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Competency frameworks can support public procurement capacity development and performance. However, literature on connecting professionalisation with national procurement contexts is limited. This paper aims to explain and conceptualise recent Romanian experience with developing bespoke competency frameworks at national level for public procurement that reflect the features of the Romanian public procurement system. The approach used could guide in broad-brush, mutatis mutandis, other (national) public procurement systems with comparable features, mainly those seeking a shift from a rather administrative function of public procurement towards a strategic function.

This case study reflects on the methodology used for analysing the Romanian public procurement environment in EU context to develop bespoke professionalisation instruments, and on ways to integrate competency management approaches in Romanian public procurement culture. That methodological mix has been mainly qualitative and constructionist, within an applied research approach. It combined desk research with empirical research and included legal research in this context.

A principled, methodological and pragmatic approach tailored to the procurement environment in question is essential for developing competency frameworks capable to resonate to and address the specific practical needs of that procurement system.

Competency frameworks can uphold societal objectives through public procurement.

Using valuable insights into the development of the Romanian public procurement competency frameworks, the paper provides a conceptual framework for instilling competency management approaches to public procurement professional development where the latter is governed by a rather distinct, public administration, paradigm. This conceptual framework can guide other public procurement systems and stimulate further research.

Competency frameworks can support public procurement capacity development and performance. However, literature on connecting professionalisation with national procurement contexts is limited. This paper aims to explain and conceptualise recent Romanian experience with developing bespoke competency frameworks at national level for public procurement that reflect the features of the Romanian public procurement system. The approach used could guide in broad-brush, mutatis mutandis, other (national) public procurement systems with comparable features, mainly those seeking a shift from a rather administrative function of public procurement towards a strategic function.

This case study reflects on the methodology used for analysing the Romanian public procurement environment in EU context to develop bespoke professionalisation instruments, and on ways to integrate competency management approaches in Romanian public procurement culture. That methodological mix has been mainly qualitative and constructionist, within an applied research approach. It combined desk research with empirical research and included legal research in this context.

A principled, methodological and pragmatic approach tailored to the procurement environment in question is essential for developing competency frameworks capable to resonate to and address the specific practical needs of that procurement system.

Competency frameworks can uphold societal objectives through public procurement.

Using valuable insights into the development of the Romanian public procurement competency frameworks, the paper provides a conceptual framework for instilling competency management approaches to public procurement professional development where the latter is governed by a rather distinct, public administration, paradigm. This conceptual framework can guide other public procurement systems and stimulate further research.

The purpose of this paper is to describe and critique the methodology used to develop a core competency framework for mental health professionals working with people with an intellectual disability and co-occurring mental ill health.

A multi-phase, multi-method design was used to collect qualitative and quantitative data, including a scoping survey, modified online Delphi, and consultation with multiple stakeholders. The implementation phase involved a launch forum and workshop, toolkit development, and evaluation strategy.

Results from the scoping survey and consultation process informed the development of a core competency framework with 11 domains. An accompanying toolkit was also developed with practical guidance to assist with the implementation of the core competencies. In total, 93 professionals attended the launch forum, and the framework has been downloaded 998 times during the first year it has been available.

Detailed information specific to each profession cannot be included when a whole of workforce approach is used. The ways in which to use the framework in conjunction with other core competency frameworks is discussed.

This framework can be utilised by mental health workers including clinicians, managers, service developers, and educators, from multiple professional backgrounds. The approach taken can also be used by others to develop similar frameworks.

This is the first core competency framework, to the authors’ knowledge, specifically designed for public mental health professionals from varied backgrounds working with people with an intellectual disability. Consulting with multiple stakeholders, not just experts, elicited new information that may otherwise have been overlooked.

The purpose of this paper is to propose a conscious leadership competency framework to be used in business training as well as in managerial study programs.

First, using literature review, the current state of knowledge in conscious leadership competency frameworks was examined. Subsequently, a framework analysis on a specific topical book was conducted to find competencies that determine a conscious leader. The output of this analysis was compared with a comprehensive leadership competency framework to propose a conscious leadership competency framework. This conscious leadership competency framework was then verified in interviews with conscious leaders.

