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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 focus on measuring competencies of higher education graduates and employers' needs, and using these measurements in the quality development of higher education study programmes.

Results of a survey among Danish employers and their perception of the competencies of MSc graduates from Copenhagen Business School (CBS) are presented and discussed. In addition to assessing the competencies, the respondents were also asked to assess the importance of the individual competencies.

The estimated importance score and performance score for each competency can be combined in a competency map, and it is shown how the four cells in the map can be interpreted in useful ways, when essential areas for quality improvement of the study programme are to be identified.

This study is limited to the Danish employers' perceptions of MSc graduates from CBS.

The presented linking of competencies to employers' needs have clear managerial implications in the strategic development of higher education study programmes.

The study identifies and measures 16 essential graduate competencies and links these to employers' needs in a competency map.

Aims to review the key concepts of competency management (CM) and to propose method for developing competency method.

Examines the CM features of 22 CM systems and 18 learning management systems.

Finds that the areas of open standard (XML, web services, RDF), semantic technologies (ontologies and the semantic web) and portals with self‐service technologies are going to play a significant part in the evolution of CM systems.

Emphasizes the beneficial attributes of CM for private and public organizations.

The purpose of this paper is to show that development of competencies needed to be effective managers and leaders requires program design and teaching methods focused on learning. This is the introductory essay to this special issue of JMD.

Competencies are defined and an overview is provided for the eight papers that will follow with original research on competencies, their link to performance in various occupations, and their development.

Emotional, social and cognitive intelligence competencies predict effectiveness in professional, management and leadership roles in many sectors of society. In addition, these competencies can be developed in adults.

As an introductory essay, this lays the foundation for the papers in this issue.

Competencies needed to be effective can be developed.

Despite widespread application, there are few published studies of the empirical link between competencies and performance. There are even fewer published studies showing that they can be developed. This special issue will add to both literatures.

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.

The proliferation of enterprise education initiatives in Britain emphasises the importance of understanding the meaning of the term “enterprise competency”. Ironically, though the provision for enterprise education grows, there are few research and evaluation studies available to clarify the meaning of enterprise competency for education and assessment. A literature review of this area which is published by the Scottish Enterprise Foundation is summarised. Without precise definitions and research enterprise competency risks meaning everything and nothing to those involved with enterprise education and assessment.

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.

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.

The purpose of this study is identifying the competencies that are characteristic of effective middle managers.

Data was gathered in personal interviews, using the behavioral event interview technique, from the responses of 20 middle manages working for several public agencies in West Java Province, Indonesia. 12 were previously rated on work performance as superior and 8 were rated as average. 80 stories were obtained and examined in two ways – deductively coded using the National Civil Service Agency’s managerial competency dictionary and inductively to identify new themes through thematic analysis.

Competencies which may distinguish superior from average performers are achievement orientation, leadership, directiveness, persuasiveness and innovation. Competencies frequently cited in the stories of both average and superior performers are oral communication, organizing, information seeking, analytical thinking and planning; new competencies identified in thematic analysis which lead to effective management were adherence to laws and regulations, multi-stakeholder collaboration and technical competencies which includes human resource management, technology management and financial management.

For organizations to improve the performance of middle managers they should focus on the on the development of those competencies which distinguish superior from average middle managers and identification of these traits in the recruitment and promoting of employees.

This paper has an original approach as it fills a research gap in competency modeling for the middle management level in a public sector context.

This study investigates whether there is a set of universal senior management competencies in the context of one large multi‐site service organisation. Four distinct work environments are identified and different lists of competencies are perceived to be important by managers working at the same grade (unit general manager or equivalent) in each of these environments. These findings are considered within the context of the debate about the utility of competency lists for management development.