PROJECT REPORT

ON

“STUDY OF PERFORMANCE MANAGEMENT SYSTEM”

Under the guidance of

Submitted by

Registration no

University no.-

In partial fulfillment for the award of the degree of

MASTER OF BUSINESS ADMINISTRATION

SCHOOL OF MANAGEMENT

ABHILASHI UNVERSITY MANDI (H.P.)

Submitted to: Submitted by:

1
 DECLARATION

I hereby declare that the project report titled a genuine research work undertaken by me under the
guidance of NAME (AM-HR). This information has been collected from genuine authentic sources.

The report is being submitted in partial fulfillment of the requirement of MASTERS OF

BUSINESSADMINISTRATION from Abhilashi university ChailChowk Mandi H.P

Date: Signature:

2
 ACKNOWLEDGEMENT

I express my sincere gratitude to my industry guide Mrs. Akriti Miyan, NHPC Parbati H.E Project-2 Kullu H.P, for his able
guidance continuous support and cooperation throughout my project, without which the present work would not have been
possible.I would also like to thank the entire team of the NHPC Ltd. For their constant support and help for the successful
completion of the project.

3
 CHAPTER 1

INTRODUCTION

1. INTRODUCTION OF COMPANY

NHPC LIMITED

NHPC Limited (Formerly National Hydroelectric Power Corporation), A Govt. of India

Enterprise, was incorporated in the year 1975 with an authorised capital of Rs. 2000 million and
with an objective to plan, promote and organize an integrated and efficient development of
hydroelectric power in all aspects. Later on NHPC expanded its objects to include other sources
of energy like Geothermal, Tidal, Wind etc

Market Value

At present, NHPC is a schedule 'A' Enterprise of the Govt. of India with an authorized share
capital of Rs. 1,50,000 Million . With an investment base of over Rs. 2,20,000 million Approx.
In 2009-2010 NHPC made a profit after tax of Rs2090 crores . A increase of 94% than the
previous year profit of 1050 crores. NHPC is among the top ten companies in India in terms of
investment. Department of Public Enterprise, Govt. of India recently conferred prestigious
Miniratna status to NHPC.

Initially, on incorporation, NHPC took over the execution of Salal Stage-I, Bairasiul and Loktak
Hydro-electric Projects from Central Hydroelectric Projects Control Board. Since then, it has
executed 14 projects with an installed capacity of 5295 MW on ownership basis including
projects taken up in joint venture. NHPC has also executed 5 projects with an installed capacity
of 89.35 MW on turnkey basis. Two of these projects have been commissioned in neighbouring
countries i.e. Nepal and Bhutan at a capacity of 14.1 &60 MW.
On-going work

Presently NHPC is engaged in the construction of 10 projects aggregating to a total installed

capacity of 4502 MW . NHPC has planned to add 5322 MW during 11th Plan period. 12 projects
of 9651 MW are awaiting clearances/Govt. approval for their implementation. Detailed Projects
report or Feasibility Report are being prepared for 7 projects of 5755 MW.
Since its inception in 1975, NHPC has grown to become one of the largest organizations in the
field of hydro power development in the country. With its present capabilities, NHPC can
undertake all activities from concept to commissioning of hydroelectric projects.

4
Since its inception in 1975, NHPC has grown to become one of the largest organisation in the
field of hydro power development in the country. With its present capabilities, NHPC can
undertake all activities from concept to commissioning of Hydroelectric Projects.

5
INTRODUCTION OF BAIRA SIUL POWER STATION

It is located in the Chamba District of Himachal Pradesh at a distance of 135 kms from
Pathankot, which is the nearest broad-gauge railhead. It utilizes the combined flow of three
tributaries of River Ravi, viz. Baira, Siul and Bhaledh rives. It has been designed to generate
750 Million Units of energy in a 90% dependable year. Beneficiary States are Himachal Pradesh,
Punjab, Haryana and Delhi.

The scheme consists of a 53m high earth and rockfill dam across the Baira River. The dam
diverts the water of the Baira and Bhaledh rivers through the intake structure to the main
headrace tunnel. The water flows through a 7.63 km long horse-shoe shaped Head Race Tunnel
and a 100 m deep, 3.0 m dia drop shaft to the 3 penstocks, each 2.75 m in diameter, a surface
power house with three Francis type generating units of 60 MW each. The Power Station was
commissioned in the year 1981. The power generated is evacuated through a 96 km long, 220
KV double circuit transmission line in to Northern Grid

Baira Siul Power Station is a major step towards harnessing hydroelectric potential in Himachal
Pradesh. It envisages utilization of the combined inflow of three tributaries of the Ravi river,
namely Baira, Siul and Bhaledh for generation of power on run-of-the-river basis. The installed
capacity is 180 MW (3 x 60 MW). The annual designed energy from the project is 779.28 MU‟s
in a 90% dependable year with 95% availability of installed capacity.

