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Although project management (PM) continues to rise in popularity, there is still a significant PM talent deficit, leading to more challenged or failing projects. To lower the PM talent deficit and mitigate the higher project failure rates, academic institutions have been developing PM curriculums aimed at inculcating a repertoire of competencies to the potential project managers. In developing an ideal well-rounded PM curriculum, academic institutions occasionally engage the input of industry partners and governing entities. The study aims to (1) compare the competencies in one of the leading industry competency model and framework (PMI Talent Triangle) to the competencies in the PM course syllabi learning outcomes, (2) determine the extent to which these two sets of PM competencies are aligned and (3) and explore avenues for improvements.

The study uses a purposeful sampling method to gather PM course syllabi. The PM competencies data are gleaned from the syllabi using the content analysis method. Thereafter, QSR NVivo qualitative statistical software is used to summarize and analyze the competency data from the learning outcomes.

The results reveal that most of the PM competencies in the course syllabi fall under the technical PM domain. Specifically, the top three competency elements in each domain are technical PM domain (PM skills, tools and techniques, schedule management and cost estimation/budget), leadership domain (team-building, verbal/written communication and problem-solving) and strategic and business management domain (strategic planning, analysis and alignment, benefits management and realization, customer relationship and satisfaction).

The study investigates the alignment of the PM course competencies with competency domains in the PMI Talent Triangle, a global competence model that is well aligned with other global competence models such as the APM Competence Framework, the ICB4 Individual Competence Baseline and the PROMA3.

The results from this study provide guidelines useful in informing PM curricula re/design, as well as the inculcation of knowledge, skills, tools, techniques and behaviors needed for effective PM.

The PM curriculum can be improved by partnering with PM industry leaders who can serve as advisors to the academy on industry needs, direction and emerging innovations that can inform PM learning outcomes, PM curricular design and the development of quality PM talent. The academy and the industry are encouraged to actively strive for mutual partnerships where PM professionals and academicians serve on each other's advisory boards. Also, the academy can partner with the industry professionals by developing curriculum resources such as case studies that bring the real-life PM applications to the classroom.

This study is motivated by the call for research studies that provide a holistic picture of the desired PM competencies and an exploration and definition of the educational needs in the PM curriculum.

Managing container shipping logistics requires people with good competencies, especially in the time of new challenges. The purpose of this paper is to validate a new framework of competencies for container shipping logistics professionals.

The competency framework was proposed through a comprehensive literature review process followed by in-depth interviews with senior maritime logistics executives both in Singapore and South Korea. It contains three groups of business-, logistics- and management-related competencies, with each group further being classified into generalist and maritime-specific skills and knowledge. A confirmatory survey was also conducted in both countries. Data were analyzed using the SPSS software and thematic analysis technique.

It was found that all competencies proposed in this framework are important and perceived to contribute to work performance of container shipping logisticians. Findings also revealed that those competencies related to management are more important and can contribute to work performance of container shipping logisticians more than those of logistics and business nature.

The proposed and validated framework is original as it is the first framework for container shipping logisticians. This lays the background for future research on competency-based education and training programs for logisticians in container shipping logistics and other sectors of the maritime supply chain. Findings of this research can help senior management identify important competencies which are critical for container shipping logisticians to acquire, and design subsequent training and education programs accordingly.

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 purpose of this paper is to explore the use of competences in medical education and training and to discuss some existing standards, curricula and competency frameworks used by the medical profession in both the UK and internationally to inform leadership development.

This research reinforces the message delivered by the medical profession and policy makers in recent years that all doctors should attain management and leadership competences in addition to clinical knowledge and skills to be an effective and safe practitioner. In the UK, this message and research has helped inform the development of a Medical Leadership Competency Framework (MLCF) published by The Academy of Medical Royal Colleges[1] and NHS Institute for Innovation and Improvement[2].

Widespread acceptance of the MLCF is now resulting in the integration of leadership and management competences into all undergraduate and postgraduate curricula.

Other countries with similar histories of low medical engagement in planning, delivery and transformation of services may also benefit from the research undertaken and the MLCF

The paper shows that the MLCF may well inspire more doctors in the future to seek formal leadership positions.

The Student Leadership Competencies Inventory consists of eight scales, each corresponding to its relevant leadership construct within the Student Leadership Competencies framework (Seemiller, 2013). Due to the increasing use of the framework and associated inventory in leadership development programs in higher education, we conducted a thorough analysis of the psychometric properties within each scale. Specifically, using a national dataset of university student responses, we analyzed internal reliability statistics, and conducted exploratory factor analysis with varimax rotation and maximum likelihood confirmatory factor analysis for each of the eight scales. Our results suggested that all scales, overall, possess sufficient strength to be considered valid measures of the leadership constructs within the Inventory, with some notably high co-variances between certain sub-scale factors in several scales.

