Search results

The process of global leadership development remains a challenging theoretical problem in the field of global leadership. To help address this issue, we develop a theoretically grounded process model of global leadership competency development that addresses the dynamics involved in the adoption and enhancement of intercultural competencies associated with global leadership. We do this by integrating theoretical constructs associated with competency development from the adult learning and development, cognitive-behavior therapy, global leadership development, leadership development, organizational development, and social learning theory literatures. The resulting model includes testable propositions – a critical feature that existing global leadership development process models currently lack. Our chapter concludes with a discussion of the implications of the model for future research and practice.

The purpose of this paper is to trace the development of a competency model in a medium-scale power utility company located in the Midwest USA.

The model is developed based on insights drawn from the literature, company documents, and primary interviews with the key company stakeholders. The research process was carried out according to the guidelines of action research methodology.

Competencies required for employees were identified and operationally defined. Existing competencies were inventoried and superimposed on the required competencies. Gaps in competency presence and proficiency levels were noticed. The competencies required for effective performance were distributed across different levels in the hierarchy, according to the competency needs of each hierarchical level.

Attempts to tie these competencies to employee selection, succession planning, performance appraisal, training need assessment, leadership development, etc., are currently ongoing. The case company has also initiated a competency-driven leadership development process. Possible adaptations of this model for similarly placed companies in other sectors are discussed.

This is an original case study based on primary data, conducted as action research.

The aims of the article are to not only review existing competency models and offer a comprehensive performance-linked competency model towards sustaining competitive advantage, but also validate the proposed model in an Indian textile organisation.

The article operationalises the term “competency” and intends to develop a comprehensive performance-linked competency model after analysing the existing models with respect to competitive advantage; and the model has been validated empirically in an Indian textile company using data envelopment analysis (DEA), cross-efficiency DEA, and rank order centroid (ROC) methods.

It reveals that the comprehensive performance-linked competency model focuses on competency identification, competency scoring and aligning competency with other strategic HR functions in a three-phase systematic method which will subsequently help the organisation to sustain in the competition. It has further been shown how using DEA, cross-efficiency DEA and ROC, an organisation can align individual performances and their competencies in terms of efficiency.

If the number of competencies get increased, DEA cannot be used.

This can be applied to industry for more efficient and effective performance measurement tool.

The paper enables organizations to systematically manage their employee competences to ensure high-performance level and competitive advantage.

One of the key elements contributing to successful post-disaster project teams is individual competence. Each project participant brings his or her own knowledge, experience and ideas to the collective. The kind of chaotic and fragmented environment that is common in post-disaster scenarios presents specific barriers to the success of projects, which can be mitigated by ensuring that staff members possess competencies appropriate for their deployment to particular contexts. The paper aims to discuss these issues.

The study utilizes a mixed-methods approach, incorporating unstructured interviews to extract key factors of competence, project barriers and strategy, and a subsequent questionnaire survey, designed to quantify the various elements. Interviews were undertaken and analysed using a cognitive mapping procedure, while survey data were processed using SPSS. The data were then utilized in the development of a software prototype using Design Science Research methodology, capable of modelling the deployment of staff under various disaster scenarios.

Analysis of the survey and cognitive mapping data, in conjunction with relevant established frameworks, has allowed the classification of relevant competency elements. These elements have subsequently been measured and modelled into the competency-based tool and developed into a working prototype.

The developed system offers novel disaster competency assessment criteria. The system contains a variety of real-life scenarios derived from extensive data collection. These multi-hazard scenarios are embedded with knowledge and competency valuation criteria that can facilitate actors to assess their team’s knowledge based on selective scenarios. In disaster response, time is a critical element, and this tool assists decision makers. It can enable disaster response actors to evaluate and assemble the appropriate personnel to deploy into disaster areas and into specific types of disaster environment.

The purpose of this paper is to examine the current status of competency modeling in Chinese organizations, and explore approaches to further advancing related research and practice.

A literature review method with a content analysis approach was adopted. Based on the pattern of the literature, a three‐level competency modeling framework was derived. It was then used to analyze the research and practice of competency modeling in China.

