An approach to Competency based training on Indian Railways

Shailendra Jaiswal Senior Professor Management

Railway Staff College Indian Railways

Innovation on agenda of Indian Railways

http://railradar.trainenquiry.com/

An approach to Competency based training on Indian Railways

Training for performance enhancement. Need for competency based training. Importance of Competency assessment for Competency based training . Advantages and limitations of competency based training Competency based training Indian Experience . Road Map by Ministry of Personnel and Training for implementing competency based training in civil service in India A Competency framework for Officers in SAG grade of Indian Railways . A look at Sub behaviors and performance standards for the competency of Analysis and problem solving .

Railway industry at inflexion point

India Railways at inflexion point . Indian Railways are faced with multiple Challenges . Railway managers need to be equipped for future . In orders to achieve goals set out in VISION 2020 document Indian Railways needs to leverage its people power .

VISION 2020 AN OVERVIEW

Indian Railways shall provide efficient, affordable, customer-focused and environmentally sustainable integrated transportation solutions. It shall be a vehicle of inclusive growth, connecting regions, communities, ports and centers of industry, commerce, tourism and pilgrimage across the country. The reach and access of its services will be continuously expanded and improved by its integrated team of committed, empowered and satisfied employees and by use of cutting-edge technology.
(Time Frame : 2010-2020)

To meet the challenges of growth Indian Railways training has to play a major role
Indian Railways is at an inflexion point due to multiple Challenges of growth of Indian economy ,energy , environment and rising customer expectations. As per Vision 2020 Gross Revenue of the Indian Railways has remained at a level of around 1.2% of India's GDP over the last 10 years , this has to be increased to 3% by 2020 . It is imperative that the managerial resources of Indian railways perform at their best through potential enhancement and realization . Only Training can enable the managerial cadre to accomplish the challenging tasks . The next decade is going to be characterized by technological change , economic growth , manpower constraints and increasing customer expectations . Railway managers need to be developed for future challenges .

Challenges Growth trajectory of Indian railways trailing behind rate of growth of Indian economy Capacity Constraint

Opportunities Leapfrogging to a higher growth trajectory Capacity Creation

Saturation of network
Modal shift away from Railways Resource Crunch

Network Expansion
Door to Door Supply Chain Mobilizing other sources of Revenue Value added services Monetization of assets e .g Railway stations as differentiator of land prices Increase speeds PPP and JVs Optimizing energy usage

Slow Speeds of Trains Project execution Reducing Indian Railways Carbon footprint

Competency Mapping

Competent performance in any job /task has become critical for organizational success . Competency mapping helps in identifying competencies required for successful performance in a particular role . Competency has following components . Knowledge Skill Attitude And other characteristics of an individual : Motives Values Traits Self Concept

Review of Competencies based Models

The convergence of a number of forces is likely to create more competency-based organizations in the future [Edward 1993]. Competencies are underlying characteristic[s] of an individual that are causally related to effective r superior performance of a job . [Spencer and Spencer, 1993, ]. Mirabile [1997] defined competencies as knowledge, skills, abilities or characteristics associated with high performance. Rothwell [2002] similarly defined core competencies as an individuals knowledge, skills and abilities to accomplish critical tasks. Sheehan [2009] highlighted the significance of emotional competencies. Competencies have also been found to be context-specific, which implies that some competencies are more important for certain jobs than others [Boyatzis, 1982; Delamare Le Deist and Winterton, 2005]. Other competency models include Hudson 5+1 Competence Model, Boyatzis General Model of Competencies and Iceberg Model of Competencies

Competency Based Training

Competency based training is a structured approach to training and assessment that is directed toward achieving specific outcomes. It is about assisting individuals to acquire skills and knowledge so they are able to perform a task to a specified standard under certain conditions. In competency based training, the outcomes to be achieved are clearly stated . Learners know exactly what they have to be able to do . Trainers know what training or learning is to be provided. Organisations know the skill levels required of their people. The emphasis in competency based training is on "performing" rather than just "knowing".

WATERFALL MODEL OF COMPETENCIES AND RESULTS

COMPETENCIES

BEHAVIORS
(actions)

PERFORMANCE

ORGANIZATIONAL RESULTS

Assessment Center

Assessment Center
Assessment Centers are set up for continuous assessment of the competencies required to perform current /future tasks . Assessment Centers use trained assessors with skills of observation , recording ,classifying and measurement.

Assessment Centers use multiple methods like the following :

In Basket Exercises
Role plays Psychometric Tests Simulation Exercises Leaderless and Leader led Group Discussions Case Studies Biographic Behavioral Incident Interviews

Advantages of Competency Based Training

Participants will achieve competencies required for performance(Superior) of their jobs. Participants build confidence as they succeed in mastering specific competencies. Training time is used more efficiently and effectively as the trainer is a facilitator of learning as opposed to a provider of information/knowledge. More training time is devoted to working with participants individually or in small groups as opposed to presenting lectures. More training time is devoted to evaluating each participants ability to perform essential job skills. Simulation of real life situations and analysis of behavior of participants enable reflection and assessment of learning .

