engaging their own willpower through a powerful combination of energy and focus.
Peak performance: aligning the hearts and minds of your employees By Jon R. Katzenbach
At the heart of Peak Performance lies Katzenbach's identification of five balanced motivational
paths:
1) the mission, values, and pride path,
2) the process and metrics path,

60
3) the entrepreneurial spirit path,
4) the individual achievement path, and
5) the recognition and celebration path.
He contends that these paths create a framework of options for managers about where and how to
generate emotional energy and how to channel that energy for higher performance.

61
SAIL Managerial Competency - Execution Excellence
Definition:
Plan and optimally utilize resources. Set and achieve higher standards of excellence.
Key behaviors:
 Converts strategic initiatives into actionable plans and assign targets for self and others.
 Anticipates roadblocks in advance and plans solutions accordingly.
 Priorities and optimizes utilization of resources.
 Continuously new standards, adopts leading practices to create value.
 Generate wide range of ideas and promotes innovation.
 Promote safe and healthy working environment.
Competency (execution excellence):
you to explore the different aspects of managing external stakeholders.
This competency essentially captures the ability to get things done under any set of
circumstances. Greater resourcefulness especially in adverse conditions indicates a higher
maturity. Focus on planning, ensuring smooth and sustainable high performance and preventing
crisis indicates a higher maturity than erratic working and very good crisis management.
A manager pursuing execution excellence focuses on achieving results, rather than activities that
may not add value. Demonstrates resilience against challenges and obstacles. Demonstrates the
ability to complete even unfamiliar tasks independently by adapting his/her previously gained
knowledge. Is able to identify constraints and mobilize resources to overcome these. He sets own
or team goals with relevant metrics which go beyond normal expectations to new, stretching, or
challenging-but-achievable goals or targets., identifies opportunities to exceed goals and works
towards them, even under adverse circumstances and is able to organize large number of people
and resources working on complex jobs with clear roles and measurement of progress. Execution
excellence also involves a constant search for the best, by using fact-based analysis or external

62
benchmarking to establish new ways of doing things that have delivered a higher level of
performance and incorporate new practices and systems that improve execution of jobs into the
organizations.

63
CHAPTER-3
RESEARCH METHODOLOGY

64
RESEARCH METHODOLGY
Researchdesign: descriptive research
The main goal of this type of research is to describe the data and characteristics about what is
being studied. Descriptive research is the exploration of the existing certain phenomena.
Research design: Descriptive research
Research instrument: Structured questionnaire
Sampling plan universe: Executives of MTI
Sample method: Non Probability Sampling
Sample size: 20
Sample area: MTI
Sampling unit: Executive of MTI
Duration: 4 Weeks
Primary data: structured questionnaire
Secondary data: journals, booklets, company data etc.
SIGNIFICANCE OF THE STUDY:
 This research work would be significantly useful in knowing the developmental issues of
SAIL.
 This tool will help SAIL in getting potential candidates for required positions
 The research study will help me to know the practical application of ADC tool

65
OBJECTIVE OF THE STUDY:
1. To know the effectiveness and impact of ADC as a technique / tool implemented in
SAIL.
2. To know the effectiveness of applying ADC for various measuring competencies i.e.
primarily Managerial Competencies.
3. Significance of ADC in SAIL.

67
DATA ANALYSIS
1. Do you feel that your interpersonal skill have improved during the process of ADC.
Yes No
60%
40% YES
NO
ANALYSIS: Data reveals that 60% of the executives their interpersonal skill have
improved during the process of ADC.
2. Do you feel that ADC is important for their role they are performing?
Yes No
50%50%
YES
NO
ANALYSIS:Data reveals that 50% of the employees find ADC important for their role are
performing.

68
3. Does ADC clearly demonstrate the link between competencies and effective performance
in the target job?
Yes No
15%
85%
YES
NO
ANALYSIS: Data reveals that 85% of the executives does not find ADC demonstrating a link
between competencies and effective performance in the target job.
4. Does ADC helps in people management?
Yes No
80%
20%
YES
NO
ANALYSIS: Data reveals that 80% of the excecutives finds ADC in helping in people
management.

69
5. Does ADC help in building competitive advantage?
Yes No
30%
70%
Column1
YES
NO
ANALYSIS: Data reveals that 70% of the executives believe ADC helps in building competitive
advantage
6. Does ADC help in developing their leadership skill?
Yes No
40%
60%
YES
NO
ANALYSIS: Data reveals that 60% of the executives finds ADC helps in leadership
development.

70
7. Assessment center improves planning and administration?
Yes No
ANALYSIS: Data reveals that 55% of the executive’s assessment centre important for
planning and administration.
8. Does ADC helps in developing communication skills?
Yes No
ANALYSIS: Data reveals that 70% of the executives find ADC helping in developing
communication skill.

71
9. Does the technology (internet and other advances) are challenging the way that
assessment/ development centre are performing?
Yes No
ANALYSIS: Data reveals that 75% of the executives finds technology (internet and other
advances) are challenging the way that assessment/ development centre are performing.
10. By taking part in a development centre, had your abilities to explore or brainstorm an
issue or the potential of a situation has increased?
Yes No
ANALYSIS: Data reveals that 55% of the executives finds by taking part in a
development centre, had helped to explore or brainstorm an issue or the potential of a
situation.