Until now, a conscious leadership competency framework has not been proposed. Yet, there are competencies specific to conscious leaders that are not included in existing leadership competency frameworks. A new conscious leadership competency framework including possible ways of how to train and develop the conscious leadership competencies is suggested for future discussion.

Research limitations are discussed in this paper. More research in this area and further development of the conscious leadership competency framework are suggested.

The proposed conscious leadership competency framework can be further discussed and developed, therefore becoming an effective tool for companies as well as educational institutions.

More consciousness in leadership will help tackle many current societal challenges.

To the best of the authors’ knowledge, the proposed conscious leadership competency framework is the first of its kind.

Effective leaders have emerged as the cornerstone of project success. The major purpose of this paper is to propose a framework to categorize and prioritize leadership competencies for project managers in megaprojects.

In the first stage, this study utilizes PMBOK 6th Edition, IPMA ICB 4.0 frameworks to develop a hierarchy-based four clusters of leadership competencies. In the second stage, a Fuzzy-AHP (Analytic Hierarchy Process) approach was employed to prioritize the leadership competencies for an organization dealing in megaprojects. Finally, using ordinal priority approach (OPA), the results of Fuzzy-AHP method are validated.

Based on PMBOK, IPMA and literature, the proposed framework deduced twenty-four leadership competencies and grouped them in four clusters. The Fuzzy-AHP results indicate that among clusters, people competencies cluster is ranked most important, followed by perspective, practice, and innovation competencies. Considering the sub-categories and global weights, culture/values, governance, interpersonal skills, and development and growth emerged as the most important leadership competencies. The results from OPA corroborate the findings of Fuzzy-AHP method.

Megaprojects are characterized by massive investments and extensive economic and social impact. The proposed framework would be an important aid for policymakers to develop suitable strategies and programs to inculcate leadership competencies that would lead to successful project managers and improved project performance.

The need for this research stems from the need to integrate popular project management frameworks in leadership competencies development in project based organizations. The proposed integrated framework, based on PMBOK 6th Edition and IPMA ICB 4.0 competency frameworks, is an original contribution to understand and prioritize leadership competencies for megaproject success.

The purpose of this paper is to discuss the development of a competency framework for staff working in a specialist service for people with dementia.

A qualitative and purposive methodology was used and included focus groups, questionnaires and interviews. Content analysis together with synthesis of literature was used to generate the competency framework.

A competency framework was developed with eight main clusters. These were: skills for working effectively with people with dementia and their families; advanced assessment skills; enhancing psychological well-being; understanding behaviours; enhancing physical well-being; clinical leadership; understanding ethical and legal issues; and demonstrating skills in personal and professional development.

Further research is needed to include service user perspectives.

The framework could be implemented in practice by managers, health care professionals and training providers as a tool to identify strengths and limitations in knowledge skills and attitudes and to identify areas for competency development through specific training.

The competency framework contributes to the development of a training curriculum for staff working within a specialist service.

Whether they are in a leadership program, participate in an organization, or engage in school-based extra-curricular activities, there does not appear to be a shortage of leadership development opportunities for youth. Despite the prominence of these experiences, the lack of youth leadership development models available for educators can pose a challenge in creating opportunities intentionally designed to enhance leadership learning and development. This study uncovers prevalent leadership competencies embedded in four professional preparation frameworks, three research studies, and objectives of four large national youth leadership organizations to create a holistic youth leadership competency development model.

The purpose of this paper is to describe a two-part study that has explored the organisational and leadership competencies required for successful service integration within a health consortia in Australia. Preliminary organisational and leadership competency frameworks were developed to serve as reference points as the consortia it expanded to cater for increased service demand in the midst of significant health reform.

The study design is outlined, which involved literature reviews and semi-structured interviews with key stakeholders to ascertain the key determinants of successful service integration at both organisational and leadership levels.

The literature reviews revealed little existing research specifically focused on the organisational and leadership competencies that underpin successful service integration. The themes from the literature reviews and semi-structured interviews informed the preliminary organisational and leadership competency frameworks. Both frameworks are outlined in the paper. Key determinants of successful service integration – at both an organisational and individual leadership level – are also presented.

This is a one-organisation case study and the competency frameworks presented are preliminary. However, the study findings provide a foundation for further research focusing on the longer-term success of service integration.

