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The purpose of this paper is to examine the current status of competency modeling in Chinese organizations, and explore approaches to further advancing related research and practice.

A literature review method with a content analysis approach was adopted. Based on the pattern of the literature, a three‐level competency modeling framework was derived. It was then used to analyze the research and practice of competency modeling in China.

The paper finds that Chinese literature has been focused on competencies for job qualifications. The practice in Chinese organizational setting has not achieved the strategic potential of competency modeling. Research on competency modeling has lagged behind the practice. Both research and practice pointed to the skills of human resource professionals as a critically component for strategic application of competency modeling.

The paper identifies three research‐to‐practice gaps and recommends directions for future research.

The paper recommends approaches to enhance the strategic contribution of competency modeling for Human resource management (HRM) practice.

The paper contributes to the HRM literature by focusing on a pervasive HRM practice competency modeling. It offers a comprehensive review and analysis on both the research and practice of competency modeling in China.

The purpose of this paper is to suggest a way to support work‐integrated learning for knowledge work, which poses a great challenge for current research and practice.

The authors first suggest a workplace learning context model, which has been derived by analyzing knowledge work and the knowledge sources used by knowledge workers. The authors then focus on the part of the context that specifies competencies by applying the competence performance approach, a formal framework developed in cognitive psychology. From the formal framework, a methodology is then derived of how to model competence and performance in the workplace. The methodology is tested in a case study for the learning domain of requirements engineering.

The Workplace Learning Context Model specifies an integrative view on knowledge workers' work environment by connecting learning, work and knowledge spaces. The competence performance approach suggests that human competencies be formalized with a strong connection to workplace performance (i.e. the tasks performed by the knowledge worker). As a result, competency diagnosis and competency gap analysis can be embedded into the normal working tasks and learning interventions can be offered accordingly. The results of the case study indicate that experts were generally in moderate to high agreement when assigning competencies to tasks.

The model needs to be evaluated with regard to the learning outcomes in order to test whether the learning interventions offered benefit the user. Also, the validity and efficiency of competency diagnosis need to be compared to other standard practices in competency management.

Use of competence performance structures within organizational settings has the potential to more closely relate the diagnosis of competency needs to actual work tasks, and to embed it into work processes.

The paper connects the latest research in cognitive psychology and in the behavioural sciences with a formal approach that makes it appropriate for integration into technology‐enhanced learning environments.

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 weak competencies in urban local bodies (ULBs) for implementing public private partnership (PPP) projects are recognized as a major hurdle in uptake of the PPP model in India. Competency‐based management provides a systematic solution for addressing the competency gap in ULBs, which comprises four components: competency identification, competency assessment, competency development and competency monitoring. The purpose of this paper is to discuss the development of a PPP competencies assessment (PCA) tool for assessment of competencies in ULBs for implementing urban PPP projects.

The analytical hierarchy process (AHP) was used for modeling of competencies involved in urban PPP projects. The application of the PCA tool was showcased with a case study of PPP projects in the municipal solid waste management (MSW) sector.

The PCA tool is effective in assessment of competencies in ULBs. The outputs obtained from the PCA tool provided detailed information on competency profile of the ULB, competency gap and aggregate measure of PPP competencies index.

The study contributes towards the growing body of knowledge on competency development in ULBs for implementing urban PPP projects. The results would also help policy makers to formulate approaches to overcome the competency gap in ULBs.

This study examines the accuracy of individual perceptions (self‐estimates) of acquired competence. A concept of relative competence is introduced to account for variation in rater elevation and differences in importance (significance) of specific competencies. The results indicate that the self‐estimates of job‐specific competencies are well executed. Because the distortion in elevation and stereotype accuracy is largely associated with general constructs, the findings suggest that we should focus on modeling competencies to the job. The results also show that even without a correction for interrater differences or a correction for the importance of different competencies, the competency model carries value‐relevant information.

