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We conducted the Universal Accreditation Board (UAB) practice analysis to examine perceptions of US public relations practitioners and educators regarding the essential competencies for entry-level and mid-career professionals. This is a trend analysis survey that is conducted every five years to assess changes in required competencies.

The survey was distributed via email to organizations affiliated with the UAB. Two variations of the survey were available to differentiate between practitioners and educators. The study was conducted from February through March of 2024.

We found practitioners’ expectations for others exceeded their own actual performance levels. This may be attributed to social comparison bias. We have provided recommendations for updating the Accreditation in Public Relations (APR) and certificate exams based on our findings. For example, we recommend senior professionals adopt a nurturing leadership style when mentoring young professionals. The study also revealed that educators overestimated generative artificial intelligence (AI) use in the workplace, as practitioners exhibited a slower rate of adoption of AI. The literature and theories that guided the paper were AI use, the history of accreditation in public relations and the diffusion of innovation theory.

This research paper provides insights related to the diffusion of AI competencies in the workplace. Additionally, this research adds to public relations literature by revealing the gap in expectations of senior professionals for beginning and mid-career professionals and their own job performance.

This research investigates the types of critical business situations worked on by multinational corporations' senior managers and the competencies they employ to achieve desired outcomes.

The research is based on a database of N = 440 critical success incidents obtained from semi-structured interviews with a sample of 143 senior managers during competency-based consulting projects over a 25-year period from 1995 to 2019. Content analysis was used to categorise critical success incidents, by similarity of business intent, into groups labelled as critical business situations. Behavioural coding was used to identify competencies.

Nine critical business situations were found, and 10 competencies identified, accounting for 79% of behaviours displayed by the senior managers. Five competencies were found to be used more universally and five were more dependent on the specific critical business situation.

This research provides an overview of the initial stage of this topic. Further empirical validation including applicability in contemporary business contexts, testing of competency relationships with critical business situation criterion-referenced outcomes, and temporal and geographic usage will be presented in an accompanying study.

Knowledge of the specific competencies and their relative frequencies when displayed in different critical business situations provide the potential to give more targeted development suggestions to senior managers facing similar situations.

This study examines concurrently, both the business situations and associated competencies of senior managers, a group for whom extant research is significantly limited.

The a priori identification and development of army personnel competencies are necessary to enable effective and efficient responses to rapidly changing climate conditions. Accordingly, this study aims to identify the performance requirements of a military flood responder and the competencies (knowledge, skills and abilities) required to perform it.

Using an abductive approach, the authors conducted both secondary and primary research to generate a validated framework of performance criteria and competencies for army personnel responding to floods. This literature review integrated both the peer-reviewed academic literature and public sector grey literature. Using the critical incident technique, the authors then conducted semi-structured interviews with 15 members of the Canadian Armed Forces (CAF) who had previously been tasked with flood response operations. Participants were asked about the tasks required while conducting flood response operations. Interview transcripts were then content analysed to identify themes regarding those tasks, and the competencies needed to perform those tasks were then extracted and contrasted with the literature review findings. Inter-rater reliability for the analysis was established via iterative discussion between the two co-authors.

The primary data reinforced and expanded the list of performance expectations that the authors deductively identified from the integrated literature review, adding granularity to each. It also identified competencies (including both hard and soft skills) and highlighted previously neglected contextual antecedents of military flood response effectiveness.

though knowledge saturation was achieved from the 15 interviews conducted, further research with larger samples could more deeply ground the evidence discovered in this study. Nevertheless, the competencies identified in this paper could serve as a starting guide to staffing and/or training interventions targeted at improving these competencies for personnel responding to flood scenarios.

The theoretical findings also have immediate practical relevance to training for flood response operations. In particular, the subtle challenges in competency crossover from military operations to flood response operations may facilitate not only more efficient, targeted training (that could improve the effectiveness of army personnel involved in humanitarian roles), but could be applied to the selection of army personnel as well. This study may also help provincial/municipal operators and emergency planners by better communicating the strengths and limitations of army personnel in addressing civilian military cooperation for humanitarian operations. Thus, the findings of this research study represent an important first step in prompting attention to the strategic human resource planning studies required to make all responders more efficient and effective in their respective division of labour within the humanitarian domain.

Peering a little beyond these research findings, human-induced climate change is expected to continue increasing the frequency of such events (IPCC, 2021), and a timely, national force is likely to be increasingly required for Canadians impacted by major disasters stemming from natural hazards when local resources become overwhelmed. Yet, there is some concern from the CAF that increasing responsiveness to disaster operations will affect their military readiness (Leuprecht and Kasurak, 2020). One can indeed envision a paradox whereby the CAF is both a “force of last resort” while increasingly becoming a “first choice for domestic disaster and emergency assistance”. The practical implications from this research also suggest that military personnel, while fully capable of successfully conducting flood response operations, may become overburdened and less able to adopt yet greater capacity and training for other additional humanitarian work. Nevertheless, the competencies highlighted by participants can help inform the next flood response operation in Canada.

