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This study aims to investigate purchasing manager’s core competencies during supplier collaboration and explain the mechanism through which these competencies can affect purchasing firm’s innovative performance.

The authors conducted 22 semidirective interviews with managers in diverse functions such as purchasing, supply-chain management and product development across industries and across nations (mostly India and France), which allow to formulate the propositions.

Through open coding, the authors identify three path-dependent, causally ambiguous and socially complex core competencies of purchasing managers: relational and emotional, communicational and creative and cognitive competencies; and through axial coding, the authors explain how these intangible core competencies support implementation of market orientation. To provide supporting arguments for the propositions, the authors use the resource-based view of the firm and dynamic capability theory.

The first theoretical contribution of this study is focusing on the impact of competency–capability dyad in terms of performance. The second theoretical contribution of this study is to identify market orientation as a flexible and dynamic managerial capability.

The first managerial contribution is that the authors have identified and described three sets of a purchasing manager’s core competencies during supplier collaboration that affect the firm’s performance: relational and emotional, communicational and creative and cognitive competencies. The second managerial contribution relates to the mechanism through which purchasing managers’ core competencies during supplier collaboration affect firms’ outcomes.

The value of the results is in the explanation of the mechanism, i.e. market orientation dynamic capability, through which the competencies of purchasing managers can affect purchasing firm’s innovative performance.

This paper employs human resources (HR) analytics to investigate the pathways through which high-potential managers ascend to C-suite positions, and how different developmental paths influence turnover among executives.

By combining job analysis and competency assessment with sequence analysis, the authors utilize HR analytics to analyze the work experiences of 53 general managers spanning 57 years (n = 2,742), encompassing various roles, job requirements, and 20 executive competencies attached to over 1,000 positions.

This study's findings reveal three distinct developmental paths that lead to the C-suite, characterized by differences in the content, context, timing, and complexity of work experience. Furthermore, the authors identify that a more complex developmental path tends to reinforce executives' competency in self-awareness while inhibiting their development of technical competency, ultimately resulting in reduced executive turnover.

By employing HR analytics to analyze empirical data embedded in job and organizational contexts, this study sheds light on the critical role of timing and complexity of work experiences in executive development. It also offers practical implications for firms seeking to optimize their leadership pipeline and reduce executive turnover by leveraging HR analytics effectively.

This paper proposes the “fields and weapons of the competition model applied to business networks” – CAC-Redes (in Portuguese, Campos e Armas da Competição – Redes de negócio), an extension of the fields and weapons of the competition model (CAC) – to study the competition and competitiveness of companies operating in business networks in a competitive environment while integrating organizational competencies, interorganizational ties and company positioning to provide competitive advantage.

CAC-Redes is born from the cross-fertilization process of various theoretical perspectives, namely, industrial organization, traditional view of operational activities and resources, relational view, strategic alignment, transaction cost theory and social perspectives in networks, structured according to systems theory and under the mantle of competitive advantage theory. To discover the structure of existing models of competitiveness in networks, a bibliographic search was conducted in the Scopus database. Quali-quantitative empirical research was undertaken in companies from six different economic sectors through structured questionnaires and personal interviews to understand how companies competed and discover the determining factors of their competitive advantage.

Only seven models of competitiveness in network were found, and their structures and characteristics are quite different from those of CAC-Redes. Empirical research confirms all the hypotheses that support CAC-Redes, which, combined with those of CAC, indicate the CAC-Redes corroboration.

CAC-Redes does not apply to networks without intercompany competition, studies on network governance and corporate strategy formulation.

CAC-Redes is effective in studying complex competitiveness phenomena because it considers multiple influences; provides a process based on qualitative and quantitative variables that increase the probability of formulating successful competitive strategies; simplifies the differentiation of skills from core competencies and determines them; proposes a competitive advantage criterion to select suppliers; creates a unifying language to represent the different strategic specificities of companies, competitors, suppliers, customers and the company environment and provides a library containing 181 weapons (resources) and dozens of interorganizational ties that can be used in empirical studies with other methodologies.

CAC-Redes, due to its originality and peculiarities, theoretically contributes to theory of resources because it dispenses with the assumption, “unique resource, source of competitive advantage”; to relational view because it considers interorganizational relationships as a competence and treats it quali-quantitatively and to core competencies because if the strategy changes, different core competencies will be needed. Furthermore, it is an alternative to the dynamic capabilities perspective, and it transforms the five manufacturing performance objectives into nine for the entire company.

CAC-Redes is an original model because its structure and characteristics comparatively differ from those of existing models, and 14 singularities are detected.

