Development Of Managerial Competencies Research Articles

Managerial Competency Models: A Critical Review and Proposed Holistic-Domain Model

AbstractMajor generic managerial competency models located in the literature capture business skills, intra-personal skills, interpersonal skills, and leadership skills as important competencies for effective performance. However, while these competencies are necessary for effective managerial performance, the models do not emphasize career and mentoring skills as important managerial competencies, although conceptual and empirical evidence suggest that they are important for managerial effectiveness. This leaves a gap in managerial competency literature, that is lack of comprehensive and holistic model that captures the key competencies.This paper provides evidence on this gap in the literature by reviewing key competency models :behavioural; functional; job competency; holistic; multi-dimensional; and domain model. It provides evidence on the relevance of career and mentoring skills to managerial effectiveness. The paper then proposes holistic-domain model which appears more comprehensive compared to other models located in extant literature as, in addition to business, intra-personal, interpersonal and leadership skills, it integrates career and mentoring skills.Keywords: Managerial competence, Competence model, Management development, First-class manager, Meta-competencies, managerial psychology1. IntroductionKey generic managerial competency models located in the literature capture business skills, intra-personal skills; interpersonal skills; and leadership skills as important for effective managerial performance. However, while these competencies are necessary for effective managerial performance, the models do not emphasize career and mentoring skills as important managerial competencies. However, a critical review of the managerial competency literature indicates that career and mentoring skills are important for effective managerial performance. This leaves a gap in managerial competency literature; the development of a comprehensive and holistic domain model which captures career and mentoring skills as additional competencies. This paper addresses the gap in the literature by proposing a holistic-domain model of managerial competency with expanded domain as it captures six key domains essential for managerial performance: business, intra-personal, interpersonal, leadership, career and mentoring skills. Firstly, the paper examines the concept and historical development of managerial competence, and highlights the differences between core and generic competences. Secondly, the paper provides evidence on the gap in managerial competency models by reviewing key generic competency models located in the literature in turns: behavioural (Boyatzis, 1982, 2008, 2009; McCleland, 1973, 1998); functional (Knasel & Meed, 1994; job competency(Mansfield & Mathews, 1985); holistic (Cheetham & Chivers, 1996, 1998); multi-dimensional(Le Deist et al., 2005); and the domain model(Hogan & Warrenfeltz, 2003) highlighting the strengths and weaknesses in each model, and how they all ignore career and mentoring skills. Thirdly, evidence on the relationships between career skills, mentoring skills and managerial effectiveness is provided. Fourthly, drawing on the review, on conceptual and empirical grounds, the paper then proposes an extended holistic-domain model which has enhanced explanatory power compared to other models as it integrates career and mentoring skills with business, intra-personal, interpersonal and leadership skills. It provides taxonomy of the key elements in the model, the behavioural indicators, and the protocol for measuring and assessing the skills. Finally, theoretical, practical and research implications of the model for human resources practitioners, academic and researchers are provided.2. The Concept and Historical Development of Managerial CompetenceWhite (1959) was the first to use the term 'competence' precisely to describe personality characteristics, in particular, scholastic intelligence/cognitive intelligence associated with high motivation and superior performance at work. …

The effect of an MBA on the development of women's management competencies

Purpose – This article aims to report the findings of a study of the effect of a women's Master of Business Administration (MBA) programme in Finland called the femaleMBA on the development of women's management competencies. The gendered nature of the competency development was also analyzed. Design/methodology/approach – A qualitative interview study was conducted with 20 women who completed the programme. Content analysis was used to analyze the data. Findings – In addition to improving the women's business competencies and their mastery of management language, the programme contributed to the creation of a clearer managerial identity, greater assertiveness, and increased credibility in a managerial role. The development of management competencies was shown to be gendered in varying ways. An all-women learning environment was experienced as a safe and supportive social context for development. Research limitations/implications – Only a specifically women's MBA was studied. The topic should also be studied in a mixed MBA group. Practical implications – MBAs should pay systematic attention to the informal and social learning context. A combination of “masculinity” and “femininity” might be worth taking into consideration when all-women management development programmes are planned and conducted. This study suggests that an all-women group in an MBA has the potential to challenge and even transform participants' ideas and assumptions about the dominance of masculinity in management and to increase their understanding of the importance of femininity in management. Originality/value – A gender angle on research into management development and particularly MBAs is very rare. This study shed light on the topic by showing that competency development in MBAs is not, as is often assumed, gender neutral but gendered.

Evaluating medical residents as managers of care: a critical appraisal of assessment methods.

