The beat and rhythm of competency development over two years

Abstract

PurposeThe purpose of this paper is to show that research supports competencies can be developed in adults; however, even in these “model programs” for developing emotional intelligence and social intelligence competencies, little is known about what goes on inside the “black box” of change. How does the change occur?Design/methodology/approachIn an attempt to help adults develop emotional, social, and cognitive intelligence competencies, the model of intentional change theory was applied during the first of the required courses, entitled Leadership Assessment and Development in the Master of Business Administration program at Weatherhead School of Management, Case Western Reserve University. About 26 students in the program were solicited to participate in the longitudinal study, where they were assessed periodically for competency development (about six to eight weeks) during their two‐year program.FindingsThe results indicated that certain type of competencies were developed much earlier in the program (e.g. technology and quantitative), while other competencies were developed during the summer break (e.g. help and relationships) or toward the end of the program (e.g. informational analysis, theory, and goals and action). Students' career aspiration also had an impact on the rhythm and flow of competency development – while career changers steadily improved throughout the program, career explorers had spurts of improvement throughout the program, indicating their uncertain pattern of development. Overall, students' opportunity mode and desire for continuous learning significantly impacted their competency development.Originality/valueThe study raised certain implications for competency development. The relationship between opportunity utilization and intentional change – how to maximize given opportunities while seeking out new and noble opportunities – raised a question about how to structure formal competency development in organizations, especially when it comes to one's professional development. The study could not infer the underlying causal relationships between competency acquisition, program structure, subject content and initial competency demonstration level, given the limited sample size and the exploratory nature of the study.