The study proposes competence models for the roles of process owners, process analysts and industrial engineers based on qualitative research.

The research methodology is a combination of a questionnaire survey and interviewing in Czech companies, which develop the process approach. The proposed competence models can be utilized during business process management (BPM) implementation while appointing process owners, analysts and industrial engineers and their further development.

This paper emphasizes the role of human factor and presents research results concerning most important BPM roles and their competencies.

There is lack of research (a research gap) in the field of BPM roles, what they do and what they should do.

A system of competence models is thus a tool for human resource management and should increase the success rate of BPM projects. Another possible utilization is in higher education in business administration.

Another possible utilization is in higher education in business administration.

It proposes competence models for the roles of process owners, process analysts and industrial engineers based on qualitative research.

The purpose of this paper is to empirically investigate the relationships between career competency, career resilience and career success. The study further examines the mediating role of career resilience on the relationship between career competency and career success.

Data were collected from 284 Islamic bank employees across Pakistan through a cross-sectional, self-reporting, online questionnaire. Partial least squares structural equation modeling was used to test the proposed hypotheses using Smart PLS version 3.0.

The study’s results indicate that career competency is a significant predictor of career resilience, and that career resilience is subsequently a significant predictor of career success. Further, the results of the structural equation model analyses supported the proposition that career resilience mediates the relationship between career competency and career success.

Human resource practitioners and managers can increase the likelihood of their employees’ career resilience by focusing on developing career-related competencies – an antecedent of career success.

The study clarifies prevailing misconceptions that assume a direct linear relationship between career competency and career success by establishing, through empirical evidence, that success is not an ultimate outcome of competence. In addition, it proposes an oversimplified model of the competence–resilience–success relationship.

The purpose of this paper is to investigate the competency models used by organizations to assess the strategic thinking ability of their leaders, managers, and other employees.

A basic interpretive study was conducted with human resource executives across a broad range of large organizations. Participants were interviewed, and competency models in use were shared, reviewed, and discussed. The model development process was also explored in depth. Findings were verified via member checks and triangulation.

Models in use either identify strategic thinking as a stand-alone competency, or embed it under three different areas. Most cover one or more executive levels, stating varying expectations for strategic thinking by job title or level, or differentiating strategic thinking performance levels. The models include descriptions of strategic thinking behaviors that cross seven categories of strategy development, implementation, and organizational alignment.

The study provides indications of potential generalizations that should be considered with more organizations across sectors.

The findings provide practitioners with format and content examples to enhance the assessment of strategic thinking in existing competency models, as well as process considerations for model development/revision. The findings also identify how competency model components are used across the spectrum of talent management activities.

The study fills a gap in the literature by providing empirically based identification of the strategic thinking behaviors organizations consider essential competencies and how they are assessed. In so doing, the study provides a glimpse of how strategic thinking is used in practice and across a range of strategic management activities. In addition, the study links strategic thinking to the competency development literature, illustrating details of competency model development for strategic thinking, and identifying opportunities for related theory development in both domains.

This study aims to explore the challenges experienced by managers in adopting competency modeling (CM) and recommends an approach to overcome these challenges in promoting competency-based intellectual capital in organizations.

Using in-depth interviews with organizational practitioners in India, this study identifies the challenges of competency modeling in emerging market economies.

This study identified nine contextual and eight non-contextual challenges in implementing CM practices in organizations. The framework addresses the CM challenges using direction setting, negotiation and selling, and monitoring and control dimension of implementation with behavioral, operational and change alignment aspects of CM. The framework proposes a checklist for stakeholders to help them diagnose and analyze the gaps in effective CM implementation.

This article contributes in the concept of competency-based intellectual capital and adoption of CM practices.

This framework will assist the change management practitioners, human resources leaders, organizational development consultants and practitioners as a toolkit to address the challenges in the people management intervention.

The framework suggests a checklist for stakeholders to help diagnose and analyze the gaps in effective CM adoption.