The present document presents the possible contributions of strategic design to organizational transformation, as a part of business intellectual capital.

A case study from a Colombian family business group, with three business units, industrial, commercial and service, were used. Interviews regarding critical events and semi-structured interviews were employed. Data were processed with NVivo software.

It was found that abductive, empathetic and creative competencies (human capital) that may facilitate the comprehension of nature, needs and alternatives to be employed in organizational change processes. Further, the importance of the participative design approach in co-creation, with interest groups, transformation projects (relational capital), and design thought, as a methodology for the implementation of the preceding (structural capital), was identified.

The results revealed, in this case, suggest several future investigative routes. Firstly, increased empirical research, based on this proposal, is suggested. Specifically, it would be relevant to perform causal studies that report the contribution of each of the components of strategic design to the diverse organizational transformation processes. A third line of investigation might include delving into certain relationships that have already been identified, but require further comparison. One of these might be the role of design thought as a method to perform specific organizational transformation projects.

As a result of the present investigation, a model is established (see Figure 2) which may be useful to companies to address organizational transformation, capitalizing on the benefits offered by strategic design. In summary, the proposal considers four phases (see the central circle in Figure 2). Phase 1: understanding organizational occurrences and situations, the basis upon which to determine the nature of an organizational transformation. This activity alludes to the work that is collaboratively managed with different interest groups, in the systematic comprehension of the business organizational transformation chain of events. Phase 2: determining the path to be followed or the route for collaborative action. Doing so in participative fashion permits the representation of a diversity of ideas and opinions on a given problem/potential identified in the preceding process. This stimulates and strengthens the creative competency in company personnel (Jeffries, 2007). If this competency is incorporated into the corporate culture, differential factors may be established, in an environment with broad competency, thus achieving transformations appropriate for a competitive environment.

Co-creation, the central axis of the organizational transformation process. At the base of all organizational transformation processes is an approach focused on human beings, whose principal questions include: What place do individuals have in strategic problem resolution, like those of organizational transformation, in companies? How are human competencies strengthened when applied to organizational transformation processes? What types of ties are made, beyond the establishment of natural relationships (work, purchase, sell), with interest groups? And most importantly: How do they achieve the construction of new business realities together? To do this, participative and co-creative methods must be employed as a scenario to jointly achieve multiple satisfaction realities, in which understanding the essence of the participative design approach becomes meaningful (Jones, 2015).

Design thought, as a methodological proposal for organizational transformation projects. The use of inspiration, ideation, and implementation stages, iteratively and permanently, is suggested. Continuous review of the point of departure, the path trodden and the goals to be achieved should be prioritized, such that they may act as compasses for organizational transformation, considering strategic design to be a key motor (Yee et al., 2017).

The purpose of this paper is to assess the extent to which the LEADS Framework guided health-care leaders through organizational change and the COVID-19 pandemic in a western Canadian province.

A qualitative exploratory inquiry assessed the extent to which health leaders applied competencies that aligned with the LEADS Framework. A purposeful sample of 22 health-care leaders participated in the study representing senior, mid-level and front-line health-care leaders in various health-care organizations to ensure diverse representation of leader competencies. The authors conducted semi-structured interviews to collect the data and used Braun and Clarke’s (2006) six-phase approach to guide data analysis.

The analysis suggests that health-care leaders found Engaging with Others and Developing Coalitions were the most critical themes of the LEADS Framework for change management and for navigating the COVID-19 pandemic. Findings reveal that during transformational change and a crisis context, leaders embrace relational approaches to adapt and improve performance in dynamic organizations.

These findings have implications for a relational approach to improve teamwork and decrease emotional strain; a focus on mobilizing and sharing power with nurses; and educational programs to advance relational and self-management skills, shared leadership, communication, change management, human resource and talent development as critical learning components for current and future health-care leaders.

The LEADS Framework is used to examine how health-care leaders responded to transformational change in the organization while situated in a pandemic context.

Higher education has begun to attend to the importance of collaboration and self-awareness for educating sustainability leaders. However, there has been limited discussion on how to design a pedagogy that supports the development of these competencies, particularly the development of self-awareness. In this chapter, we introduce an experiential pedagogy in which students and faculty work together to develop self-awareness as the basis for sustainability leadership. We present three pedagogical principles that support the emotional learning that is foundational for sustainability leadership: student self-discovery, faculty as co-learners, and a developmentally focused learning environment. We demonstrate how these three principles work together to enable students and faculty to grow their self-awareness, providing the foundation for sustainable leadership. We conclude with a discussion on how management educators can learn from this case to develop sustainability leaders who have the self-awareness and relational competency to lead positive, inclusive organizations that are committed to sustainable business practices.