The project headquarter is at Surangani.The construction of the project was undertaken by the
Central Government under the erstwhile Ministry of Irrigation and Power in 1970-71. The
project was taken over by the National Hydroelectic Power Corporation on 20/01/1978. Units I,
II and III were commissioned on 18/05/1980, 19/05/1980 and
13/09/1981 respectively. The commercial production started on 01/04/1982.

6
Salient Feature
Distt. Chamba,
Location
Himachal Pradesh
Nearest Rail Head
Approach
- Pathankot
Capacity 180 MW (3 x 60 MW)
779.28 million
Annual Generation
units (90% dependable year)
Rs. 142.5 Crore
Project Cost
(Jan‟81 price level)
H.P., Punjab,
Beneficiary States
Haryana & Delhi
Year of Commissioning/Completion Schedule 1981

7
 VISION & MISSION

VISION

 A world class, diversified & transnational organization for sustainable development of hydro
power and water resources with strong environment conscience.

MISSION

 To achieve international standards of excellence in all aspects of hydro power and

diversified business.
 To execute and operate projects in a cost effective, environment friendly and socio-
economically responsive manner.
 To foster competent trained and multi-disciplinary human capital.
 To continually develop state-of-the-art technologies through innovative R&D and adopt best
practices.
 To adopt the best practices of corporate governance and institutionalize value based
management for a strong corporate identity.
 To maximize creation of wealth through generation of internal funds and effective
management of resources.

8
 CHAPTER 2
REVIEW OF LITERATURE

Bendick, M., Egan, M. & Lofhjelm, S. (2001). HR performance appraisal system, Vol. 24 No.
2, pp. 10-25.

This article‟s focus on the US workplace. Organizations can benefit from performance appraisal
offering diversity training to employees. That is, training employees to respect others and not to
act in a discriminatory manner towards fellow employees.

McGregor, L. (2000). Career Development International. Vol. 5 No. 4/5, pp. 244-249.
This article presents two models of mentoring. The traditional view of mentoring is facilitated
mentoring where the more experienced person (mentor) acts as a role model for the less
experienced person (mentee). Another approach is also offered – guided learning. A more
experienced co-worker uses guided learning to teach a less experienced worker new skills.

Taylor, W. (2005). The Age, My Career Section, p. 11, 26/11/2005.

This paper outlines the experiences of two executive women in developing an internal mentoring
program. The experiences demonstrate that the mentoring relationship not only benefits the
mentees but also the mentor

While the increased demand for executive coaching in the marketplace has opened up, the
increasing number of coaches of every type, training, and perspective has also grown (Brotman
et al., 1998; Joo, 2005; Kampa-Kokesh, & Anderson, 2001; Wasylyshyn, 2003). It is surprising
that with the increased use of executive coaching and the rising number of coaches, there has not
been a professional association formed to develop and monitor the standards, requirements, and
competency validation solely for executive coaches (Brotman et al., 1998; ICF, 2006;
Wasylyshyn, 2003). This need has brought reactions from executives, coaches, and clients who
suggest standardized methods.

Executives have recognized the significance of executive coaching in their professional

performance, both personally and organizationally (Effron et al., 2005; Joo, 2005; Kampa-
Kokesh, & Anderson, 2001; Turner, 2006; Wasylyshyn, 2003). During the beginning years of
executive coaching, it was seen as an executive crutch to assist non-performers. Today, executive
coaching is looked upon as a necessary tool and in some cases reserved only for senior
executives (Joo, 2005; Kampa-Kokesh, & Anderson, 2001; Stevens, 2005; Turner, 2006;
Wasylyshyn, 2003). One reason for the about face attitude could be the value executive coaching
brings as a "time-out" break, from the unyielding demands of the corporate world, for inner-
thought, assessment, positive criticism, and a co-development of strategies (Bacon & Spear,
2003; Brotman et al., 1998; Joo, 2005; Kampa-Kokesh & Anderson, 2001; Kilburg, 1996a;
Orenstein, 2002; Stevens, 2005; Turner, 2006; Wasylyshyn, 2003).

9
 One of the premier uses of executive coaching is to deliver "just-in-time" strategies for
increasing one's personal performance and effectiveness by transforming weaknesses into strengths
(Bacon & Spear, 2003; Kampa-Kokesh, & Anderson, 2001; Kilburg, 1996a; Orenstein, 2002;
Wasylyshyn, 2003). Due to this increase in personal ROI, corporate America is enamored with
executive coaching and the benefits it has brought in recent years (Bacon & Spear, 2003).

