“Initiation of a value stream HR process in GMS Chittagong:
The Competency Matrix approach”
Introducing the generic measurement tool in conducting unbiased talent reviews, recruitment, and
training need analysis for a GlaxoSmithKline factory in Bangladesh.
“Mens agitat molem”- the mind moves the mass;
as said in Latin. In a regular evening Tariq
Dar, the Site Director of a GlaxoSmithKline
factory (GMS Chittagong) called-in the newly
recruited Training officer in his room- a
young boy whom he recruited a month ago.
In presence of the Human Resources
Manager the Director explained his vision of
creating a scale- a generic measurement tool,
which he believes would facilitate assessment
of his workforce. ‘A ‘Competency matrix- as
he told the Training Officer, ‘which would
help us to have a clear picture of individuals’
competency levels; and thereby would enable
What is competency? In what way competencies are been clustered, & how many competencies
have so far been identified?
Competency Matrix is a structured list of
competencies along with the advantage to
assess and record existing level of each single
competency against each particular person.
However, it is important to understand that
the definition of competency (in many cases)
is not clearly defined and literary argument
still persists about this. Hoffmann (1999) has
identified two main meanings of the term, one
refereeing to the outputs, or results of
training- that is competent performance. And
other referring to the inputs, or underlying
attributes, required of a person to achieve
competent performance. This second notion
has been adopted as the appropriate definition
in context of GMS Chittagong. In a general
context, a single competency could be
described as a set of knowledge (what to do),
skill (how to do) and attitude (willingness to
do), which affect employee’s productivity-
thus putting this issue as a great deal of
concern to HR and the management.
-Tahseen Zakaria
us to plan their training & development
program’.
Instigated, the boy moves on. Being excited to
find a new opportunity for learning- he later
found out the notion is not entirely new for
the site. Some works were carried out
previously regarding the matrix but was later
abandoned. Relying on academic literature,
company documents and past experiences
shared by colleagues, the boy had to start the
whole thing from the beginning- with a
greater objective, and to redesign the whole
training process around it.
The Human Resources (HR) department at
first thought of clustering all the required
competencies into three main categories
namely behavioral competencies, business
competencies, and technical competencies.
However, much time was spent previously in
deciding what competencies would fit in what
category and vice versa. To reduce this
confusion and to increase efficiency of the
new matrix, only two categories were chosen
namely Core competencies and Technical
competencies. Mainly behavioral traits and
characteristics were put under Core
competency cluster. The term ‘core’ refers
inner-born or entirely internal personality
traits of human being. This cluster include
competencies such as networking skills,
communication, ability to develop people,
managing people, ability to use time
efficiently, ability to adopt changes, teamwork
etc. So far 13 such competencies have been
identified by GMS Chittagong.
Technical competencies, on the other hand,
are related to day-by-day work activity but not
Difference between exclusive to that. In fact
competency and some managers failed to
successful job realize the difference
accomplishment between technical
competency and job-activity. At first some in
the management team thought of putting all
the job activities as separate Technical
competencies which were already described in
a person’s Job Description and Role Template
documents. They failed to realize that activity
and competency are two different notions.
Competency facilitates performance, but
performing activity does not necessarily mean
a higher competency.
Consider a simple job activity such as making
a cup of tea. A tea bearer knows the process
that has been defined to him, and in return he
just needs to follow the process- which is first
boiling the water (up to a certain
temperature), mixing tea (up to a certain
amount) and milk in a separate pot with hot
water; and then serving the tea in a tea-cup. If
he follows the whole process flawlessly, there
should be no problem with the quality of tea.
Should this person be considered as a
competent person in this field? The argument
is- no. According to Hoffmann (1999) this
could be described as a competent
performance, which is solely an output based
definition of competency. Hoffmann (1999)
has used another definition of competency
from a different angle, which refers to the
inputs, or underlying attributes, required of a
person to achieve competent performance.
GMS Chittagong considers this second notion
as the appropriate definition of competency.
What if there has been a certain change in the
process of making tea and the person has
failed to realize it? What if due to faulty cattle,
water is not boiling up to the expected
temperature (and every time he serves tea it is
not of the same quality)? Understanding these
facts, suggesting alternatives, or adopting a
change process would in fact make this
person a competent person. Therefore,
whatever problems would come into this
person’s day-to-day job activity (i.e. making
the tea) he should possess the necessary level
of knowledge and skills to solve the problems,
thus ensuring a competent performance.
Therefore it would be logical to invest
resources in order to develop one’s
competency rather than teaching how to
perform a specific work. Improving the level
of knowledge, skill and attitude (KSA) of a
person eventually guarantees competent
performance, thus making him a competent
person in his field. So far four Technical
competencies have been identified namely
analytical capability, businesses awareness,
business negotiation, and computer
operations. This list might become longer if
the management of GMS Chittagong feels the
need.

What is the structure of competency matrix? Why single job activities are still included and used in
assessing individual’s competency levels?