This study examines the mediation effects of leaders' communication competency in the link between leadership styles (i.e. servant and transactional leadership) and employees' work engagement.

Cross-sectional survey data from 392 employees in 33 hotels in Bangladesh were collected. To analyze the data, structural equation modeling was adopted, and partial least squares (PLS) analysis was used.

Results of PLS analysis revealed that servant leaders and leaders' communication competency positively influence employees' work engagement. In boosting employees' work engagement, communication competency is an important tool for servant leadership but not for transactional leadership.

Hoteliers and managers may want to adopt a servant leadership style and develop effective leadership communication skills to increase employees' engagement at work.

This study introduces communication competency as a mediating mechanism between leadership styles and work engagement in the hospitality industry.

The main goal of any organization is to achieve the best quality of work through employees, and managers play a very important role in this field. Managers and leaders of organizations often face with paradoxes that make decision-making difficult. The purpose of this paper is to develop a competency model for human resource managers considering the importance of the role of paradoxes for organizations.

The research methodology is of a mixed type and with an approach based on paradox theory and using theme analysis and fuzzy Delphi, it seeks to provide a model of paradoxical managers’ competence. The statistical sample included 11 experts working in the information and communication technology industry, who were selected using the snowball and judgmental sampling method.

The results of this research show that the competency model of human resource managers has three managerial, organizational and individual levels and has 15 themes including strategic partner, organizational knowledge, awareness of the industry environment, awareness of the external environment, paradoxical thinking, managerial knowledge, relationship management, resource management , leadership, human resources analyzer, information technology (IT) knowledge, personality traits, development, multitasking and cognitive competence. The most important theme identified is paradoxical thinking and familiarity with IT knowledge, and it is suggested that human resource managers working in this field should preferably study technical and engineering fields at the undergraduate level and shift to human resource management fields at the graduate level.

The distinguishing feature of this paper is the presentation of a competency model based on paradox theory. Paradoxes are part of organizational life. Therefore, there should be a paradoxical view in all organizational analysis.

This paper offers a theoretical explanation to a positive story of a micro enterprise found in Uganda, an African developing country that has successfully managed workplace relationships, its survival and good performance. Specifically, the paper examines multiple theories to explain the practice in this enterprise.

The study uses storytelling, a form of narrative inquiry embedded in qualitative methodology. Based on in-depth interviews with the owner-manager and employees, a story was developed detailing their practical experience while focusing on the context, actions, results and lessons.

Findings reveal that micro enterprises that allow free generation of ideas across all levels with optimistic people who reciprocate and work together create a friendly work atmosphere with support for one another, with the ability to amicably resolve conflicts and build trust. More so, theories including social exchange theory, relational cohesion theory, complex adaptive systems theory and cultural historical activity theory help explain the manifestations of relational people management in micro enterprises.

This paper is unique in its use of a positive story showing a practical experience of how workplace relationships are managed in a micro enterprise found in Uganda. In addition, a multi-theoretical perspective is used to explain the manifestations in the story which may be novel in the study context. Thus, a conceptual model is proposed depicting generalized reciprocity, positive emotions, generative leadership and relational agency as antecedents of relational people management with relational agency again mediating the other relationships.

This study was intended to investigate a small-scale School-based Motivational Interviewing (SBMI) pilot with first-year college students. This approach honors student autonomy, supports self-determination and has the potential to impact educational outcomes in higher education. Motivational Interviewing (MI) is an evidence based conversational skill set, defined as “a collaborative conversational style for strengthening a person's own motivation and commitment to change” (Miller and Rollnick, 2013, p. 12). Student perceptions of satisfaction with the faculty-student mentoring intervention were sought. Relational aspects of MI (partnership, empathy and alliance) were also explored.

A mixed-method approach was used for the SBMI study, focused on college students with recent academic setbacks (N = 19).

The intervention was deployed with high levels of MI technical fidelity and relational quality. Participants reported high satisfaction with the intervention. The relational aspects and participant perceived alliance with their faculty were highly correlated across the intervention, adding to the discussion of the mechanisms of MI that contribute to its effectiveness.

This work is formative, yet at this point is not generalizable given the scope of the study.

Findings are encouraging for further development of this innovative pedagogical approach. Possible future applications of research are provided.

Discussed herein, SBMI has the potential to meet the needs of traditionally underrepresented student groups.

The reported study is the initial portion of a larger intervention development project.