IntroductionThe increasing demands for effective and efficient health care delivery systems worldwide have resulted in an expansion of the desired competencies that physicians need to possess upon graduation. Presently, medical residents require additional professional competencies that can prepare them to practice adequately in a continuously changing health care environment. Recent studies show that despite the importance of competency-based training, the development and evaluation of management competencies in residents during residency training is inadequate. The aim of this literature review was to find out which assessment methods are currently being used to evaluate trainees’ management competencies and which, if any, of these methods make use of valid and reliable instruments.MethodsIn September 2012, a thorough search of the literature was performed using the PubMed, Cochrane, Embase®, MEDLINE®, and ERIC databases. Additional searches included scanning the references of relevant articles and sifting through the “related topics” displayed by the databases.ResultsA total of 25 out of 178 articles were selected for final review. Four broad categories emerged after analysis that best reflected their content: 1) measurement tools used to evaluate the effect of implemented curricular interventions; 2) measurement tools based on recommendations from consensus surveys or conventions; 3) measurement tools for assessing general competencies, which included care-management; and 4) measurement tools focusing exclusively on care-management competencies.ConclusionLittle information was found about (validated) assessment tools being used to measure care-management competence in practice. Our findings suggest that a combination of assessment tools should be used when evaluating residents’ care-management competencies.

Master Studies in Education Sciences in Today’s Society: The Graduates’ Attitude

European Higher Education Area, the market economy and the labor market, the change of concept of study quality and its relation to the labor market, the changes of society and concept of vocational education influence the university and labor market interactions. The research problem – the curriculum of master studies in education sciences does not reflect actual interaction between mass higher education and the labor market needs. The article seeks to identify the approach of graduates to mission of master studies in education science in today’s society, the importance of the development of their personality and professional career.
 The results have shown that the mass phenomenon of the graduates of higher education in education sciences is perceived positively: the aim of mass higher education is to develop a holistic education of person, not specifically defied professional activities. Graduates evaluating the mission of master studies in education sciences, in the context of needs of labor market, distinguish the independent, critical-thinking, innovation developing education of personality. Such a choice confirms the importance of master studies in education sciences to analysis of the results of personal life.
 Master of Education sciences enrolls students with the motivation to continue their studies in education, some of them are already working in the education system.
 Master studies of Education sciences is focused on the research works, quality of education assessment and development of managerial competencies. Meanwhile, little attention has been paid to educational policy analysis, career guidance, expertise, consultancy, project work skills development. While the pedagogical competence development in education graduate studies has been given little attention, but graduates in this professional activities feel strong and think that researchers with Master degree of education science also need a teacher qualification.
 Most of the graduates had not the opportunity to practice, but notes that they were missing. In postgraduate student opinion, practice should aim to adapt existing theoretical knowledge and abilities in specific work situations and gain the skills and experience needed for their future careers.
 Most of the surveyed graduates work in the field of education. However, the unanimous consensus, whether professional activities require the master of education sciences degree, is absent. Graduates with Master of Education Sciences degree have occupied various positions in professional activities: from the highest executive positions to specialist in administrative, didactic, project and research area.

Knowledge management systems use and competency development among knowledge workers

Purpose – The purpose of this research is to investigate how socio-technical factors inherent in organizational practices and knowledge management systems (KMS) lead to the emergence of autonomous motivation to use KMS and which in turn influences actual utilization and competency development as an impact of KMS utilization. Design/methodology/approach – This research takes a quantitative approach to data collection on the constructs measuring socio-technical factors, autonomous motivation, KMS utilization and competency development. The survey consisted of 306 knowledge workers across different organizations in Malaysia with experience using KMS. The data collected were analysed using structural equation modelling approach with AMOS software. Findings – The research findings indicate that the existence of innovative norms in organizations and KMS that provide adequate linkages or connections among knowledge workers are significantly and positively related with the development of autonomous motivation tow...

Managing the Developing Didactic Career of Beginning Teachers

Abstract The purpose of this research is to propose, implement and validate a training program focused on the development of career management competencies for beginning teachers. The starting point is an operational model that integrates seven categories of competencies: cognitive and meta-cognitive, methodological, communicational and relational, evaluative, psycho-social, career management, and ICT competences. In order to conduct the research, we have established the following objectives: to evaluate the level of development of career management competences of beginning teachers; to establish the design and course for a program of formative activities that will lead to the improvement of career management competences; and to perform a final evaluation of these career management competences. The main research method uses a formative psycho- pedagogical experimental design with repeated measurements (test – post test), analysis of the products of teachers’ activities (projects, competences portfolios), psycho-pedagogical observation, and statistical analysis. Statistical data obtained during the research show significant differences with respect to the results obtained by the beginning teachers at the evaluation applied at the end of the formative stage, compared to those obtained during the initial evaluation. The results of this research highlight the progress registered in developing certain capacities and skills for career management by participants in the training program. The data and ideas drawn from the research will be used to improve initial and continuous training programs for teachers.