With many corporate incomes decreasing over the past few years, corporations have reevaluated their
training and development practices, to include the use of external sources (Joo, 2005; Kampa-Kokesh,
& Anderson, 2001; Turner, 2006; Wasylyshyn, 2003). As a result, executive coaching focuses on
ensuring alignment with corporate strategy (Bluckert, 2005b; Brotman et al., 1998; Edwards, 2003;
Levinson, 1996; Joo, 2005; Orenstein, 2006; Peterson, 1996; Saporito, 1996; Turner, 2006). In this
changing corporate setting, executive coaching must be used in a laser-focused manner, rather than a
liberally used improvised solution (Orenstein, 2006). Those corporations who have identified the need
and usefulness of executive coaching have created an inner coaching environment to facilitate coaching
through internal coaches (Turner, 2006).

It is in the new corporate coaching culture of companies employing their own coaches (internal) where
the chemistry of the coaching relationship takes a back seat to replicable measures in the coaching
protocol (Joo, 2005; Kampa-Kokesh & Anderson, 2001; Stevens, 2005; Turner, 2006; Wasylyshyn,
2003). The internal coach, unfortunately, finds him or herself in a dilemma of possibly losing one of his
most prized outcomes, which is, assisting clients to become masters of change management
(Wasylyshyn, 2003). Another downturn of this "commoditization" of executive coaching is to put a limit
on the use of coaching, and to what extent, documenting the benchmarks, stages, and action steps.
Doing so, realistically, diminishes the coaching process to a cookie cutter approach including a preset
number of sessions and strategies rather than a co- developed strategic plan developed over the course
of an ongoing relationship. (Joo, 2005; Kampa-Kokesh & Anderson, 2001; Turner, 2006; Wasylyshyn,
2003).

10
 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

PERFORMANCE MANAGEMENT SYSTEM IN NHPC

E-MAP (Moving Ahead through Performance) is the Performance Management System

which is followed in NHPC. This system was introduced in the year 2007-08.

E-M AP aims at creating alignment of your goals with those of the company and enables you
to effectively manage performance- for yourself and your team.

This system covers Frontline Executives and Middle level Executives of NHPC. Frontline
Executives fall in the category from Engineer to Manager (E1-E4) and Middle level
Executive starts from Senior Manager to Additional General Manager (E5-E7).

As a trial measure, in the year 2006-07 MAP was filled manually, i.e. it was not e-Enabled.
From year 2007-08 it was switched over to e-Enabled. Upto year 2005, performance appraisal
of an individual was filled in the form of Annual Confidential Report (ACR).

The features of MAP have been designed to reduce subjectivity and individual biasness that
may impact the effectiveness of a performance management system.

The system is divided into two parts:

Part A: Key Result Area (KRA’s)

Part B: Skill/ Competency

Assessment

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THE MAP LOGO

The Map logo represents:

• Excellence

• Focus on people at the center of the system

• Sharp growth through performance

• Alignment

• Measurement

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 Definition of Performance

• Definition of Performance in MAP is based upon Key Result Areas or KRAs and Routine
Responsibilities.
• ~ KRAs are "critical outcomes towards which effort is directed to achieve desired
business results."
• ~ Routine Responsibilities are “significant on-going tasks or outcomes that are
undertaken or delivered on a day-to-day basis.”

• Unique Role and Responsibility (URR) templates provide the KRAs, relative weight of
KRAs and Routine Responsibilities, the Competencies and their required Proficiency
Levels for a role. The URR Template in MAP helps deliver consistency and clarity on
expected performance measures to Appraisees and Appraisers alike.
• MAP allows the Appraisee to define the performance measures applicable to the
Appraisee's situation using a combination of KRAs and Routine Responsibilities.
• The achievement against targets set for each of these will together constitute the
Appraisee‟s Performance Plan in the Performance Cycle or Period.

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MAP PERFORMANCE CYCLE

Performance Cycle at a Glance

A Performance Cycle refers to the year for which your performance is being evaluated. The
Performance Cycle of MAP is one year coinciding with NHPC financial year.

MAP follows an April to March cycle and consists of three key phases:

1. Performance and Development Planning

2. Mid Year Review

3. Final Review

The figure below provides an overview of the Performance Cycle with key dates for each phase.

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PERFORMANCE AND DEVELOPMENT PLANNING

Performance Planning Phase of MAP is initiated in the month of

March upon the finalization of the draft budget for NHPC. The
targets finalized for the Unit, Product Group, Department and
consequently the Section will serve as the starting point for an
individual to do his Performance Planning.

BALANCED SCORE CARD (BSC)

The Balanced Score Card of the company is prepared at the

company level at the beginning of the year based on the Strategic
Plan as well as the MOU and Budget targets decided for the year.