Most literature in the field of emergency response focuses on cooperation between civilian and military resources and other strategic-level themes. The findings address critical granularity missing at the operational and tactical levels of humanitarian assistance and disaster relief research. The authors also draw implications beyond the military context, including for local/regional governmental players (operators and emergency planners) as well as for volunteers in flood response roles.

Artificial intelligence (AI) technologies have led to significant transformations across industries and society, including the field of education. The integration of AI in educational settings has the potential to improve students' learning experience and support their individual competencies when paired with non-AI methods. Despite the growing importance of AI in modern education, there remains a noticeable research gap regarding its use in entrepreneurship education and the effects of Chatbots on students' entrepreneurial competencies. To address this gap, an exploratory study was conducted on undergraduate students who were tasked with using ChatGPT to improve their business model canvas.

The chosen methodology aligned with the research purpose, aiming to explore the relationship between Generative AI and competencies. Due to the novel nature of the research problem, an exploratory study was conducted using a mixed methods approach. A survey with open- and closed-ended questions was designed, and statistical and text analyses were performed to interpret data and test identified propositions.

The findings of this study indicate that ChatGPT can enhance the types of students' entrepreneurial competencies considered in this study: spotting opportunities, creativity, vision, valuing ideas and ethical and sustainable thinking. The results show that ChatGPT can be particularly helpful to improve the ability of students of valuing ideas.

Overall, this study highlights the potential of adopting ChatGPT in experiential learning methodologies for enhancing students' entrepreneurial competencies and improving their learning outcomes.

This paper aims to analyze the impact of green people management (GPM) practices on the development of organizational competencies for sustainability in Brazilian publicly traded companies.

To validate the proposed model and hypotheses, a quantitative-descriptive methodological strategy was adopted, empirically investigated through a survey with publicly traded companies listed on B3 S.A. (Brazil, Stock and Exchange). The collected data were analyzed using exploratory factor analysis and multiple linear regression.

The results indicate that green ability has a positive impact on the development of strategic and systemic competence for sustainability. Green motivation has a negative impact on the development of systemic and economic competencies for sustainability. Green opportunity positively impacts the development of strategic, systemic and economic competencies for sustainability.

In terms of academic contributions, this study allowed for an empirical and comprehensive evaluation of variables related to GPM practices and their impact on the development of organizational competencies for sustainability, in line with the research agenda of the management field, focusing on outcomes for individuals (employees) and organizations.

The identification and possible implementation of certain GPM practices as a way to boost recruitment, selection, evaluation, rewards, recognition and involvement of individuals with green values and objectives, minimizing environmental and societal impacts, represent the main managerial and social contribution.

The present paper contributes to the development of sustainable strategies by focusing on the social perspective and the role played by HRM. Specifically, we identified and compared the employee competencies that supported the compliance strategy as well as the innovative/proactive sustainability strategies – and their impacts on social outcomes.

After formulating hypotheses, we tested them on a sample of 179 companies from the chemical and metallurgical industries using the bootstrap method.

The results revealed that both sustainability strategies were present in the sample. The compliance sustainable strategy showed to be negatively associated with employee competencies, whilst proactive sustainable strategy firms presented a positive relationship with employee competencies. We also found that compliance strategies failed to have any impact on social outcomes, but proactive strategies had a positive effect on social outcomes. Indeed, normative and foresighted thinking competencies acted as mediating variables in such a relationship.

The originality of this paper lies in three aspects hitherto unaddressed in the literature: first, the conceptualisation and assessment of sustainable strategies focused on a social dimension; second, the identification of individual competencies required developing sustainable strategies; and third, the demonstration that it is only the firms that adopt proactive sustainable strategies that obtain positive social outcomes.

Teamwork is necessary for engineering to address today’s complex challenges. Therefore, team members must improve their teamwork competencies for more significant team development and effectiveness. This study aimed to analyze how a non-directive coaching intervention model for an entire team influences the individual team members’ teamwork competencies.

Action research was used in this study with a quasi-experimental design featuring control and experimental groups comprising final-year engineering students from Universidad Politécnica de Madrid. The sample included 168 students, with 132 in the control group and 36 in the experimental group. The experimental group underwent a non-directive team coaching intervention involving three sessions. Competencies were evaluated using the teamwork competency test (TWCT), administered at the course’s beginning and end to measure progress.

The results show that the individuals who participated in the team coaching significantly increased their competencies, particularly “conflict resolution” and “feedback.”

This study’s value contributes to identifying the positive impacts of non-directive team coaching interventions on individual teamwork competencies, fostering collaborative skills and supporting collective goals.