72
Correlations
QI Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10
QI Pearson
Correlation 1 .204 -.343 -.408 -.312 -.250 .082 -.089 .471*
-.123
Sig. (2-
tailed) .388 .139 .074 .181 .288 .731 .709 .036 .605
N 20 20 20 20 20 20 20 20 20 20
Q2 Pearson
Correlation .204 1 .140 -.250 .218 -.204 -.101 0.000 .115 .302
Sig. (2-
tailed) .388 .556 .288 .355 .388 .673 1.000 .628 .196
N 20 20 20 20 20 20 20 20 20 20
Q3 Pearson
Correlation -.343 .140 1 -.210 .336 -.057 .183 .031 .081 .183
Sig. (2-
tailed) .139 .556 .374 .147 .811 .440 .898 .735 .440
N 20 20 20 20 20 20 20 20 20 20
Q4 Pearson
Correlation -.408 -.250 -.210 1 -.055 .357 .050 .491*
-.289 .050
Sig. (2-
tailed) .074 .288 .374 .819 .122 .833 .028 .217 .833
N 20 20 20 20 20 20 20 20 20 20
Q5 Pearson
Correlation -.312 .218 .336 -.055 1 .356 .066 .048 -.126 .285
Sig. (2-
tailed) .181 .355 .147 .819 .123 .783 .842 .597 .223
N 20 20 20 20 20 20 20 20 20 20
Q6 Pearson
Correlation -.250 -.204 -.057 .357 .356 1 -.123 -.089 -.471*
.492*
Sig. (2-
tailed) .288 .388 .811 .122 .123 .605 .709 .036 .027
N 20 20 20 20 20 20 20 20 20 20
Q7 Pearson
Correlation .082 -.101 .183 .050 .066 -.123 1 .285 .406 -.414
Sig. (2-
tailed) .731 .673 .440 .833 .783 .605 .223 .076 .069
N 20 20 20 20 20 20 20 20 20 20
Q8 Pearson
Correlation -.089 0.000 .031 .491*
.048 -.089 .285 1 .378 .066

73
Sig. (2-
tailed) .709 1.000 .898 .028 .842 .709 .223 .100 .783
N 20 20 20 20 20 20 20 20 20 20
Q9 Pearson
Correlation .471*
.115 .081 -.289 -.126 -.471*
.406 .378 1 -.058
Sig. (2-
tailed) .036 .628 .735 .217 .597 .036 .076 .100 .808
N 20 20 20 20 20 20 20 20 20 20
Q10 Pearson
Correlation -.123 .302 .183 .050 .285 .492*
-.414 .066 -.058 1
Sig. (2-
tailed) .605 .196 .440 .833 .223 .027 .069 .783 .808
N 20 20 20 20 20 20 20 20 20 20

74
CHAPTER-4
FINDINGS AND LIMITATION

75
FINDINGS
 ADC helps to study employees to their skills required to perform their job
 The candidates feel positive to this approach of ADC because at the time of job
analysis, all aspects were taken into consideration, and the employees were clear
about their job description that they will have to perform in future.
 They got to know the strength and weakness were they can improve their
performance in better way.
 They is a need of ADC in SAIL because being a public sector company it help
them to enhance their capabilities they will be motivated to work efficiently and
effectively.
.

76
LIMITATION OF THE STUDY
 Time constraints.
 ADC is highly confidential technique and so it is very challenging together in depth as well
as internal information about the same.
 ADC is a very wide technique but due to time constrain in depth report was not feasible.
 Time consuming technique.

77
CONCLUSION
1. The research study on ADC in sail, I found that ADC has been an important technique.
2. Due to ADC roles and responsibilities have been made clear
3. The objective of ADC have been achieved to an extent like communication skills has
been improved on the other hand there is more scope for improving in leadership skills
4. ADC will help them to deal in administrative kinds of activities, on this part they are
satisfied but they are eagerly looking forward for more technical knowledge so, that they
can enhance their knowledge and can bring certain changes and innovation in their
company

78
BIBLIOGRAPHY
www.mgvcl.com
http://www.hfi.com/consultancy/assessment-centre-development-centre-methodology
http://www.manford.co.in/60-competency-assessment-centre.html
http://www.sail.co.in/
http://www.slideshare.net/wicaksana/assessment-development-centres

79
ANNEXURE
1. Do you feel that your interpersonal skill have improved during the process of ADC.
Yes No
2.Do you feel that ADC is important for their role they are performing?
Yes No
3.Does ADC clearly demonstrate the link between competencies and effective performance
in the target job?
Yes No
4. Does ADC helps in people management?
5. Does ADC help in building competitive advantage?
Yes No
6. Does ADC help in developing their leadership skill?
Yes No
7. Assessment center improves planning and administration?
Yes No
8. Does ADC helps in developing communication skills?
Yes No

80
9. Does the technology (internet and other advances) are challenging the way that
assessment/ development centre are performing?
Yes No
10. By taking part in a development centre, had your abilities to explore or brainstorm an
issue or the potential of a situation has increased?
Yes No

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