The paper finds that Chinese literature has been focused on competencies for job qualifications. The practice in Chinese organizational setting has not achieved the strategic potential of competency modeling. Research on competency modeling has lagged behind the practice. Both research and practice pointed to the skills of human resource professionals as a critically component for strategic application of competency modeling.

The paper identifies three research‐to‐practice gaps and recommends directions for future research.

The paper recommends approaches to enhance the strategic contribution of competency modeling for Human resource management (HRM) practice.

The paper contributes to the HRM literature by focusing on a pervasive HRM practice competency modeling. It offers a comprehensive review and analysis on both the research and practice of competency modeling in China.

The chapter is based on the Social Foundation project: ‘Digital Pathways to Growth: Competency’ conducted in the region of Zealand in Denmark. The process of creating a multifunctional semantic – a competency model – is unfolded. Informed by social system theory the semantic required to enable dialogue in a polycentric network is analysed. The participants are various small and medium-sized enterprises, across many occupations and tasks, different types of educational and training organisations as well as process consultants from various knowledge institutions, labour unions and industrial interest organisations. The model is designed through a participatory process to help this polycentric network of organisations to build competencies for the digitalisation ahead.

We argue that design thinking and engaged scholarship in the construction of a multifunctional semantics – such as the competency model – is useful both as a practical method and as a semantic research strategy informed by social system theory. The role played by design thinking when developing the competency model as a multifunctional semantic is concluded and the future research outlined.

The research generates knowledge of practical value for networked collaboration in educational ‘ecologies’ as the need increases for stronger links between education, business and research, as well as the involvement of social partners and civil society to increase Europe’s innovation capacity as advised by both the OECD and the EU.

The purpose of this study is to determine the competency characteristics required for the employment of master’s degree students in educational technology.

A combined qualitative and quantitative method was used to consult multiple experts through a modified Delphi method. Competency characteristics were extracted from Chinese recruitment apps, national recruitment websites and university training programs. Ten senior teacher experts who teach educational technology master’s students were consulted through a questionnaire consultation to validate the proposed competency model. The weights of competency characteristics were determined through a combination of the analytic hierarchy process and entropy method.

The results show that when recruiting educational technology master’s students, more emphasis is placed on operational skills. The majority of companies tend to assess practical abilities rather than theoretical knowledge. Relevant knowledge of educational technology, psychology, computer science and education is considered to be the basic knowledge components of educational technology master’s students, while professional skills are the core skills required for their positions. Therefore, universities need to focus on training, educational technology graduate students in these areas of competence. The study also found that professional qualities (such as physical and mental fitness) and personality traits (interpersonal communication and interaction) receive more attention from companies and are essential competencies for educational technology master’s students.

A competence model for educational technology master’s students is proposed, which includes aspects such as knowledge, personal skills/abilities, professional qualities and personality traits. The competence elements included in this model can serve as reference indicators for universities to cultivate the competence of educational technology master’s students, as well as reference points for recruiting units to help them select talents. This represents a new dimension in research related to the employment of educational technology master’s students. The study enriches the research objects and competence dictionary in the field of competence research.

From the organisational perspective, the authors know that management, including innovation management, becomes less “organised” by bureaucracy and administrative tools, and much more impacted by organisational capabilities, competences and hidden, “soft” routines, bringing innovation and creativity to the core of organisation. The purpose of this paper is to focus on competency sets for open innovation (OI) and is to provide recommendations for OI competency development in companies, linked to the core OI processes.

The research is exploratory and aims at theory-based practical indication combining deductive identification of competency clusters and inductive model development. Thus, the authors apply quantitative methods to data collection and analysis. The authors conducted an extensive literature review on competence challenges with regard to execution of OI, and empirical data analysis based on a large-scale structured industrial survey in Europe (N=264), leading to the development of competency sets for companies. SPSS tools are applied for empirical tests.

The authors develop a generic OI competency model applicable across industries, combined with organisational implications for sustaining OI management capabilities. The research clusters competencies based on the empirical analysis, which addresses the various challenges of OI, leading to recommendations for competency management in an OI context.

