Search results

Empirical research has demonstrated that web-based classes offer similar learning outcomes as face-to-face classes. The purpose of this paper is to examine the unintended effects of delivery method (web-based or face-to-face) on student learning, competency development, and student engagement.

Exam grades and a survey were collected from 180 undergraduate business students at a public university in the Southern USA. All students were enrolled in the same course, taught by three instructors.

One-way analysis of variance of the mean showed that declarative and procedural knowledge attained was not statistically significantly different for web-based or face-to-face instruction. However, students in the face-to-face sections reported higher attainment of cognitive intelligence competencies, social intelligence competencies, overall student engagement, emotional engagement, cognitive engagement in class, and cognitive engagement out of class although these outcomes were not specifically targeted as learning outcomes.

Research participants all came from one course, at one university.

There are potentially beneficial, unintended outcomes associated with face-to-face courses. Web-based learning courses may require a redesigned approach that addresses these benefits by adding course elements and tasks that increase student engagement and creates opportunities for development of cognitive and social intelligence competencies.

Little research has been conducted on unintended learning outcomes such as competency development and student engagement. Therefore, this study demonstrates that educators should consider factors beyond learning assessment when comparing web-based to face-to-face courses.

The purpose of this paper is to study individual sustainability competencies and its linkage toward building innovation capabilities. This study explores the interrelations between individual-level competencies with organizational-level capabilities.

Thematic content analysis is used to analyze the qualitative interview data from 22 experts working in the sustainability departments of large corporations in India. The respondents were chief sustainability officers, sustainability managers or general managers responsible for driving sustainability in their organizations.

This study identifies individual sustainability competencies into two sets. First being cognitive competencies and the second being emotional competencies. The cognitive competencies identified are systems thinking, future orientation and perspective-taking (cognitive empathy). The affective or emotional competencies identified are connectedness to nature, sense of transcendence of time and empathic concern. The competencies enhanced innovation through the development of stakeholder capabilities and organizational learning capabilities.

This study provides new insight regarding the link between both cognitive and emotional competencies and organizational capabilities for innovation.

This study appraises the role of individual sustainability competencies on innovation. This study indicates the importance of developing sustainability competencies at the individual level to drive innovation.

This paper provides novel insights on sustainability competencies and its link with innovation. The conceptualization of competencies was made as cognitive and emotional skills. Furthermore, its relationship with innovation capabilities advance the understanding of the individual contribution to innovation.

The author aims to develop an employee competency framework for a volatility, uncertainty, complexity and ambiguity (VUCA) environment and propose learning and development (L&D) interventions for organisations and employees to develop competencies for thriving in a VUCA environment.

The framework synthesis method was used to determine employee competencies that are essential in a VUCA world.

The author identified 10 competencies that are essential for employee development in a VUCA world. The author categorised these employee competencies as cognitive (cognitive flexibility, agility mindset and personal ambidexterity), cross-cultural (cross-cultural intelligence and cross-cultural collaboration), analytical (creativity and complex problem solving) and personal effectiveness competencies (personal resilience, continuous learning and adaptive mindset).

The proposed competencies could be used for the personal development of employees and organisations. The VUCA competency framework developed in this study includes behavioural dimensions for each competency, which could be used in self-assessment, recruitment and selection and talent and performance management. Furthermore, the author proposes L&D interventions required for developing these competencies. Overall, this study contributes to human resources (HR) development in the VUCA era by proposing the development of specific individual competencies as necessary conditions for survival and growth.

VUCA competencies empower employees to not only survive but also thrive in an unpredictable and rapidly changing world. By incorporating these competencies in L&D interventions, organisations can help employees develop the necessary competencies to thrive in a VUCA environment, thus contributing to their personal and organisational success.

The study investigates the effects of core self-evaluations on project managers' competencies. The study further examines the moderating effect of cultural intelligence between core self-evaluations and competencies.