The Development of Managerial Competencies: A Collaborative Inquiry into the Practice of Sustainability

Abstract This is a work about human and social management of organisations. It is a work focused on managers’ reality, in which the interests of various stakeholders are taken into account, and not merely those of shareholders. The work reflects on organisational-level questions and possibilities for sustainability. The general objective was to investigate, using a cooperative methodology, the competency development of managers, by introducing the sustainability discussion in this organisation’s environment. Paradoxes and ambiguities appeared to be significant for the development of competencies. These aspects, ignored in uncritical business programmes, were fundamental in broadening the vision of the managers involved. Keywords: sustainability, sustainable development, competencies, hospitality, co-operative inquiry

Formación y desarrollo de competencias gerenciales para los gestores hoteleros

El talento humano es la piedra angular para propiciar desde las “nuevas lógicas” empresariales respuestas a las necesidades de cambios en el comportamiento de la relación binomial oferta-demanda en los hoteles dedicados a la gestión y producción de servicios puros basados en las personas. Por esta razón se necesitan gestores concienzudos, éticos, motivados, capacitados y comprometidos con la satisfacción de los clientes internos y externos. El presente artículo de investigación científica y tecnológica, fundamentado en el eje temático gestión del talento humano y liderazgo, profundiza en la formación y el desarrollo de las competencias gerenciales del talento humano en puestos de trabajo de gestores, en los establecimientos hoteleros inscritos en el Registro Turístico Nacional (RTN) y categorizados como hoteles cinco estrellas. El discurso está fundamentado en una investigación aplicada de campo y transeccional, realizada en Venezuela, en el estado Nueva Esparta, específicamente en la Isla de Margarita. La disertación concluye demostrando la necesidad de emprender de forma inmediata la formación y el desarrollo de las competencias gerenciales en los establecimientos de alojamiento turístico. Se recomienda aprovechar los incentivos tributarios establecidos en la legislación venezolana para financiar las actividades de formación y desarrollo de las competencias gerenciales.

Sharing and developing knowledge of organization culture during international assignments

This article investigates the sharing and development of knowledge of organization culture during international assignments in multinational enterprises (MNE). Organization culture is presented as a category of knowledge, and the value of this knowledge is discussed in the strategic context of MNE integration and the development of global management competencies. In-depth interview data from 21 cases of international assignments across 13 MNEs are analysed, revealing that assignees play a role in sharing knowledge of organization culture through the process of articulating tacit perspectives held across global units. The data also reveal a role for assignments in the development of comprehension of substantive heterogeneity. This article contributes to our understanding of the developmental aspects of assignments, the utility of assignments as a method for knowledge sharing and the role of international assignments in the integration of MNEs.

As competências gerenciais nas instituições federais de educação superior

O objetivo neste artigo é identificar as competências gerenciais nas Instituições Federais de Educação Superior (IFES). O referencial teórico aborda a evolução destas instituições, os desafios e possibilidades da ação do gestor público no contexto de mudanças e as competências gerenciais. Trata-se de uma pesquisa qualitativa, de natureza exploratória, que buscou captar a percepção de um grupo de gestores acerca das competências gerenciais de servidores técnico-administrativos de três IFES do Nordeste brasileiro: Universidade Federal da Paraíba, UFPB; Universidade Federal de Pernambuco, UFPE; e a Universidade Federal do Rio Grande do Norte, UFRN. A amostra foi composta por vinte e um gestores públicos das áreas de recursos humanos, finanças, contabilidade e segurança que atuam nas referidas instituições. Na coleta de dados foi utilizado o método de focus group, cujas sessões foram gravadas em áudio, transcritas e cujos relatos foram analisados de forma compreensiva interpretativa. Os resultados da pesquisa permitiram ampliar a compreensão acerca das competências gerenciais no âmbito das IFES estudadas, bem como identificar quatro grupos de competências gerenciais: competências cognitivas, funcionais, comportamentais e políticas. Tais resultados podem fomentar discussões entre as IFES acerca do desenvolvimento das competências requeridas dos servidores, em especial gestores, em sua atuação profissional, o que pode auxiliar as IFES na implantação de diretrizes e no estabelecimento de uma política de desenvolvimento de gestores públicos que, ao mobilizarem competências, podem viabilizar o desenvolvimento de competências institucionais. Por meio do estudo exploratório, pretende-se realizar uma pesquisa quantitativa para avaliar o nível de domínio das competências, assim como o nível de encorajamento da instituição federal de ensino para o desenvolvimento das competências gerenciais.