Based on this, the Balanced Scorecards are also prepared for the following
levels:

Unit Head Level

Product Group /
Function Head
Level
Department
Head Level
Section Head Level

The Strategic Objectives of the Company / Unit / Product Group

(PG) / Deptt. / Section for a given financial year is outlined in the
Balanced Scorecard prepared for that Level. Although the Balanced
Scorecard is prepared outside MAP, it is critical for the success of
the system. The individual Performance Plans are derived from the
Section Level BSC which will derive its strategic objectives and
targets from the Department/ NC/ Unit and Company level BSCs
through a process of cascading, thus ensuring proper alignment
between the objectives /targets flowing from top to bottom.
Creating the Performance & Development Plan (P&DP)

The Performance Plan of an individual essentially consists of one section – KRAs. This is the
essential component of any Performance Plan and the individual is expected to fill in this
section adhering to all guidelines in order to be able to submit his plan to his Appraiser.

1. Selecting the KRAs

The Appraisee will select relevant KRAs from the KRA Master of his function (i.e. the
function to which he has been mapped). A minimum of six and a maximum of fifteen KRAs
can be selected. (max. 15 from own KRA Master; 5 optional which can be taken from KRA
Masters of other functions so as to ensure that the total no. of KRAs per plan does not exceed
15).

2. Target Setting and Action Plans for KRAs

For each KRA, 5 levels of performance must be defined by the Appraisee that quantify the
extent of achievement in a given timeframe (L5 being the best and L1 being the lowest level of
performance)
Along with these, the Appraisee will develop an Action Plan consisting of specific steps
required to achieve the target for each KRA.

3. Assigning Weightage
The Appraisee will propose weightages between 5% and 25% for each KRA. The total
weightage for KRA (C) should be equal to or more than the Minimum Weightage for KRA(C)
prescribed for the relevant URR to which the individual has been mapped. The total of all KRA
weightages should add up to 100%. Maximum limit of weightages have been suggested for all
KRAs across all functions for all the categories of URRs. Executives while assigning
weightages to the KRAs selected by them in their plan cannot exceed the maximum permissible
weightages specified against each KRA. This is ensured through inbuilt system checks.

1. RATING SCALES
Performance defined in MAP will be evaluated using 5-point Rating Scales. These Rating Scales
will be used to assess the extent of accomplishment on KRA Targets, Routine Responsibilities
and Competencies.

One common scale will be used for assessing accomplishment on KRAs and Routine
Responsibilities, while another scale will be used for assessing accomplishment on
Competencies.
Rating KRAs and Routine Responsibilities

KRAs and Routine Responsibilities have a 5-point scale where each rating has been articulated
and explained.
 The 5-point Rating Scale for Competencies is different from the one used for KRAs and Routine.

The Appraisee will be evaluated on all Competencies in the URR using the Competency Scale.

Each Rating on the scale has been articulated to describe the extent to which an Appraisee has
displayed the behaviors described in the required Proficiency Level of the Competency.

Based upon the behaviors observed, the Rating that best describes the set of displayed behaviors
is chosen as the Rating on that Competency.

2. COMPETENCIES AND DEVELOPMENT PLAN

Competencies are skills and abilities described in terms of behaviors that are coachable,
observable, measurable and critical to individual performance skills.
Competencies form the foundation of “what” capabilities are required for the successful
execution of roles and responsibilities, thereby driving functional, unit and organization
performance.
Competencies have been classified into two:
a. Behavioral – Are Competencies that define behaviors or attitudes required for
performing certain jobs.
b. Functional / Technical – Competencies which relate to knowledge and skill required
for performing the job are called technical /functional competencies.

Accordingly, there are two sets of Competency Masters in MAP:

a. Behavioral Competency Master
b. Functional Competency Master

The „Behavioral‟ Competency Master comprises a list of 18 competencies which are common
for all Functions.

The „Functional‟ Competency Master comprises Function-wise list of Competencies pertaining

to each function.
 The Development Plan Module has been provided with the Mid Year Review Phase when the
individuals will identify their development needs for the next year from the two sets of
Competency Masters. The unit HRDC/HRDI will take inputs from this module to organize
group training programmes in the subsequent year. Training needs which need to be fulfilled
immediately can be arranged for by the concerned departments.
The Appraisee will be required to select a minimum of one Competency
from each of the two Masters, and a maximum of three Competencies from both Masters put
together. These would be competencies which the individual would like to develop/ improve
upon for better performance on the job.

BEHAVIOURAL COMPETENCIES OF MAP

1. Planning and Organizing

2. Initiative
3. Commitment to Quality
4. Creativity and Innovation
5. Interpersonal Relations
6. Cost Consciousness
7. Strategic Thinking
8. Customer Focus
9. Decision Making
10. Risk Taking
11. People Capability
12. Analytical Ability
13. Communication Skills
14. Teamwork
15. Achievement Orientation
16. Negotiation Skills
17. Problem Solving
18. Knowledge of Business Environment

FEEDBACK AND COACHING

The process of continuous Feedback and Coaching is an inherent and critical part of MAP.