Service integration in health is a new and emerging area, and there is little extant research exploring the organisational and leadership competencies underpinning its success. The competency frameworks presented in the paper may be of interest to other consortia and organisations engaged in service integration and other forms of merger and collaboration.

Healthcare providers are under pressure due to increasing and more complex demands for services. Increased pressure on budgets and human resources adds to an ever-growing problem set. Competent leaders are in demand to ensure effective and well-performing healthcare organisations that deliver balanced results and high-quality services. Researchers have made significant efforts to identify and define determining competencies for healthcare leadership. Broad terms such as competence are, however, inherently at risk of becoming too generic to add analytical value. The purpose of this study is to suggest a holistic framework for understanding healthcare leadership competence, that can be crucial for operationalising important healthcare leadership competencies for researchers, decision-makers as well as practitioners.

In the present study, a critical interpretive synthesis (CIS) was conducted to analyse competency descriptions for healthcare leaders. The descriptions were retrieved from peer reviewed empirical studies published between 2010 and 2022 that aimed to identify healthcare services leadership competencies. Grounded theory was utilised to code the data and inductively develop new categories of healthcare leadership competencies. The categorisation was then analysed to suggest a holistic framework for healthcare leadership competence.

Forty-one papers were included in the review. Coding and analysing the competence descriptions resulted in 12 healthcare leadership competence categories: (1) character, (2) interpersonal relations, (3) leadership, (4) professionalism, (5) soft HRM, (6) management, (7) organisational knowledge, (8) technology, (9) knowledge of the healthcare environment, (10) change and innovation, (11) knowledge transformation and (12) boundary spanning. Based on this result, a holistic framework for understanding and analysing healthcare services leadership competencies was suggested. This framework suggests that the 12 categories of healthcare leadership competencies include a range of knowledge, skills and abilities that can be understood across the dimension personal – and technical, and organisational internal and – external competencies.

This literature review was conducted with the results of searching only two electronic databases. Because of this, there is a chance that there exist empirical studies that could have added to the development of the competence categories or could have contradicted some of the descriptions used in this analysis that were assessed as quite harmonised. A CIS also opens for a broader search, including the grey literature, books, policy documents and so on, but this study was limited to peer-reviewed empirical studies. This limitation could also have affected the result, as complex phenomenon such as competence might have been disclosed in greater details in, for example, books.

The holistic framework for healthcare leadership competences offers a common understanding of a “fuzzy” concept such as competence and can be used to identify specific competency needs in healthcare organisations, to develop strategic competency plans and educational programmes for healthcare leaders.

This study reveals a lack of consensus regarding the use and understanding of the concept of competence, and that key competencies addressed in the included papers are described vastly different in terms of what knowledge, skills and abilities they entail. This challenges the operationalisation of healthcare services leadership competencies. The proposed framework for healthcare services leadership competencies offers a common understanding of work-related competencies and a possibility to analyse key leadership competencies based on a holistic framework.

Recognizing, tracking and providing mechanisms for sharing an individual's comprehensive record of learning is necessary and essential for both her agency over and ability to manage sharing her qualifications with parties whom she desires to be aware of her learning record. In doing so, she may capture and present degrees, certifications, microcredentials or badges representing varying levels of knowledge, skill and abilities (KSAs) achieved in both formal and informal educational experiences. This paper aims to discuss the aforementioned ideas.

In the USA, competency frameworks are gaining more solid footing with both higher education institutions and employers as both move to address the changing landscape of education-to-work preparation and the relationships that exist between them. The need to support lifelong learning and the various pathways that individuals traverse in and out of educational pursuits and the workforce require a more personalized approach.

This paper will discuss the drivers of the newfound traction of competency frameworks among higher education and employers within the USA, present examples of the frameworks and how they are being applied to address the common interests of educators, employers and the learner/earners, and explain the role badges and microcredentials play in capturing and recognizing the broad spectrum of learning, skills and competencies achieved by an individual throughout the lifelong learning journey.

The digital badging taxonomy and concept of using badges as a representation of a unit of competency, both introduced in this paper, provide a unique strategy for contextualizing the relationship between levels of cognitive domain recognized in academic settings and the language of KSAs used by employers.