Limitations of Competency Based Training

A CBT course is only as effective as the process used to identify the competencies. If attention is not given to identification of the essential job skills, then the resulting training course is likely to be ineffective. A competency-based training requires specific CBT materials and structured training approaches such as roadmap for participant , intermediate feedback on acquisition of competence and coaching.

Is Attitude Everything
Would you a permit a knowledgeable eye surgeon to do a heart surgery ? Would you allow a knowledgeable pilot to run trains ? Skills are crucial for performance .

Implications for Using CBT

Organizations must be committed to providing adequate resources and training materials. Audiovisual materials need to be directly related to the written materials. Training activities need to match the objectives. Continuous participant interaction and feedback must take place. Trainers must be trained to conduct competency-based training courses. Individuals attending training must be prepared for CBT as this approach is likely to be very different from their past educational and training experiences.

Competency Mapping in India

Competency-based HRM has been adapted by the number of organizations in India for : Building of leadership and managerial competency by Tata Group, A V Birla Group, Dr. Reddys Laboratories Ltd, Wockhardt, HDFC Standard Life , Bank of Baroda and others . Building of a competitive and professional culture e.g. Steel Authority of India Ltd., Titan, Bharat Electronics Ltd, Dr. Reddys Laboratories Ltd . Implementing 360 degree feedback by the Reserve Bank of India.

Road Map of Ministry of Personnel and Training for implementing CBT for Civil Services in India

1.Initiate pilots to identify and arrive at a consensus on 40 to 50 competencies. 2.Form a dedicated team for introducing competencies based HRM for the civil services. 3. Prepare a template that can be used in mapping competencies. 4.Develop internal capacity and have external guidance and handholding support during the introduction of competency-based HRM. 5.Launch major initiatives after learning lessons from pilot projects .

Competency framework for Indian Railways

The generic competencies for managerial and leadership responsibilities is proposed for Senior Administrative officers of Indian Railways based on THINK ACT-RELATE-LEARN dimensions . The behaviors and performance standards for these competencies are defined . Assessment tools for these competencies have been developed for behaviours and sub behaviours under these competencies . The performance is assessed and graded at three levels 1.Highly Effective 2.Effective 3.Needs Development

From Knowledge to Attitude

Value Chain
Attitude

skill

Railway

Knowledge

Training

Complexity

Competencies
Competencies Highly Effective Effective Needs Development 1 2 3 4 5 6 7 8 9 10 Strategic Vision Analysis and Problem-Solving Business and Financial Insight Manages Execution Customer Focus Leads for Performance Drives Change and Innovation Communicates Engages and Inspires Develops Human Capital

BEHAVIOUR AND SUB BEHAVIOURS OF COMPETENCY OF ANALYSIS AND PROBLEM SOLVING

SUB BEHAVIOURS

Highly Effective
Bases decisions on accurate and unassailable logic and rationale.

Effective
Supports decisions with sound rationale. Makes reasonable progress on resolving problems, despite ambiguity or uncertainty, by identifying important intervention points. Makes timely decisions on most problems or issues requiring immediate attention, although delays too long or moves too quickly on some. Makes decisions that take into account many of the implications on the broader system.

Needs Development
Arrives at decisions without clear, logical support or rationale. Makes little progress on resolving problems under conditions of ambiguity or uncertainty (e.g., has difficulty making decisions). Fails to make timely decisions on problems or issues requiring immediate attention, consistently delaying too long or moving too quickly. Makes decisions that take into account only the most obvious or immediate implications.

1 2

Base decisions on sound logic and rationale.

Advances problems toward resolution despite Advance problems ambiguity or uncertainty toward resolution despite and drives them to ambiguity or uncertainty closure. Consistently makes timely decisions on problems or issues Make timely decisions on requiring immediate problems/issues attention, balancing requiring immediate systematic analysis with attention. decisiveness. Makes decisions that Make decisions that take fully take into account into account broad, the broad, system-wide system-wide implications implications.

BEHAVIOUR AND SUB BEHAVIOURS OF COMPETENCY OF ANALYSIS AND PROBLEM SOLVING

Sub behaviours
Bring to bear the appropriate knowledge, information and expertise in making decisions.

Highly Effective
Fully utilizes and applies the best available knowledge, information, and expertise (e.g., of self or others) in addressing issues or making decisions.

Effective
Draws on relevant knowledge, information, and expertise (e.g., of self or others) in addressing issues or making decisions.

Needs Development
Draws on little relevant knowledge, information, or expertise (e.g., of self or others) in addressing issues or making decisions. Takes into account information from a limited or narrow range of sources, when trying to understand an issue. Probes superficially into issues and problems, thereby gaining a limited understanding of their underlying causes. Presents only one solution when addressing problems; does not offer or consider alternatives or options. Chooses a course of action or alternative that is off-target, thereby having little or adverse impact on the business.

5 6 7 8 9

Integrate information from a variety of sources to better understand the issues.