The Mid Year and Final Reviews are specifically focused on Feedback and Coaching and hence
require the Appraisee and the Appraiser to have a formal feedback session.
 For Feedback and Coaching to be truly effective, it should be provided and received on an on-
going basis. When used effectively, Feedback & Coaching is a powerful means of positively
impacting performance.

Feedback and Coaching helps an Appraiser in both obtaining information and providing inputs
on how an Appraisee is performing and whether or not he / she is headed in the right direction. It
is also an opportunity for the Appraisee to solicit resources and help that may be required for
enhancing his/ her own performance.

Most people are comfortable in providing positive feedback. However, they are hesitant to
initiate a conversation that involves sharing of negative or unpleasant performance-related
information. Such hesitation needs to be overcome, considering the importance of feedback in
correcting the performance level of the Appraisee, and the consequent benefit to the Appraisee's
career.

Coaching Impacts Performance

Feedback is of various types:

Positive feedback
Corrective feedback
Feedback focused on identifying obstacles to performance
Feedback for the purpose of sharing information etc.
 Part B- SKILL/ COMPETENCY ASSESSMENT

The Objective of Part B is to assess the Skills/ Competencies possessed by individuals and
factor in this assessment for the purpose of Promotion decisions.

There are two sets of Skills/ Competencies mapped to different levels of executives as follows:

E1A to E5 Skill/ Competency Set-1

E6 & E7 Skill/ Competency Set- 2

The weighted average score of Part-A and Part-B will give the Composite Score of the individual
for that year which will be reckoned for promotion purposes only. The following weightages
operate between Part-A (kRAs) and Part-B (Skills and Competencies) while calculating the
Composite Score:

EXECUTIVE WEIGHTAGE OF PART-A WEIGHTAGE OF PART-B

BAND (KRAs of e-MAP) (Skills/ Competencies)

E1A to E3 80% 20%

E4 & E5 70% 30%

E6 & E7 50% 50%

The following formula is used to arrive at the Composite Score:

(Score of Part-A * Weightage of Part-A) + (Score of Part-B * Weightage of Part-B)

The Score of ‘Part-A’ will constitute the ‘Performance Score’ of the individual for the year
whereas the weighted average Score of ‘Part-A’ and ‘Part-B’ will constitute ‘Composite

Score’ of the individual for the year.

The Authorities for Assessment of Part-B for various levels of executives are:

For E6 & E7

Reviewer Unit Head

Appraiser

For E1A to E5

Reviewer PG/Function Head

Appraiser

Unlike Part- A, there is NO „Self Assessment‟ of Part-B by the Appraisee and the score of Part-B as
also the Composite Performance Score of Part-A and Part-B will not be shared with the Appraisee.
The ratings will be given on a scale of 1-5. 5 being the best and 1 being the worst.
Any Competency getting a rating of 1 or 2 will be displayed to the Appraisee as an area for
development.
 LIST OF SKILLS/COMPETENCIES TO BE ASSESSED FOR EXECUTIVES

IN GRADES E1A TO E5

(On a scale of 1 to 5 – 5 being the best and 1 the lowest)

SN SKILLS/ COMPETENCIES

1 Functional / Technical Knowledge: Possesses knowledge related to function, understands and

appropriately applies technical ability related to functional / technical expertise.

2 Leadership: Motivates & develops individuals. Encourages team members in decision making.

3 Interpersonal Relations & Team playing: Sensitive to the needs and problems of others.
Collaborates with colleagues to seek solutions that are beneficial to the team. Supports others‟
contribution and helps in achievement of teams‟ goals.

4 Analytical ability: Displays the ability to analyse information and draw logical conclusions.

5 Openness to continuous learning: Assesses and recognizes own strengths and weaknesses; pursues
self-development.

6 Communication: Displays skill to give and receive instructions accurately; has ability to present
issues lucidly and share information with all concerned.

7 Initiative & Resourcefulness: Able to act effectively / imaginatively to accomplish mission ; takes
initiative to solve problems/ improve processes.

8 Achievement / Result orientation: Displays zeal to achieve by aggressively and passionately

pursuing targets which have a standard of excellence.
9 Sense of Responsibility / Tenacity: Meets targets; shoulders responsibility; minimal follow-up
required.

10 Quality of work: Displays thoroughness, accuracy and general excellence of output ; produces work
free from errors; shows consistency of output under varying conditions.

11 Customer Focus & Service Orientation: Displays ability to strive for success of both internal &
external customers through high responsiveness and delivering value.

12 Administrative / Executive ability: Displays ability to objectively view administrative situations

and demonstrates courage in enforcing financial and personal discipline; has ability to appraise
subordinates objectively.

SN SKILLS/ COMPETENCIES

1 Functional / Technical Knowledge: Possesses knowledge related to function, understands and

appropriately applies technical ability related to functional / technical expertise.