IT management capability and its impact on the performance of a CIO

Viewed from the perspective of the activity competency model (ACM) and prior theoretical works, we developed a conceptual framework for investigating the capability of IT management personnel and its impact on the performance of a CIO. A scale for measuring a CIO's effectiveness and management capability was developed and validated. A partial least squares method was used to test the conceptual model empirically and hypotheses were tested through data collected in a large-scale survey. The results supported the proposed framework, and confirmed our hypotheses that both IT and managerial competencies have positive significant impact on the effectiveness of a CIO. We also found that his or her IT management capability significantly impacted the CIO's performance. Our findings are likely to be of particular value to those concerned with IT management training and competency development for CIOs.

Physicians as Managers of Health Care Delivery and the Implications for Postgraduate Medical Training: A Literature Review

Background: As increasing demands on health care services are posing new challenges to practicing physicians worldwide, physicians have to extend existing and develop new competencies in various domains of their profession. Management and leadership is one of these domains, and relevant competencies have been incorporated in many new competency-based (postgraduate) training programs. Among trainee physicians and clinical educators, however, good understanding remains scant in relation to the definition and content of the physician's competency as manager. Summary: One objective of this article is to identify the specific knowledge, skills, and attitudes required for the development of managerial competencies in physicians. The article also establishes both the extent to which competency-based curricula are successful in equipping medical trainees with managerial competencies and the availability of programs specifically designed to develop these competencies. We reviewed publications retrieved through a PubMed search using relevant keywords, combined with the “related articles” function and a manual search of the references of the retrieved articles. Forty relevant articles were selected. They addressed residents’ needs for management education and described the design, implementation, and evaluation of management education curricula. Most of the studies were conducted in North America and within the family medicine specialty. The most commonly taught topics were financial and management concepts and quality assurance. In all studies, training resulted in improved knowledge about management issues. All curricula were evaluated positively despite the use of different educational methods. Conclusions: Management education in health care appears to be generally considered essential and necessary. There is, however, no clear consensus as to when in the medical education continuum, how, and for how long management education should be provided.

Exploring the Impact of Technological Competence Development on Speed and NPD Program Performance

With growing levels of competition across industries, technological competence is increasingly viewed as crucial for businesses to maintain their long‐term competitive advantage. Although there are many theoretical arguments about how firms' competences can yield competitive advantage and performance improvement, we have a limited understanding of where the capabilities originate in the context of NPD or what kind of product portfolios, internal climate, and strategic alignment are required to build them. Moreover, empirical evidence for technological competence development is limited and comes primarily from case studies, anecdotal evidence, and management impressions. Accordingly, this research addresses these gaps by presenting and testing a conceptual model of technological competence development in NPD. This study makes advances in applying a dynamic capability approach to technological competence development in NPD, and investigates the impact of innovative climate, technological alignment, and project portfolio management on technological competence development as well as NPD speed. Moreover, the factors that might influence NPD program performance are also investigated. The analysis, based on data collected from 111 firms, shows that a firm's innovative climate, technological alignment, and portfolio management are positively associated with technological competence development. While technological alignment was found to be negatively related to NPD speed, portfolio management, and technological competence development were found to have positive effects on speed. However, innovative climate had no significant impact on speed. Moreover, technological competence development and portfolio management were found to be positively related to NPD program performance. Finally, no support was found for the relationship between speed and NPD program performance.

Critical Behavioral Competencies for IT Project Managers

What behavioral competencies do experienced IT project managers apply when facing critical situations in their projects, and how have they developed those competencies? In this paper, the authors answer these questions. The authors interviewed 23 experienced IT project managers from 11 organizations, focusing on critical situations that they now managed differently from their earlier, novice, practices, and on how they had learned to develop these different approaches. The authors discuss a variety of management development and training interventions. They use a thematic analysis to identify the key competencies being applied and learning methods experienced by this set of managers. Results suggest that IT project managers are drawing on a different set of competencies from those required for project management in other industries. Additionally, this paper reveals the importance of informal learning channels, often involving project experiences, for the development of IT project management competencies.

