SOFT COMPETENCY MAPPING TO IMPROVE ORGANIZATIONAL COMPETITIVENESS AND PERFORMANCE (CASE STUDY: STAFF LEVEL OF PT ABC)

• Main Author: Kartika, Luna
• Format: Theses
• Language: Indonesia
• Subjects: Manajemen umum
• Online Access: https://digilib.itb.ac.id/gdl/view/68306
• Institution: Institut Teknologi Bandung

According to annual reports, PT ABC as a state-owned enterprise, experienced sequential decline in its KPI achievement as well as financial performance in 2019 and 2020. The decline is related to the difficulty they face in securing new projects, which was driven by the government APBN slowdown as well as growing competition from fellow state-owned company and private foreign companies. In order to tackle those challenges, company needs a strong support from its employees from all level, including staff, as the one delivering actions in the field. To support company in improving its performance, the staff should maximize the utilization of their skills and knowledge. To do so, employee should possess the necessary soft competencies which will drive and enable the staff to use their technical skills and knowledge to achieve goals. However, based on the preliminary survey, several complaints regarding employee soft competency were found in the company. On top of that, the employee soft competency management and development in PT ABC is still not optimal due to several factors including outdated soft competency model and lack of staff development programs that focus on soft competencies. Accordingly, author conducted soft competency mapping in PT ABC in order to help company in identifying the crucial soft competencies for staff and which competencies need to be improved. To carry out the soft competency mapping process, author adopted comprehensive model of competency mapping developed by Agnihotri, et. al., (2018) which consists of three main steps, namely, competency identification, competency assessment, and competency alignment with human capital strategy. Along with it, author also adopted DDI competency classification to identify and assess the soft competencies which are classified into two types, namely, core competencies and specific competencies. The research was conducted using exploratory mixed method where qualitative data collection (i.e., document and literature reviews and interview with management representatives) were initially conducted to identify soft competencies, followed by quantitative data collection (i.e., self-report questionnaire) to assess these competencies through gap analysis. There are four identified core competencies, namely, “Achievement,” “Building Trust,” “Continuous Learning,” and “Collaborating” which were determined based on company culture and values and apply to all employees regardless of their job level and role. On the other hand, the specific competencies are job-specific and in this study, they were determined based on the job purpose of each job clusters (i.e., main functions and supporting functions). The identified specific competencies for main functions cluster include “Customer Focus,” “Managing Work,” and “Monitoring Evaluating” whereas for supporting functions cluster include “Customer Focus,” “Analysis,” and “Continuous Improvement.” Furthermore, based on assessment and gap analysis, it was discovered that there are four soft competencies which received negative gaps, namely, “Building Trust,” “Collaborating,” “Continuous Learning”, and “Continuous Improvement.” Although, these four competencies need to be improved, nonetheless, author would emphasize the improvement solutions on the competencies with the largest negative gaps, namely, “Continuous Learning” and “Continuous Improvement” which received (-0,07) altogether. Accordingly, author proposed two main business solutions for PT ABC, namely, Learning Management System (LMS) implementation to improve “Continuous Learning” competency and daily accountability process enhancement to improve “Continuous Improvement” competency. Nevertheless, even though the proposed business solutions aim to improve the competencies with the largest negative gap, but to some extent, they would still improve the other two competencies with negative gaps (i.e., "Building Trust" and "Collaborating”) since, according to some literatures, the four of them are still connected to some degree. As an attempt to focus on the technical side and people side, author used Warner’s integrated change management model (2013) in designing the implementation plan.