2 Leadership: Motivates & develops individuals. Encourages team members in decision making.

3 Interpersonal Relations & Team playing: Sensitive to the needs and problems of others.
Collaborates with colleagues to seek solutions that are beneficial to the team. Supports others‟
contribution and helps in achievement of teams‟ goals.

4 Analytical ability: Displays the ability to analyse information and draw logical conclusions.

5 Openness to continuous learning: Assesses and recognizes own strengths and weaknesses; pursues
self-development.

6 Communication: Displays skill to give and receive instructions accurately; has ability to present
issues lucidly and share information with all concerned.

7 Initiative & Resourcefulness: Able to act effectively / imaginatively to accomplish mission ; takes
initiative to solve problems/ improve processes.

8 Achievement / Result orientation: Displays zeal to achieve by aggressively and passionately

pursuing targets which have a standard of excellence.
9 Sense of Responsibility / Tenacity: Meets targets; shoulders responsibility; minimal follow-up
required.

10 Quality of work: Displays thoroughness, accuracy and general excellence of output ; produces
work free from errors; shows consistency of output under varying conditions.

11 Customer Focus & Service Orientation: Displays ability to strive for success of both internal &
external customers through high responsiveness and delivering value.

12 Administrative / Executive ability: Displays ability to objectively view administrative situations

and demonstrates courage in enforcing financial and personal discipline; has ability to appraise
subordinates objectively.

13 Decision Making & Flexibility: Displays ability to diagnose and analyse problems and generate
effective solutions by taking practical and calculated decisions; is open and flexible when required.

14 Planning & Organising: Displays ability to plan dynamically and implement the same for
achieving desired goals.

15 Creativity & Innovation: Develops new insights into situations; encourage new ideas and
innovations; solves problems creatively.
 LIST OF SKILLS/COMPETENCIES TO BE ASSESSED FOR EXECUTIVES IN GRADES E6
&E7

SN COMPETENCIES

1 Business Environment Knowledge: Knowledge and understanding of economic, legal, socio-

political trends.

2 Profession Specific Knowledge: Knowledge related to profession as a whole. Knowledge which

is determined by authority & responsibility of other positions, knowledge of mission, values and
standard operating procedures, policies.

3 Making Business Decisions: Use business related data to sport effective and timely business
decisions by *Systematically gathering relevant business information *Identifying the strengths
and weaknesses of a particular business line *Recognizing opportunities or threats and acting on
them rapidly *Using business facts collected in daily decision making.

4 Vision: Develop a vision for the future of the organization by : *Grasping the meaning of trends &
interrelationships between the organization and its environment at the local, national and
international level *Identifying fundamental values and beliefs to guide the organization into the
future.

5 Systematic Thinking: Identifying connections between situations that are not obviously related
*using common sense, past experience and basic rules to identify key underlying issues
*Generating and testing hunches which may explain complex situations or problems.

6 Networking: To cultivate an informal network which may help to get things done through
*Developing contacts with people outside of the immediate work Unit *Using networks as a
source of information & support.

7 Organizing Resources: Ensure that all financial, personnel and/or other resources are in place to
meet needs by *Identifying and acquiring the resources. *Allocating and utilizing the resources in
a timely and cost effective way *Monitoring and controlling all resources required to maintain the
efficiency of operations.

8 Inspire People: To generate a sense of purpose for the work done by the organization instilling
enthusiasm, loyalty and commitment among team members at all levels of the organization
*Inspiring, motivating and guiding others towards organizational goals and objectives *Setting an
example for others by behaving in ways that are consistent with espoused beliefs and values and
the organization‟s vision and direction.

9 Team Player: To contribute to group objectives in a team environment through *Cooperating and
 interacting well with others *Contributing actively and fully to team projects *Working
collaboratively as opposed to competitively with others *Acknowledging diverse opinions,
addressing relevant concerns and working towards consensual solutions that enhance the output of
the team.

LIST OF VALUES TO BE ASSESSED FOR EXECUTIVES IN GRADES E1

TO E7

SN. VALUES

1 Fairness: Decisions are made objectively, free from patronage and reflect the just treatment of
employees and applicants.

2 Transparency: There is open communication about every aspect of managerial decisions which
concern people.

3 Trust: Trustworthiness leading to confidence *Allow staff the freedom to grow and develop
*Relate to others on the basis of mutual respect * Courage to stand by ones convictions.

4 Candour: Frank and forthright *Give and receive constructive criticism/suggestions *openly
discuss performance deficiencies and take corrective action *Appreciate good performance *Be
consistent in words and deeds *Face up to ones mistakes.

5 Collaboration: Working in tandem * Open in sharing information and in seeking suggestions /

opinion * Sensitive to concerns of others * Honouring commitments *Encourage team work
across departments / functions.

6 Involvement: Total commitment *Be dedicated and committed to work. *Build commitment by
encouraging wide participation in decision making process to the maximum extent possible.