In this study, with a descriptive-survey approach, necessary data were collected from a sample of project managers of Iran's Ministry of Communication and Information Technology through questionnaires. The conceptual framework of the study was tested according to structural equation modeling by PLS software.

Findings show that core self-evaluations have positive and significant effects on project managers' competencies among which psychological stability has the greatest effect. Furthermore, the moderating role of cultural intelligence in the relationship between core self-evaluations and project managers' competencies was confirmed. According to the calculated coefficient, motivational cultural intelligence had the greatest role.

The data were collected using a questionnaire at a single point in time, and thus, not allowing cause–effect inferences. Also, the demographic variables were not controlled.

The results of this study provide some implications for HRM professionals and project managers interested in promoting a system of HR practices that contributes to enhancing project managers' competencies and effectiveness.

This study advances our understanding of the factors that have an effect on project managers' competencies, specifically on a list of main competencies necessary for project managers' performance. Moreover, it suggests that project managers' competencies will benefit from cultural intelligence, which will display a greater effect when embedded in highly diverse cultural contexts.

The purpose of this paper is to review the existing literature on determinants that influence organizational performance and to develop a framework that could be beneficial for leaders.

This paper uses a systematic review of articles on the factors that influence organizational performance. The purpose of this systematic review is to collect and summarize all empirical evidence from literature that fits the context of this study.

The findings of the study have been weaved together in a proposed framework for the role of cognitive, emotional, and social competencies on leadership competencies that in turn influence both employee and organizational performance.

This paper is a literature review, a framework on the determinants of organizational performance has been proposed but has not yet been tested empirically.

Leaders can leverage the results of this study to enhance their leadership competencies for the purpose of improving the performance on both individual employee and organizational levels.

There are few research-based studies on the determinants of organizational performance. This paper has identified key variables that play a significant role in helping organizations perform effectively.

The purpose of this paper is to examine the impact that the level of individuals' intercultural competencies has on their satisfaction, trust and affective commitment and assessment of their work team.

An intercultural competencies classification system is developed in which the cognitive, affective and behavioural intercultural competencies predicted to impact upon individuals' responses toward, and assessments of, their work team are identified. The results of quantitative survey research providing support for the classification system are subsequently described.

Competencies identified as being related to individuals' responses toward, and assessments of, their work team include cognitive complexity, goal orientation, dissimilarity openness, tolerance for ambiguity and emotion, and conflict management skills.

The research provides sound evidence for the important role that intercultural competence plays in facilitating positive individual level outcomes which it is theorised will lead to positive team level outcomes.

The key contribution of the research is the development of an intercultural competencies classification system which ties together in a single but multifaceted framework the intercultural competencies required for employees working in culturally diverse teams.

The purpose of this study is to investigate to what extent the professional identity of accountants, as manifested in a set of advanced cognitive, emotional and social intelligence competencies relevant to their professional activities, varies with the respective accounting position.

The systematically developed, formally clearly structured job advertisements for accounting positions provide content-rich representations of those holding the advertised position and thus contribute to revealing the professional identity. This study conducts a content analysis of 600 profiles of accountants presented in job advertisements of German organizations to identify the characteristic set of advanced cognitive, emotional and social intelligence competencies, juxtaposing different accounting positions at various stages of professional life. German organizations were targeted because they traditionally clearly differentiate between financial accounting and management accounting.

The job advertisements suggest that accountants develop a multifaceted professional identity reflecting their area of specialization and their level of entry. Financial accountants are more likely to be team-oriented than management accountants, and non-executive accountants are more likely than executive accountants. Analytical thinking seems to characterize management accountants rather than financial accountants. An independent way of working appears to be more pronounced among financial accountants than among management accountants.

This study refines the understanding of the professional identity of accountants by exploring the recruitment of accountants, the initial step of professional socialization. It identifies the most relevant advanced cognitive, emotional and social intelligence competencies based on a broad sample of job advertisements for accounting positions in organizations of different sizes and industries. By contrasting the competencies relevant to different positions and at different stages of their professional lives, it becomes evident that distinct professional identities of accountants coexist. The relevant competencies may be developed during higher education and continuing professional education. They may also be incorporated into individual performance evaluations and used as the basis for promotion decisions.