At first the matrix development team consisting of Functional Heads had to decide which
competencies would be required against a specific post because of the fact that all the listed
competencies in the matrix need to be very task specific. It should be noted that competency matrix
is post specific and each individual employee should possess one matrix against his/her individual
position- with a number of selected competencies. For example, among the 13 Core competencies
the Human Resources Manager might require all of them, whereas the Training Officer might need
8 of them. The same notion applies for Technical competencies and to the individual job activities
as well. To assist them in this process- 13 behavioral and 4 technical competencies were already
available from HR department.

Apart from the competencies, individuals’ job activities are also required to be listed in the matrix.
Why? Despite of the fact competency and job-activity are two different notions (the first one is
input based and the second one is output), practices still exist where competency of a person is often
assessed by judging the person’s ability in accomplishing tasks. Besides, it is also feasible for a
company to know the level of standard in accomplishing a particular task/activity that an individual
has performed. This enables management to adopt short-term actions for improving one’s
performance (not competency), which ultimately benefits the organization in an immediate time
span.

How many levels Similar perception was demonstrated by the competency matrix development
are there for each team of GMS Chittagong. “Technical competencies should be defined as
single competency technical proficiency through a number of technical activities” – opinioned Site
in the matrix? Director in one such constructive meetings. “Therefore, despite of having all
the behavioral and technical competencies, we should also list down the single activities which
individuals are required to perform”. The HR Manager and the Training Officer agreed. Using this
above mentioned notion, the structure of the competency matrix could be formulated in somewhat
like this manner: Competency Assessment = Core Competency Assessment + Technical Competency Assessment
(+ Technical Activity Assessment). Nevertheless, the Competency matrix is a live document and addition
or modification of any competency or job activity is allowed as per organizational need.

The question at this stage is how levels of individual competencies and technical activities have been
structured and developed? Each competency and each technical activity is separately divided into
five different skill levels namely- level 1 (Negative competency), level 2 (Existing competency to an
awareness level), level 3 (Competent to a satisfactory level), level 4 (Competent to an expert level),
and Level 5 (Strategically sound and competent). A competency level consists of several separate
behavioral or technical attributes, which are mutually interrelated and relevant to that specific
competency. Figure 1 in the Appendices section represents a competency structure as designed in
competency matrix. Unlike competency, the job activities do not posses attributes. However, they
are still subjected to the five levels as described above. Figure 2 in the Appendices section illustrates
some technical activities as used in a competency matrix.

How individual’s competency level could be determined using the matrix?