Competencies have come to play a central role in a wide range of settings in UK public and private sector contexts. This phenomenon is usually analysed but rarely recontextualised. The purpose of this paper is to identify the epistemological and ontological paradigms on which these approaches are couched in a British historical socio‐cultural context.

To put into light what this alternative perspective on competencies could add to reflection and practice, this paper realizes an in‐depth two‐year ethnographic study (employing participant‐observer methods) of a consultancy delivered training programme for customer service competency based vocational qualification in a water utilities company based in the north of England.

Based on a wide literature review on competencies, the first main result of this paper is to show that many of competencies approaches are underpinned by an empirical, pragmatic and ultimately modernistic, positivistic predilection. In an attempt to reappraise this rigid and highly structured representation of competencies, the paper draws on the resources of critical management approaches and notions of “lived experience”. The main empirical result is that competencies are richer than competencies (especially NVQs) usually suppose it and that critical perspectives are valuable in seeking to address these lacunae.

The paper offers an innovative insight to alternative dimensions of the experience of working with competency frameworks. Overall, a further value of this paper is to provide an assessment and a critique of the experience of competencies and vocational training in the UK. This recontextualisation underlines that competencies are weak at capturing and portraying the rich panoply of multifarious emotions and social interactions that take place in the workplace and everyday job life.

Outlines the processes involved in the development of a competency based framework for use by middle managers of three‐star Irish hotels within rooms division and the food and beverage department. Secondary research provides an overview of existing generic competency models. Competency models and frameworks have been applied and customised across a broad range of industry sectors. Seeks to address the need for an innovative and fresh approach to HRM within the Irish hotel sector. The primary research is conducted among three‐star hotels nation wide, giving equal representation to all regions of Ireland. Job analysis techniques are used as the basis for the primary research. The research is conducted among general managers and middle managers of three‐star hotels. While this study examines the three‐star hotel market, it is recommended that further research be conducted among four‐ and five‐star properties. It is envisaged that the outcomes of this project will help assist managers in three‐star hotels to benchmark their most important role challenges at a middle managerial level against others in similar roles.

Business strategies are reformulated constantly as organisations respond to competitors’ actions and changes in business technology. Changed strategies require supporting management structures, the design of which is facilitated by knowing the management competencies existing within the organisation. Management developers must identify common competencies that managers need, irrespective of the organisation structure, and fine tune management’s skills to meet the specific requirements of organisational strategies. Suggests how “common” competencies can be identified and a competency framework developed. A competency development approach is shown through action‐learning and sources identified for management developers.

Changes in business environments have challenged the competencies (technical knowledge, skills and attitudes) of professional accountants. Accounting professions have responded by developing competency frameworks. In 2008, the South African Institute of Chartered Accountants (SAICA) issued a draft competency framework encapsulating a broad range of knowledge, skills and attributes. The objective of the study reported on here was to determine training officers’ perceptions of the knowledge and skills requirements of entry‐level trainee accountants. SAICA could consider the findings of this study in the finalisation of its competency framework. The study reveals that nearly three‐quarters of all the topics in the current prescribed SAICA syllabus are considered to make at least an important contribution to the knowledge requirements of entry‐level trainee accountants. Although more than half the management accounting topics prescribed in the SAICA syllabus are perceived as being only reasonably important, further statistical analysis revealed that TOPP (training outside public practice) training officers disagreed significantly with their TIPP (training inside public practice) counterparts on the importance of management accounting topics and perceived them to be at least important. Except for specialised topics, all other topics covering the remaining core subjects (Financial Accounting, Financial Management, Taxation and Auditing) were perceived to be important or even more than important by the respondents. The study demonstrates that there is a movement towards an expanded set of competencies beyond the technical knowledge typically taught to prospective CAs, and that there is evidence of a need for today’s entry‐level trainee accountants to receive training in communication, analytical, interpersonal and computer skills.

Organizational effectiveness today depends largely on the ability to activate, share and transform the intellectual capital of the company into sustainable and difficult‐to‐imitate competitive advantage. This paper seeks to develop a competency typology that integrates previous definitions and frameworks from the literature and to propose a methodology for identifying competencies to aid the transition from a task‐based to a competency‐based logic for human resource management.

The paper is based on a longitudinal research project. The paper outlines a methodology and presents the findings from the implementation of a competency model in two case companies. It illustrates how the systematic use of the identified competency categories can support the identification and coding of competencies, which will facilitate the critical organizational transformation from a task‐based to a competency‐based approach.

The experience from the deployment offers potential challenges of implementing this framework in a specific cultural context. It identifies critical enablers that will contribute to successful implementation, whilst also providing insights concerning predicaments that have to be met.

The particular competency typology integrates previous definitions and frameworks from the literature, thus providing a holistic solution for supporting the implementation of a competency‐based approach. Furthermore, through the analysis of the implementation of the competency framework in two case companies it serves as the basis for illustrating the main steps, as well as the critical success factors that characterize such projects. Finally, it demonstrates the advantages of integrating the proposed competency framework and offers managerial insights and guidelines for similar implementations.