Probe and look past symptoms to determine the underlying causes of problems and issues

Integrates information from a wide variety of sources to better understand the issues. Probes deeply into issues and problems and looks past symptoms to determine their underlying root causes.
Identifies and considers multiple alternatives and options to resolve problems or make decisions.

Incorporates information from a variety of sources to better understand the issues

Probes sufficiently into issues and problems to understand some of their underlying causes.

Define reasonable alternative solutions before making decisions Choose the best alternative or course of action to have the greatest positive impact

Suggests a few alternative options or solutions before making a decision. Chooses a course of action or alternative that has a positive impact on the business.

Chooses the best course of action to maximise the impact on the business.

RATIONALE FOR THE ASSESSMENT TOOL

Traditional tools do not map cognitive processes. In view of drawbacks of traditional tools and specific requirements of Indian Railways a new tool is proposed , the outline of the tool are as following . The assesee are required to tell a story of problem solving . The story captures human drama in all its multitudinousness . The personal story is a living thing cherished by an individual . It will bring out the depth of a persons thinking and mental models . The structured method of problem solving is exhibited by many examples of real life problem solving . The tool traces its history from Narrative therapy , Autoethnography and Personal Construct psychology.

COMPETANCE BEHAVIOUR STAGE OF THE TOOL MATRIX

BEHAVIOR BREAK DOWN PROBLEMS INTO MANAGEABLE COMPONENTS COGNITIVE PROCESS CLASSIFYING DIFFERENTIATING ATTRIBUTING STAGE OF THE TOOL DEFINE THE PROBLEM SOLVING PROCESS TASK TO BE CARRIED OUT FILLING UP 12 BOXES IN STAGES OF

PROBLEM
SOLVING MAP FROM THE OPTIONS

Move Forward .
Moving forward Railway Staff college plans to start a pilot assessment centers for mapping identified competencies . Personal development paths would then be framed on the basis of gaps identified through the assessment process The results would help in scaling the assessment to cover more officers .
Increasing customer satisfaction

Unconscious incompetence to unconscious competence

Euphoria of Bholu
2020
RESULTS
knowledge

Skill

Attitude

BEHAVIOUR

COMPETENCIES

2012

References
Report of Sam pitroda committee 2012 Vision 2020 Document . Ministry of Railways . Beth G. Chung-herrera, Cathy A. Enz, And Melenie J. Lankau (2003), Grooming Future Hospitality Leaders: A Competencies Model, Cornell Hotel and Restaurant Administration Quarterly, June 2003, pp. 17-25 Boyatzis, R. (1982) The Competent Manager: A Model for Effective Performance, New York: John Wiley and Sons Delamare Le Deist, F. and J. Winterton (2005) What Is Competence? Human Resource Development International (8)1, pp. 2746 Fouad, N.A., Grus, C.L., Hatcher, R.L., Kaslow, N.J. Hutchings, P.S., Madson, M., Collins, F.L., Jr. & Crossman, R.E. (2009). Competency benchmarks: A developmental model for understanding and measuring competence in professional psychology, Training and Education in Professional Psychology. Vol 3(4, Suppl), Nov 2009, S5-S26 Fotis Draganidis and Gregoris Mentzas (2006), Competency based management: a review of systems and approaches, Information Management & Computer Security Vol. 14 No. 1, 2006 pp. 51-64 Isiaka Sulu Babaita (2010), Productivity as a Driving Force for Investment in Training and Management Development in the Banking Industry, European Journal of Social Sciences Volume 13, Number 2 pp. 278-290 Lorraine Dearden, Howard Reed and John Van Reenen (2006) The Impact of Training on Productivity and Wages: Evidence from British Panel Data, OXFORD BULLETIN OF ECONOMICS AND STATISTICS, 68, 4 pp 397-421 Melanie K. Jones, Richard J. Jones, Paul L. Latreille and Peter J. Sloane (2009), Training, Job Satisfaction, and Workplace Performance in Britain: Evidence from WERS 2004, LABOUR 23 (Special Issue) pp. 139175 Mirabile, R.J. (1997) Everything You Wanted to Know About Competency Modeling, Training and Development (24)1 Patsy Van de Wiele (2010), The impact of training participation and training costs on firm productivity in Belgium The International Journal of Human Resource Management, Vol. 21, No. 4,pp. 582599 Rodriguez, D., et al. (2002) Developing Competency Models to Promote Integrated Human Resource Practices, Human Resource Management 41(3), pp. 309324 Rothwell, W.J. (2002) The Workplace Learner: How to Align Training Initiatives with Individual Learning Competencies, New York: American Management Association New York: John Wiley and Sons Sheehan, B.J., M.A. McDonald, and K.K. Spence (2009) Developing Students' Emotional Competency Using the Classroom-as-Organization Approach, Journal of Management Education (33)1 Shuk Ying Ho, Keith Frampton (2010) A Competency Model for the Information Technology Workforce: Implications for Training and Selection, Communications of the Association of Information Systems, Volume 27, Article 5, pp. 63-80 Signe M. Spencer , Lyle M. Spencer (1993) Competence at Work: Models for Superior Performance, New York: John Wiley and Sons