Entrepreneurship-based learning (EBL) is one of the student-center learningmethods that can answer learning challenges in the era of industrial revolution 4.0. EBL is expected to improve students’ competencies and make students more adaptable to the changes in the world of work in the future. The paper aims to discuss this issue.

This study uses quasi-experiments and divides classes into project class and control class. The project consists of making business proposals, conducting business, liquidating the partnership, and recording business transaction using the Xero platform. The Wilcoxon Signed Ranks Test, Mann–Whitney Test and independent t-test were carried out to test whether there are differences of cognitive abilities and entrepreneurial (general, social and functional) competencies between the project class and control class.

The results of the study shows there are differences of understanding of partnership accounting and the achievement of social and functional entrepreneurial competencies between the project class and control class.

This study implies in using EBL to improve entrepreneurial skills for students beyond cognitive abilities.

The novelty of this research is the implementation of EBL in partnership accounting topics.

The purpose of this paper is threefold. First, to add to the empirical literature related to the validity and practical utility of emotional, social, and cognitive competencies in the workplace. Second, using data from two different European samples, to demonstrate the methods for validating competency models for applied use. Third, to discuss the impact of role demands and culture on the manifestation of competencies most predictive of performance.

The basic design used in both studies is to compare data from outstanding performers against data from typical or average performers in order to determine competencies which predict performance. The data presented here are based on operant assessment of competencies using critical incident interviews, which are then systematically coded using thematic analysis to yield behavioural evidence of specific competencies.

The results indicate that, while some competencies such as achievement orientation and team leadership are consistently linked to performance in both studies, the correlation of other specific competencies with performance varies among the samples. Moreover, the relative importance of specific competencies in terms of the amount of variance in performance explained also varies across the two samples.

The criterion measures available, i.e. client ratings of performance, did not provide the continuous objective performance data that are generally considered preferable so as to provide a clearer picture of the value added by superior performance. A further limitation was that there was no opportunity to evaluate the effectiveness of the various initiatives which were put in place to improve managers' competencies after their initial assessment.

This is one of the few articles that explore the validity of competencies within the European Union across different organizations using a common competency framework and methodology. Both studies were originally initiated as applied consulting projects and the findings of the research applied to human resource practices within each organization. Although competencies are ubiquitous in today's global workplace, the number of published studies with data to support the validity of competency‐modelling techniques has been limited. The current research adds to the growing literature in this area and adds to one's confidence in the ability of emotional, social and cognitive competencies to predict performance in a variety of settings and cultures.

This study aims to investigate purchasing manager’s core competencies during supplier collaboration and explain the mechanism through which these competencies can affect purchasing firm’s innovative performance.

The authors conducted 22 semidirective interviews with managers in diverse functions such as purchasing, supply-chain management and product development across industries and across nations (mostly India and France), which allow to formulate the propositions.

Through open coding, the authors identify three path-dependent, causally ambiguous and socially complex core competencies of purchasing managers: relational and emotional, communicational and creative and cognitive competencies; and through axial coding, the authors explain how these intangible core competencies support implementation of market orientation. To provide supporting arguments for the propositions, the authors use the resource-based view of the firm and dynamic capability theory.

The first theoretical contribution of this study is focusing on the impact of competency–capability dyad in terms of performance. The second theoretical contribution of this study is to identify market orientation as a flexible and dynamic managerial capability.

The first managerial contribution is that the authors have identified and described three sets of a purchasing manager’s core competencies during supplier collaboration that affect the firm’s performance: relational and emotional, communicational and creative and cognitive competencies. The second managerial contribution relates to the mechanism through which purchasing managers’ core competencies during supplier collaboration affect firms’ outcomes.

The value of the results is in the explanation of the mechanism, i.e. market orientation dynamic capability, through which the competencies of purchasing managers can affect purchasing firm’s innovative performance.