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The purpose of this paper is to explore the relationship between competency-based performance management and organizational effectiveness (OE). It signifies the importance of developing competency-based performance concept in organizations. Since conventional performance management systems (PMSs) are diminishing and as organizations are looking for breakthrough PMSs, this research attempted to fill the gap from stakeholder’s perspective – employee, manager and organization in devising new approach in PMS.

The research design involved developing scale for “competency-based superior performance” and validating scale for “organizational effectiveness,” The data for this survey are collected from 292 respondents through structured questionnaire. Hypotheses depicting aforementioned relationships were empirically tested in the context of competency-based performance practices in organizations based in India. Structural equation modeling (SEM) technique was used for data analysis.

The empirical results provide methods to accelerate the performance management initiatives based on a leadership competency model (LCM), which are necessary for building performance culture in the organization. The paper contributes by developing a new scale for measuring competency-based performance practices. The scale for OE is revisited. A positive relationship between competency-based superior performance and OE with productivity, adaptability and flexibility has been empirically confirmed using SEM.

The paper limits the performance measurement concept using leadership competencies.

The developed model will act as a building block for performance measurement in organizations. This paper promotes LCM to be applied in creating a performance-based culture.

This is a unique attempt to test the relationship between competency-based performance management and OE.

The Japanese have had a phenomenal impact on the world's market using 5 “S” and total quality management (TQM) philosophy. Though Indian companies also claim to follow these philosophies, however India has not been able to make substantial s in this regard. India has been ranked very low (India's rank has been 35 out of 59 economies) as per the IMD world competitiveness year book 2012 report. During a literature survey, it was found that competency-based training contributes to a greater extent for the success of 5 “S” and TQM implementation. Therefore, research was undertaken to study the effect of competency-based training on the implementation of 5 “S” and TQM principles. The paper aims to discuss these issues.

This paper attempts to assess and compare the role of competency-based training on the status of 5 “S” and TQM in Mayur Uniquoters Ltd (MUL) and SKH Metals Ltd. This paper compiles a list of the most important competency variables and prepares a competency training module for the industries. Quality award models will be used to compute a competency index, 5 “S” index, and TQM index before and after competency-based training in MUL. However, in the case of SKH Metals Ltd, the competency index, 5 “S” index and TQM index will be analyzed only after competency-based training. The index methodology has been used to assess and compare the level of performance in competency, 5 “S”, and TQM and the result will be validated through a two-sample t-test.

The paper reveals that competency-based training has a positive correlation on, 5 “S” and TQM, and is instrumental in improving the level of 5 “S” and TQM in both industries. Based on a two-sample t-test, the performance of 5 “S” and TQM improved by 74.4 and 84.5 percent, respectively, in case of MUL. This paper also prepares the competency-based training module.

The investigation and research findings are still exploratory. Future research can focus on and establish the correlation based on a larger number of organizations. A broadly based and larger sample size would provide a better picture of the relationship between competency, 5 “S” and TQM philosophy. The data have been collected before and after competency-based training in Mayur Uniquoters, whereas, in the case of SKH Metals, the data have been compiled only after competency-based training.

The study has been able to compile competency variables based on the feedback of 84 industries and also prepares a competency training module. Competency index, 5 “S” index and TQM index have been analyzed before and after competency-based training in MUL and two-sample t-test was also performed. In the case of SKH Metals Ltd, the data have been analyzed after competency-based training. The study has been able to identify that both organizations could perform better in 5 “S” and TQM after competency-based training. India stands a better chance in improving its competitiveness in the world ranking if all organizations focus on competency-based training, apart from training on 5 “S” and TQM.

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.

Entrepreneurship is one of the fastest growing disciplines at colleges and universities today. Programs span campuses offering traditional coursework and a variety of experiential learning options for students from all majors. While most agree that as much learning, if not more, occurs outside of the classroom, there has not been a model for integrating curricular and cocurricular components in entrepreneurship programs. Moreover, there has not been clear agreement on how to assess value from these programs.

To resolve this, we used a five-phase competency development process to create a customized learning model that engages the learner, the educator, and the community volunteer in the learning and assessment process at both the individual and program levels. This chapter presents a case study in a private, metropolitan university of 8200 students. The case study presents the problem and rationale, a history and overview of the application of competency-based education, and a five-stage process used to develop the model and apply the model to achieve a customized learning path for students in entrepreneurship.

The five-stage model of competency-based education can be applied to develop a customized learning approach and assessment path for students who study entrepreneurship. The use of a technology support platform can extend and simplify the use of this model and allow for the integration of curricular and cocurricular components of an experiential education.

This is a unique approach to integrating curricular and cocurricular education to provide a holistic experiential education for learners. The value of this program extends to faculty who assess learning and volunteers who participate in the learning experience. Specific attention is given to the challenges and process for curriculum mapping and the use of this model for assessment.

The purpose of this paper is to provide a critique of the inflexible use of competency models in organisations and, in particular, to explore the limitations of competency based interviews and stress the need for alternative approaches, e.g. wider use of job sampling, biographically based interviews and ability tests at the recruitment stage. The paper suggests that there is nothing fundamentally new in the competency‐based approach but suggests that its ubiquity may be counterproductive in an exponential world where constant reappraisals of skills, attributes and behaviours are required.

The paper provides a critique of the inflexible use of competency models in organisations.