Based on annotations from
GlaxoSmithKline’s High Performance
Behavior, job descriptions, academic journals
and examples of other performance based
competency literature of GSK- the GMS
Chittagong has developed its own
Competency Matrix, which covers all the
knowledge, skills and attitude required to
ensure a smooth operation of the site and
development of workforce to a substantiate
level. Now comes how individual’s
competency level would be assessed using the
matrix? The matrix development team
consisting of respective Functional Heads and
Departmental Managers has already defined
the expected levels for each competency
which are required for a specific position (See
figure 1 in Appendices section for example).
The global GSK literature suggests that each
employee should belong in at-least to the
‘competent level’ (i.e. level 3) for each
required competency. However, in order to
increase the matrix’s feasibility and efficiency
of personnel, GMS Chittagong has
customized its own required levels based on
successful Functional Need Assessment
(FNA). For each required competency, the
minimum required level has been highlighted
as ‘Expected’. Therefore, employees
belonging under the ‘expected’ level would
have to be developed to the expected one by
any possible mean. The possible means
include trainings, coaching or mentoring,
academic courses, additional job
responsibilities, or project work.
The following three steps will have to be
performed chronologically in order to use
and/or implement the matrix:
1. Assessment of Core Competency level
of individuals
2. Assessment of Technical Competency
level of individuals
 3. Assessment of Technical Activity level
of individuals
The management team agreed that the
Departmental Managers with support from
Functional Heads, Human Resources
Manager and Quality Assurance Manager
must identify the gaps between required and
the current level of competency for each
subordinate under their authority. This
practice will undergo each year by the end of
September and could be named as CMA
(Competency Matrix Assessment) sessions.
The completed Competency matrix is to be
signed by the Functional Head as preparatory,
checked by HRM and approved by the
Quality Assurance Manager and the Site
Director.
Only the competencies identified as required
for the post while developing the matrix are
listed against a specific person. For each
corresponding attribute under a competency,
the assessor is required to highlight either
‘Agree’ (if the statement is absolutely
applicable in case of the individual person i.e.
true), or ‘Disagree’ (if the statement is not
applicable i.e. false in case of the individual
person) from the far-right column of the
matrix (see Figure 1 in appendices section). If
the statement is partially applicable and/or
uncertainty exists regarding the statement
being absolutely true, the assessor marks
What are the purposes for developing a competency matrix?
Development of the matrix is an ongoing
process. However, the standard format of the
matrix is already completed, and individual
matrices for several top ranking managers
have also been approved. Nevertheless, any
attribute used in defining competencies adds
direct value to an employee’s self
development. Therefore, the impact of the
matrix from HR point of view is very positive
and virtually costs no noteworthy expenditure.
Implementing competency matrix at the site
therefore has been labeled as a value stream
process.
The main objective of this matrix is to
facilitate individual development process of
employees. The matrix facilitates not only
‘Partially Agree’ column. Without fulfilling all
the attributes in previous level, an employee
can not move forward to the next level. The
person failing to fulfill all the attributes in a
certain level is considered being competent up
to the previous level (e.g. if a person fails to
fulfill one attribute in level-3, he/she will be
considered competent enough up to level 2).
Therefore, an employee will have to gradually
shift his/her position from level 1 to the
desired level, thus enabling a scope for
systematic continuous personal development.
Unlike competency, determining level of
existing technical activity is relatively easy due
to the fact that there exists no interrelated
attribute. Against each listed technical (job)
activity, the assessors are only required to
determine the level of performance, which
they ‘believe’ the person under scrutiny
demonstrates. The assessors are required to
use generic means such as experience,
judgment and peer’s opinion to decide
whether the person has fulfilled a certain
attribute, or the existing level of performance
as demonstrated against a specific competency
and technical activity. A summary sheet (see
figure 3 in the Appendices section) after each
assessment needs to be filled up to provide
better understanding of competency levels
and to decide future actions for improving
individual’s performance level.
people development but also talent hunt
process of the site; thus enabling preparation
of succession plans for individual employees
year-wise. The matrix also facilitates
assessment procedure of individual candidates
during recruitment. In addition to all these,
development of the matrix would facilitate
allocating employees in training courses
abroad and to organize training sessions using
external (or internal) resources as and when
needed.
In addition to conducting training need
analysis from HR point of view, the matrix
also encourages individuals to ensure self
development. The matrix provides a very clear
idea about not only a particular competency
but also the generic attributes in which a
person should focus on for self-development.
Therefore, it is recommended that the
managers reveal individuals’ assessment result
in regular intervals so that progression rate
could be better understood by the respective
employee himself.
Aiming high - how cost effective the matrix’s
development process is? As part of the site’s
commitment to continuous personnel
development- the resources used in this
regard was nominal. Instead of appointing
outside consultants (which many other
organizations would prefer to do), GMS
Chittagong formed a powerful team of
developers from its HR department- chaired
by the Site Director himself. The team
How competency matrix could be incorporated with the training system? How TNA could be
performed through CMA?
Much time was spent in analyzing and
What are the verifying several alternative
development approaches to incorporate
means? competency matrix with the
existing training system of the factory. Apart
from recruitment and facilitating development
plan- another major objective of the matrix is
to assist in conducting accurate Training Need
Analysis (TNA) for both behavioral and
technical trainings. Competency matrix would
be used side by side with the existing
‘observation’ method for conducting training
need analysis. Figure 4 in the Appendices
section illustrates the process flow of the
factory’s training system.
Future plan: Why should its development activities be justified?
Has it so far been successful? A small spark
often initiates a large flame- as is the wise
saying. It has alsredy been observed by the
senior management that the notion of
Competency Matrix has already generated a
sense of urgency among people- to develop
themselves and to assit in developing others.
Continuing this project would enhance the
possibility of developing employees in some
aspects which so far has always remained
untouched for the factory. Allocating more
finalized the draft competencies and agreed
on putting a structure of the matrix.
Identifying the gap between required
competency and the existing competency of a
person (commonly referred to as ‘competency
gap’) enables the management to visualize a
development plan, either long term or short
term which might include training, mentoring,
and allocation of project work. The job
activity assessment enables to allocate
employees in task specific trainings whereas
the behavioral competency assessment could
facilitate both training and mentoring
program. Bu using this tool, managers would
be able to pin-point accurate development
scopes of respective employees, thus
facilitating the succession process of the site.
The main role of competency matrix in the
intended training system of GMS Chittagong
is to facilitate training need analysis at the
beginning of the year. Competency matrix
Assessment (CMA) would enable the site to
allocate people in the trainings through which
competency gaps could be addressed
significantly. Using CMA side by side while
conducting the TNA for the annual training
plan would help to develop manpower in a
substantiate level. It should be noted at this
point that after each listed competency, a title
of training(s) is made available to facilitate
allocation of trainees. For specific technical
activities, this same notion could be followed
and relevant training programs could be
allocated against individuals.
resources in to developing and implementing
the matrix would be desired. The management
has decided to put the process into practice
gradually. Employees from the top
management would be subjected to the
assessment first and gradually the shift would
move downwards.
And how happy the boy from the matrix
development team- the young Training
Officer could be? No matter in what
quantifiable measure development of a person developed using the matrix yet, the boy is
could be described- the boy knows the happy that it has developed himself in terms
process has benefited him in many extents. of both behavioral and technical aspects –
Even if no other person could have been right from the very beginning!

Biblography

Hoffmann, T. (1999) “The meanings of competency”, Journal of European Industrial Training,

Volume 23, Issue 6, Page 275-286

Appendices

Figure 1: Single competency (with attributes and levels) in a Competency Matrix

 Figure 2: Sample technical activities (with levels) for the competency matrix of EHS Manager.

Figure 3: Sample summary sheet for the competency matrix of EHS Manager

Figure 4: Process flow of the intended training system incorporating training Competency Matrix.