Conceptual determinants of construction project management competence: A Chinese perspective

In recent years Western project management theories and practices have become increasingly recognized and dispersed in China, particularly in construction-related work. The assessment and development of project management competence in China are driven by attempts to follow the Western standards-based competence certification programmes. Yet little is known about whether and how the predefined set of knowledge embodied in the Western standards are used by Chinese project managers in their workplace. In this paper we report an empirical exploration of Chinese construction project managers’ ways of conceiving and accomplishing their work. We replicate in the Chinese context the previous UK-based phenomenographic study of construction project management competence, which revealed three different conceptions arranged in a hierarchy of performance. The results of this China-based study confirm the conceptual determinants of construction project management competence first revealed in the UK, and provide practical implications for effective training and professional certification of project management competence in China. Meanwhile, the replication of the phenomenographic approach to understanding project management competence in China enhances the cross-cultural validity of the approach and highlights its potential for explorative management research.

Operational competency development in E and F grade nursing staff: preparation for management

There is limited literature for operational management competency development in E and F grade nursing staff. These grades of nursing staff have to take over from G grade nurses ward managers on a regular basis. With human resources doing less of the operational management and taking more of an advisory role, nursing staff are now required to deal with disciplinary procedures and other management issues in a more consistent manner. Therefore, this development programme in a Scottish primary care NHS psychiatric service was designed to enable E and F grade nurses to take over from ward managers and to enable ward managers to 'succession plan' for times when they will be absent. The literature is reviewed, the background to the development programme described and the design of the development programme is explained. The results from both the pilot study (n=13) and first group (n=8) through the course are presented, evaluated discussed.

Building competence to manage contractual claims in international construction environment

PurposeThis study was motivated by a belief that existing knowledge on management of a contractual claim in international contracting practice is different from a standardised local practice. The paper is aimed at building competence for managing contractual claims in a standardised practice.Design/methodology/approachComparative studies of British and Finnish contracting practices were used to determine the reason why claims are not pronounced in a standardised practice. Empirical study via direct interviews and questionnaires of a Finnish‐based contractor operating in the Russian markets was used. The players are three‐dimensional in nature where the client, consultants, and contractor come from different countries/practices and two of the projects studied were joint ventures.FindingsThe findings show the effects of: legal system, procurement methods, standardised practice and size of the market on the management of contractual claims. The remedial measures suggested include: operational management, i.e. learning through personal contacts, and management competence development of employees by learning through proper communication and education programmes in a form of continuing professional development.Originality/valueManagement of claims in the construction industry is vital to a successful implementation of the project. It brings about a fair dealing between the project owner and the contractor, improves contractor's cashflow and discourages abandonment of project and disputes. Lack of knowledge in managing claims constitutes a threat to successful implementation of project. The engagement of an expert and knowledge transfer through joint ventures/partnerships are suggested as solutions.

The assessment of formal management development

PurposeTo assess the impact of a course on the development of management competencies for students over the duration of the course, by examining changes in the competencies of the students. The potential impact of student learning styles was also examined in the study.Design/methodology/approachA “Pre, Post, Then” design and a combination of paired sample t‐tests, and alpha and beta change statistics were used to examine the change in competencies over time.FindingsThis study found that even a standard subject design had a significant and substantial impact on the management competence development of the students.Practical implicationsFrom the perspective of students‐as‐products, the base line provided here allows for the testing of alternative designs of educational systems, whereby alternative designs have to prove a benefit above and beyond that of a basic teaching system. Therefore, the present study should assist the field of management development to create a range of design options.Originality/valueThis study applies a powerful and under‐utilised research method to provide a base line of the amount of management development that can occur in a typical formal management course, but is unique in that it includes the impact of the students’ learning styles.

Project management competence development framework in turbulent business environment

Today's turbulent business environment characterised by uncertainty and inability to predict the future is extremely challenging, and thus requires the development of new competences. Especially within project management, competence development is one of the critical success factors. Competence development is seen as a critical success factor ensuring companies' competitiveness. Learning organisation, organisational learning, organisational culture, knowledge management and project management laid the foundation for the project management competence development (PMCD) framework introduced in this paper. The most essential features for organisations to update competences are presented. The proposed framework has been in use in Nokia case unit since year 2001 with good results. However, further studies are needed to create an evaluation method to provide a means to measure the impacts of the framework and develop it further.

Senior management perceptions of project management competence

As more organisations adopt project management approaches and the demand for project managers grows, there is increasing interest in the competence of project managers and in standards for development and assessment of project management competence. Project management standards are being used extensively throughout the world in training and development, professional certification programmes and corporate project management methodologies on the assumption that there is a positive relationship between standards and effective workplace performance. However, there has been no empirical research reported that supports or indeed questions this assumption. This paper reports on research that explores the relationship between performance against standards and the effectiveness of project management performance in the workplace, as perceived by senior managers. Results suggest that there is no statistically significant relationship between performance against the widely used standards in their entirety, and senior management perceptions of effectiveness of workplace performance. Results suggest different perceptions and expectations of project management competence between project managers and their supervisors, senior management.