The data were collected from one key informant per company. Although the authors made efforts to ensure that this was a senior manager responsible for innovation, the authors cannot exclude some bias in the way that OI activities and related competencies are perceived. Exploratory nature of the research, which calls for a more systematic investigation of the OI activity modes and the OI competencies resulting competency model. In particular, the competencies could be tested on an inter-professional sample of employees with involvement in and/or responsibility for innovation, development, and HR management, as well as on leaders of innovating companies. Third, although significant in size for the analyses undertaken, the sample is not large enough to enable a more fine-tuned analysis of regional differences across Europe in the way that OI is managed through the development and implementation of competencies.

The research contributes to the OI management field with an outlined OI competency profile that can be implemented flexibly and tailored to individual firm’s needs. It brings indications for both further theory building and practice of innovation organisation, especially with regard to human resource development and organisational capability building for OI.

The social implications of the paper result from the contribution to innovation management competency development in OI regimes, which is an important tool for designing contemporary educational programmes, contributes to OI management sophistication in business which is especially important during the economy slowdown and search for new sources of growth and productivity, and supports firms productive engagement in OI ecosystems and collective technology upgrading towards higher societal benefits and stakeholder involvement.

An empirically grounded OI competency model is proposed with an implication to support human resource development for OI. To the best of the authors’ knowledge, there has been no prior attempt to build such a model. The distinguished feature of the research is its extensive European coverage of 35 countries and multinational scope. The empirical validation strategy makes the research extremely relevant for management decisions related to human factors related OI capability development in organisations.

Few models have attempted to explain intrapreneurial behavior from the perspective of competencies. Therefore, the purpose of this paper is to contribute along this line by developing and validating a scale to measure intrapreneurial competencies for a Costa Rican organizational context.

A three stage process was followed. The first stage considered literature review, expert judgment, cognitive interviews, and back-translation. In the second stage, the questionnaire was administered to a sample of 543 university professionals who worked mainly in private organizations in Costa Rica. The third stage led to evaluate of the proposed scale’s psychometric properties, including, exploratory factor analysis procedure performing by SPSS 19; confirmatory factor analysis procedures by means of structural equation modeling using EQS 6.2 version and finally, a linear regression model to obtain evidence of external criterion-related validity, performed by SPSS 19.

This study provides evidence of five sub-dimensions of employee attributes, i.e., “opportunity promoter”, “proactivity”, “flexibility”, “drive”, and “risk taking” that constitute a higher-level construct called intrapreneurial competencies. The scale provided evidence of convergent, discriminant, and criterion-related validity – the latter, using an employee innovative behavior scale.

The model offers a first step to continue studies that aim at developing a robust model of intrapreneurial competencies. This potential predictive capacity of an instrument of this nature would be useful for the business sector, particularly as a diagnostic instrument to strengthen processes of staff development in areas that promote the development of innovation and the creation of new businesses for the company.

This paper aims to determine the hierarchical relationship between building partnership competencies for public sector educational leaders (ELs) administering and running the education system.

An interpretive structural modelling (ISM) technique was used to develop a hierarchical structural model for building partnership competencies. Nominal group technique (NGT) was used with the help of experts’ suggestions and opinions at the beginning of ISM to identify building partnership competencies. Also, the NGT was used to rank the competencies. A structural self-integration matrix was developed based on experts’ voting and agreement. Cross-impact matrix multiplication applied to classification (MICMAC) analysis was used to analyse the relationship among the building partnership competencies. A total of 11 experts were chosen for NGT and ISM sessions.

A total of 16 building partnership competencies were identified for this study. The competencies were compartmentalised into four domains: creative collaboration, create network, develop collective culture and encouraging constructive dialogue. MICMAC analysis shows each domain of the model of its key competencies ranked at the highest level in the ISM model and dependent competencies.

ISM is a modelling approach that is based solely on expert opinions and responses. Its limitation can be overcome with the help of empirical analysis.

This study supports the public sector ELs’ professional development and upskilling. In addition, the model developed in the study will be helpful for stakeholders, human resources division and policymakers to incorporate building partnership competencies in the training and development of ELs.

This study helps to identify and prioritise building partnership competencies using NGT and ISM. Literature shows that numerous authors have used the ISM approach. Still, the combination of NGT approach is limited. Therefore, the model developed in the study was based solely on experts’ opinions and suggestion based on their experiences and knowledge.