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The purpose of this paper is to investigate the management competencies required by a Master of Business Administration (MBA) graduate to succeed as a global business manager in an increasingly competitive business environment in Asia.

This paper analyzes the differences in management competencies of nearly 600 MBA students from 13 universities in Thailand and Hong Kong. In the questionnaire, the MBA students are asked to indicate the levels of the management competencies which they have gained from studying the MBA program.

The findings indicate that the work competency of the Hong Kong MBA students is significantly higher than the Thai MBA students. The levels of interpersonal competency do not, however, differ significantly between the Thai and Hong Kong students. The findings also show that there are significant relationships between the background variables, e.g. job title and cultural values – namely individual success and social power – and work and interpersonal competencies.

To improve the value of the MBA programs in Thailand, business schools will need to put more emphasis on the work competencies in their curricula. More workshops that actively stimulate work competencies must be emphasized in the Thai MBA programs.

The study of management competencies in Asia representing Thailand and Hong Kong is rare. New management development approaches are proposed for business schools to train their business students to become world‐class global managers.

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.

Information that might be helpful to those who are considering the desirability of teaching competency‐based management education (CBME) is presented. The underlying assumptions of CBME are identified, its emergence is placed in a broader educational context, three major views of managerial competencies are discussed and several practical CBME implementation issues are raised.

The purpose of the paper is to present the performance management process and the core competency frameworks of six Canadian public libraries. The core competencies that characterize the qualities for superior performance of library staff are described, as well as the way in which competencies are used throughout the performance management process and other related human resource functions.

A survey of 59 public libraries serving populations greater than 50,000 was undertaken. A total of six libraries reported using core competency frameworks for performance management purposes. Managers responsible for human resource functions were interviewed about the process of developing the competencies and the ways in which the competencies are used in their library systems.

The core competencies identified by the six public libraries are communication skills, interpersonal skills, customer service, analytical skills, accountability, adaptability, technological competence, planning and organizing skills, knowledge of the organization, creativity/innovation and leadership. Employees are evaluated against the core competencies in the performance appraisal process. Unsatisfactory performance in any competency requires an action plan to improve the necessary knowledge and skills.

The number of libraries which have implemented core competencies for performance management is very limited. Future research should examine whether competency‐based performance management has achieved the aim of improving performance.

The paper provides a useful overview of the concept of performance management and summarizes the strengths and weaknesses of competency‐based performance management.

The paper presents an overview of competency‐based performance management as implemented in six Canadian public libraries. The core competencies that characterize the qualities required for superior performance of library staff are described.

Compares the findings of two studies conducted to investigate the ranking of content domain areas of club management and management competencies necessary for success in private club management. A comparison is made between rankings for present and future success. The findings indicate areas for individual manager preparation and organizational program development.

This research sets out to achieve three goals: first, to discover the most important management development areas specified by Finnish managers; second, to discover the intentions of Finnish managers in management development on a personal level and with the support of organizations; and third, to compare the above mentioned aspects and to compare those also with competency models presented in the literature.

The empirical data were gathered through an internet survey. The sample consists of 2,500 middle and senior managers from different industries in the Finnish private sector. Altogether 794 responses were received, giving a response rate of 32.

This study revealed that there are a lot of managers who do not have any specific development intentions for themselves. In organizations where management development was both well organized and connected to strategic management, managers were more consciously aware of the development needs at a personal as well as at a general level. Additionally the study revealed that the development intentions of the managers differed from the ideas presented by the scholars in literature on management competencies. Technical and business skills were emphasized, while social skills and intrapersonal skills were neglected.

More detailed qualitative study is needed in order to understand managers' personal interpretations of their development needs.

Managers in organizations should first be educated in management competencies, management development and learning issues, before they can become thoroughly conscious about their own competencies and development needs. Those who can provide help in these matters are human resource professionals, researchers and consultants.

The paper provides useful information on the development needs of management.

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.

Public sector projects still fail to meet delivery expectations, and the lack of significant project management experience in the Australian public service (APS) has been identified as a contributing factor. The purpose of this paper is to investigate the importance of competencies required for delivering public sector projects, as well as challenges faced by the project managers when operating in a public context.

Qualitative semi-structured interviews were used to enlighten the social and operating construct in APS. In parallel, a quantitative survey was used to determine the relative importance of various competencies to effective project delivery.

The research concludes that communication, accountability, business alignment, scope and deliverables, change, and project and program orientation are the most important competencies in APS project delivery. Furthermore, there is evidence that the operating environment acts as a barrier to successful project delivery, noting that it does not let project management practice deploy its full potential for increased effectiveness and efficiency.

The research findings noted that the specific needs, values and functions of project management in the APS are not well defined, and therefore there were limited criteria against which public sector project management competencies could be designed and measured.

This empirical research contributes to the open dialogue of improving efficiency in project management within the APS context. The findings point to the conflict between the operational nature of APS agencies and their project activities, and how they struggle to define themselves as project organizations rather than lack of appreciation to individual competencies.

Competency management has become a new trend in the public sector. There is some doubt, however, if competency management is really something new or whether it is just old wine in new bottles. Academics seem to be more sceptical about its novelty than practitioners. This article attempts to combine theory and practice. Some theoretical aspects of competency management are explored and definitions, reasons for implementation, novelty and implications for the HRM function are discussed. The theory is then confronted with two cases of competency management in the public sector. The first deals with the appraisal system in the Flemish administration and the second with the HR‐policy towards public managers in the Dutch civil service. The research material for the case studies was collected during a research project on international perspectives for HRM in the Flemish government.

The purpose of this paper is to examine the effects of the commitment‐ and control‐approaches on the use of competency management, and to investigate whether attitude, subjective norm and perceived behavioural control mediate these effects.

In Study 1, using a survey, employees indicated whether their organization adopted a commitment‐ or a control‐approach towards competency management. Moreover, they rated their own attitude, subjective norm, perceived behavioural control, and behaviour. In Study 2 a scenario experiment was conducted in which the authors manipulated the commitment‐ and control‐approaches towards competency management in order to establish causal relations.

Results consistently showed that the use of competency management is higher within a commitment‐ than within a control‐approach. Furthermore, attitude and perceived behavioural control were found to mediate the relationship between the commitment‐approach and the use of competency management.

Future research should include other organizational members, for example (line) managers, to create future insight in the effects of commitment‐ and control‐approaches on the use of competency management.

The results of the studies highlight that a commitment‐oriented approach increases the use of competency management by employees and that a positive employee attitude and perceived behavioural control are of considerable importance when increasing the use of competency management is an organization's primary goal.

The paper gives insight in how to persuade and stimulate employees to use competency management more frequently.