7 Flexibility: Ability to participate and adapt to changing circumstances using sound judgement
*Open to accepting new ideas * Willing to learn from anyone and to do things differently
*Prepared to operate and adapt to different environments.

8 Willingness to accept challenge:*Be willing to experiment*Allow for freedom to fail, but learn
from it too.
9 Discipline: Adherence to accepted norms *Honour promises and adhere to agreed system
*Respect for others time and space * Exercise self control.

10 Ethical Behaviour : Demonstrate honesty and sincerity in every action *Apply sound business
and professional ethics *Show consistency with principles, values and behaviors.

S.N GENERIC ATTRIBUTES

1 Leadership Abilities: Demonstrates ability *For guiding collective decision making *For
succession planning *Crisis management and *Ability to take risks.

2 Team Building: Demonstrates effectiveness in re-organizing his/her own department *Manage

diverse and divergent views and group processes without losing sight of objectives.

3 Ability to build a strategic Vision: *Demonstrates ability to manage change *Focus on long term
issues *strategic thinking *Translate vision into goals.

4 Business Sense: *Commitment to bottom line results by enhancing revenue generation by

addressing interest of customers and stakeholders *Balancing need for viable short and long term
performance *Optimizing unit/organization‟s contribution while supporting corporate objectives
*Spotting and pursuing new business opportunities wherever possible.

5 Communication skills : Communicate ideas and information effectively and market key points
effectively through public speaking and presentation * Ability to convert ideas through action
plans and ensure acceptability within the organization and performance at Board meetings
RESEARCH METHODOLOGY

The research design in my case was exploratory research design, which is also known
Formulative Research Design.

The main purpose of my study was getting the opinion of people regarding the performance
appraisal system and what are the problems which are faced by the appraisees and the appraisers.

The research design in my study was flexible to provide opportunities for considering different
aspects of the problem under study.

Types of Data collected:

• Primary: First hand information was received from the employees through questionnaires and
personal interviews.

• Secondary: The data from internet was collected to get a better insight and the company‟s
manual.

SIMPLE RANDOM SAMPLING:

Simple random sampling refers to the sampling technique in which each and every item of the
population is given equal chance of being included in the sample.

Random sampling is sometimes referred to as REPRESENTATIVE SAMPLING. If the sample

is chosen at random and if the sample is sufficiently large, it will represent all groups in the
population. A random sample is also known as PROBABILITY SAMPLE because every item of
the population has equal opportunity of being selected in the sample.

Sample size:
The sample size of my project is 50.

CHAPTER 4

DATA ANALYSIS AND INTERPRETATION

1. Are you satisfied with the present performance appraisal system (E-map)?
(a) Yes [ ] (b) No [ ]

If No, then why …………………………..

YES

NO

40%

60%
Interpretation: More than half of the employees are satisfied with the present performance
appraisal system. The employees who are not satisfied are mainly from E-1 to E-3 level.
2. Do you think the present system is effective / better than the previous appraisal system?
(a) Yes [ ] (b) No [ ]

30% YES

NO

70%

Interpretation: 70% of employees think that the current system (e-Map) is better than the
previous system (ACR) because earlier their result was totally confidential and was not known to
them.
3. Do you think the e-map system reduces biasness?
(a) Yes [ ] (b) No [ ]

YES

NO

40%

60%
Interpretation: 60% of the employees think that this system reduces biasness because the KRA
evaluation is transparent to each appraisee.

4. As an appraisee do you face any problem while selecting the KRAs?

(a) Yes [ ] (b) No [ ]

20%

YES

NO

Interpretation: 80% executives have no problem in selecting the KRA‟s because everything
is completely elaborated and 80%
they are given choices to choose among many of their caliber.
5. Does your appraiser help you in selecting the KRAs?
(a) Yes [ ] (b) No [ ]

15%

YES

NO

85%

Interpretation: 85% executives are helped by their appraisers in selecting KRA‟s. This
shows the good inter personal relationship between the appraisee and the appraiser.
6. Do you think the present list of KRAs cover all aspect of your job?
(a) Yes [ ] (b) No [ ]

25% YES

NO

Interpretation: Only 25% executives feel that the present list of KRA‟s doesn‟t cover all
75%
aspects of their job. The Executives which are under grade E1- E3 are unsatisfied.
7. Do you think the part B of e-map system should be transparent to an appraisee?
(a) Yes [ ] (b) No [ ]

Interpretation: More than 65% appraisers feel that part-b should not be transparent to an
appraisee as this is the only part through which they can control the performance of their
subordinates.
8. Do you get any formal feedback regarding your performance?
(a) Yes [ ] (b) No [ ]

30% YES

NO

70%formal feedback regarding their

Interpretation: 70% executive says that they get the
performance by their superiors regularly while carrying out their work.
9. Are any steps taken to improve the performance if not up to the mark?
(a) Yes [ ] (b) No [ ]

If yes, then what ………………………………………….