Many competency models are not sufficiently clear or dynamic for effective use in constantly changing organisations. Competency‐based interviewing per se is an overly restrictive and increasingly blunt selection instrument.

The paper reveals the need to constantly review competency models and argues for complementary selection techniques to be used in addition to competency‐based interviews.

Adds to the growing literature critical of rigid application of competency models, particularly in the selection arena.

This study aims to describe how open educational resources (OERs) were used in a system-wide, competency-based higher education program. It discusses barriers encountered, solutions developed and suggestions for future research on OER-focused curricula for self-directed learners. The case demonstrates practical application of the best practices for OER usage and contributes to discussions among the open education community about what constitutes quality OERs and how quality measures can help instructors select the best available OER.

This case study uses a reflective approach to describe what the organization did to facilitate OER use in University of Wisconsin Flexible Option. The authors reflect on tools and processes used and highlight alignment with best practices from OER literature.

This case confirms that there are challenges associated with OERs, especially for faculty with limited experience using them. It also offers insights into how to evaluate and curate OERs and confirms that students are generally satisfied when OERs are used as primary learning resources.

Formal research was not conducted. This case provides a starting point for potential future research about the use of OERs by self-directed, competency-based students.

Practical implications of this case study include concrete tools and methods faculty and instructional designers can use to locate, evaluate and curate OERs. This case study highlights the role OERs can play in increasing overall satisfaction with learning resources while decreasing students’ costs.

This case ties unique needs of self-directed, competency-based learners with the use of OERs, addressing two overarching questions about OERs: what constitutes a quality OER? and how is quality measured?

The purpose of this paper is to explore the effect of online social networks and competency-based management on innovation capability.

The paper is theory-confirming. Theoretical relationships were tested using an empirical study of 289 firms from the Spanish biotechnology and telecommunications industries.

Results confirm that online social network use for internal cognitive processes (e.g. reading, searching and storing information) and external cognitive processes (e.g. sharing and co-creating knowledge) positively affects knowledge transfer. This knowledge helps firms to achieve superior competency in R&D to succeed in innovation programs.

All survey respondents were from Spain, which may limit the generalizability of findings. A longitudinal approach was not used. However, doing so would make it possible to explore time lags between online social network use, competency-based management and innovation.

This paper highlights the potential as well as the limitations of online social networks and competency-based management in promoting innovation capability. Businesses must consciously manage the assimilation and use of online social networks to benefit from them.

The study contributes to the literature by identifying effects on innovation capability at the meso-level (i.e. online social networks). Findings highlight the need for a shift in focus away from collaborating and interacting in online social networks (micro-level) and organizational contexts (macro-level) so as to improve innovation capability.

The purpose of this paper is to use a competency‐based model to explore empirically the factors that influence the suitability of different flexible work arrangements (FWAs) in organizations and investigate whether these FWAs match the preferences of unemployed women, whom the authors conceptualize as competitive resources.

Given the novelty of this model in FWA‐research, the authors conducted an in‐depth exploratory case study in a southern European country, Cyprus. Data were collected from both unemployed women and managers in organizations, using group interviews and questionnaires.

Overall, it was found that the FWAs that managers perceive as suitable for their organizations differ from those preferred by unemployed women. Nonetheless, specific organizational competencies affect positively the suitability of women‐friendly FWAs for organizations.

The results raise implications for policy makers and managers who want to enhance female employability and organizational competitiveness, respectively. The paper provides a blueprint for testing the concept of unemployed women viewed as strategic resources and emphasises the need to take measures to improve the perceived suitability of women‐friendly FWAs for organizations. Nonetheless, this study was limited to the Cypriot context, to private sector organizations, and to managerial intentions. Future research may build on this study to address these limitations.

This paper employs a competency‐based model to conceptualize unemployed women, who are neglected in extant research, as organizational resources. Further, it uses two different research samples to address its purposes and argues that FWAs differ in their ability to satisfy organizational and individual needs.

Both environment and learning process must be planned to maximise their special contributions to managerial competence. Kolb's Experiential Learning Model provides a framework for matching each managerial competence with the training most likely to instil it. Optimally, student and teacher will join in collaborative ventures, seeking and creating a wide variety of competency‐based learning experiences.

The purpose of this paper is to outline the development and implementation of the “values‐driven competency‐based performance management system” (VDCBPMS) and report the findings of a study that aims to examine the effect of the new PMS on officers of the Hong Kong Police Force.

The research focuses on the officers’ perceptions and attitudes resulting from the intervention and hypothesizes that the new system will increase their organisational commitment and job satisfaction, job‐effort and value alignment with the Force, as well as overall performance of the Force through enhanced performance of individual officers. The study employs a staff survey and interviews with a cross section of officers in different ranks to examine the impact on them of VDCBPMS.

The research findings reveal evidence to support all the hypotheses and their implications for management are outlined.

The research is not a done in a “before‐and‐after” fashion due to inherent limitations and the findings cannot be isolated from other clandestine management initiatives for examination due to practical limitations.

The research findings provide food for thought for the management to consider how best to improve the performance of officers in the Force.

The research findings suggest ways to improve policing in Hong Kong, which ultimately will benefit the society of Hong Kong at large.

This research fills a void in the literature of competency‐based PMS by introducing the “values” dimension to the notion, and contributes to the study of public policy implementation by illustrating how a novice system is developed and introduced in a policing context.