Healthcare providers are under pressure due to increasing and more complex demands for services. Increased pressure on budgets and human resources adds to an ever-growing problem set. Competent leaders are in demand to ensure effective and well-performing healthcare organisations that deliver balanced results and high-quality services. Researchers have made significant efforts to identify and define determining competencies for healthcare leadership. Broad terms such as competence are, however, inherently at risk of becoming too generic to add analytical value. The purpose of this study is to suggest a holistic framework for understanding healthcare leadership competence, that can be crucial for operationalising important healthcare leadership competencies for researchers, decision-makers as well as practitioners.

In the present study, a critical interpretive synthesis (CIS) was conducted to analyse competency descriptions for healthcare leaders. The descriptions were retrieved from peer reviewed empirical studies published between 2010 and 2022 that aimed to identify healthcare services leadership competencies. Grounded theory was utilised to code the data and inductively develop new categories of healthcare leadership competencies. The categorisation was then analysed to suggest a holistic framework for healthcare leadership competence.

Forty-one papers were included in the review. Coding and analysing the competence descriptions resulted in 12 healthcare leadership competence categories: (1) character, (2) interpersonal relations, (3) leadership, (4) professionalism, (5) soft HRM, (6) management, (7) organisational knowledge, (8) technology, (9) knowledge of the healthcare environment, (10) change and innovation, (11) knowledge transformation and (12) boundary spanning. Based on this result, a holistic framework for understanding and analysing healthcare services leadership competencies was suggested. This framework suggests that the 12 categories of healthcare leadership competencies include a range of knowledge, skills and abilities that can be understood across the dimension personal – and technical, and organisational internal and – external competencies.

This literature review was conducted with the results of searching only two electronic databases. Because of this, there is a chance that there exist empirical studies that could have added to the development of the competence categories or could have contradicted some of the descriptions used in this analysis that were assessed as quite harmonised. A CIS also opens for a broader search, including the grey literature, books, policy documents and so on, but this study was limited to peer-reviewed empirical studies. This limitation could also have affected the result, as complex phenomenon such as competence might have been disclosed in greater details in, for example, books.

The holistic framework for healthcare leadership competences offers a common understanding of a “fuzzy” concept such as competence and can be used to identify specific competency needs in healthcare organisations, to develop strategic competency plans and educational programmes for healthcare leaders.

This study reveals a lack of consensus regarding the use and understanding of the concept of competence, and that key competencies addressed in the included papers are described vastly different in terms of what knowledge, skills and abilities they entail. This challenges the operationalisation of healthcare services leadership competencies. The proposed framework for healthcare services leadership competencies offers a common understanding of work-related competencies and a possibility to analyse key leadership competencies based on a holistic framework.

The purpose of this paper is to research the impact of digitalization on employees' future competencies and the conditional role of human resource development (HRD) in the relationship between independent and dependent variables.

Empirical research covered 1209 enterprises from all of Slovakia, Poland and the Czech Republic. The research was conducted from 2019 to 2021. Using structural equation modeling (SEM), a theoretical model was tested and verified.

Confirmatory factor analysis has shown a good fit for the tested model. The purpose and character of our data showed a good alignment with the SEM partial least squares method, as the goal is to predict a construct. The model showed that employee-oriented digitalization positively affected the employees' future competencies, with no impact of customer-oriented digitalization treated as a control variable. Also, the moderating role of HRD has not been shown to be significant for the “digitalization – competencies” relationship.

Previous studies on the development of personnel competencies treated these competencies as antecedents of digital transformation and examined the formal role of HRD in building the competencies. The novelty of this study lies in exploring the pattern of interactions among the impact of an environment built by innovative technologies and HRD on the competencies of the future. Also, the research embedded in the environment of Poland, the Czech Republic and Slovakia has contributed to the complex understanding of the transition to digitalization, as this region has often been omitted in the field of human resource management (HRM) research focused on exploring digital transformation.

The purpose of this study is to conduct a bibliometric analysis to discover the published information on the effects of e-learning technologies on innovative competency development of university librarians and smart library services.

This study is based on bibliometric research methodology. The data were retrieved from the leading database Web of Science to analyze the scholarly publications on the topic during 1965–2023. VOSviewer and Biblioshiny software were used to analyze the bibliometric data on the subject.

Results displayed that the topic of e-learning technologies in the domain of librarianship has been greatly used by several authors as a title to publish their research work. The dominance of countries such as the USA, China and the UK in research output reveals their leadership in advancing research and innovation in the field of e-learning technologies for university libraries.

To the best of the authors’ knowledge, this is the first bibliometric study that has been conducted to measure the productivity of literature at the international level on the effects of e-learning technologies on innovative competency development of university librarians and smart library services.