Interpretation: 30% executives say that the proper training is given to them for upgrading their
job whenever required.
10. Do you find these steps effective / useful in your job?
(a) Yes [ ] (b) No [ ]

YES

35% NO

65%

Interpretation: 65% executive feels that these steps are useful as they develop their skills and
competencies.
 CHAPTER 5
FINDINGS, SUGGESTION AND CONCLUSION

FINIDINGS

Most of the appraisees find problem in selecting their KRA‟s.

Some appraisers don‟t help their appraisees in selecting the KRA‟s as they think its not their work.

Formal feedback is given by the appraisers on day- to- day basis.

Job related training is given to the executives and they think it really helps them in their further
growth.

Most of the executives are satisfied with the current scenario of performance appraisal as compared
to older one.

SUGGESTIONS
Proper training program should be conducted about the E-Map system for the new trainees.

Whenever there are any changes in the KRA‟s the executives should be informed about it in advance.

Executives should be know that on what basis they performance is being measured in Part-B as this plays
an important role at the time of their promotion.

Some personality development trainings should also be provided apart from mere job oriented training

CONCLUSIONS

From the research it has been concluded that most of the executives who are not satisfied with
the present performance appraisal system are the executives from E1 to E3 level as they think it
is quiet complicated. They find problems in selecting their KRA‟s from the KRA master as there
are so many KRA‟s and they have to select the KRA‟s which are related to their work. Appraises
also want that the score of Part- B of E- Map should be known to them and the basis on which
their score is given. But appraisers feel that the score of Part B should not be known to appraises
as the think it is the only way by which some how they can control the behavior of the executive.
Appraisers don‟t have any problem with this system as they are quite experienced.

Appraisers give proper feedback to their appraises on day today basis and proper training or
challenging tasks are given to improve their performance. mainly the formal training is given at
the time of joining the organization but if the employees face any problem later at the time of
their job, their superiors help them in resolving their problems at the same time.

But some appraises feel that they are not given proper feedback and even they don‟t want any
feedback as they think that they know their work very well.

QUESTIONNAIRE

1. Are you satisfied with the present performance appraisal system (E-map)?
(a) Yes [ ] (b) No [ ]
 If No than why …………………………..

2. Do you think the present system is effective / better than the previous appraisal system?
(a) Yes [ ] (b) No [ ]

3. Do you think the e-map system reduces biasness?

(a) Yes [ ] (b) No [ ]

4. As an appraisee do you face any problem while selecting the KRAs?

(a) Yes [ ] (b) No [ ]

5. Does your appraiser helps you in selecting the KRAs?

(a) Yes [ ] (b) No [ ]

6. Do you think the present list of KRAs cover all aspect of your job?
(a) Yes [ ] (b) No [ ]

7. Do you think the part B of e-map system should be transparent to an appraisee?

(a) Yes [ ] (b) No [ ]

8. Do you get any formal feedback regarding your performance?

(a) Yes [ ] (b) No [ ]

9. Are any steps taken to improve the performance if not upto the mark?
(a) Yes [ ] (b) No [ ]

10. Do you find these steps effective / useful in your job?

(a) Yes [ ] (b) No [ ]
11. As an appraiser what problem do you face ?

………………………………………………………………………………………………

………………………………………………………………………………………………

………………………………………………………………………………………………

12. Suggestion as an appraisee

………………………………………………………………………………………………

………………………………………………………………………………………………

13. Suggestion as an appraiser

………………………………………………………………………………………………

………………………………………………………………………………………………

Name : ……………………………

Designation
REFRENCE & BIBLIOGRAPHY

COMPANY‟S MANUALS
Performance Appraisal by Joyce Margulies.
Indiana university
http://www.indiana.edu/-
uhrs/.htm
http://appraisals.naurihub.co
m
http://hr.rpi.edu/update.com
http://www.performance-appraisal.com
Business knowledge source on job evaluation
by Steve M.jex. Handbook of Applied
Behaviors Analysis. John Austin & James E.
crr. Management of Human Resources, Gary
Dessler
Peter Drucker,”Management task, responsibilities,practices.”
http://managementhelp.org/plan_dec/mbo/htm
The practice of management‟. By
Peter Drucker. http://performance
–
appraisal.org/experts/perffeedback.
htm www.nhpc.nic.in
www.nhpcindia.co.in

http://www.analytictech.com/mb021/cultural.htm
http://en.wikipedia.org/wiki/Cultural_identity
www.business-standard.com/...cultural-
differenceslanguage/398715/
http://www.realgap.co.uk/Cultural-Tips-
for-India
http://www.blurtit.com/q965148.html
http://www.beyondintractability.org/essay/
culture_conflict/