Assessments on the competency model of senior managers of family firms in China

Based on the critical behavioral event interviews with 18 senior managers of family firms, the current study developed a competency model for senior managers of family firms in China. The primary findings are as follows. First, using the Critical Behavioral Event Interview (BEI) to develop the competency model of senior managers, the occurrence frequency and mean level scores of competencies are comparatively stable measures and the competencies’ maximal level scores are influenced by interview length. The study also found that both mean level scores and maximal level scores can differentiate superior senior managers from average senior managers of family firms. Second, the competency model of senior managers of family firms in China includes 11 competencies, namely authority orientation, initiative, opportunity-seizing, information seeking, organizational awareness, direction, benevolence orientation, self-control, self-confidence, self-learning, and impact and influence. Among them, nine competencies are consistent with those of the generic competency model of senior managers of Western enterprises and five with those of the generic competency model of senior managers of state-owned firms in China. Our results revealed that the authority orientation and benevolence orientation are the two competencies unique to the senior managers of family firms in China. __________ Translated from Xinli Xuebao 心理学报 (Acta Psychologica Sinica), 2004, 36(1): 110–115     

Innovation at the workplace: Do professional competencies matter?

This paper analyzes individuals' propensity to innovate in professional environments, by focusing on the specific competency profile of individuals who play a role in the incorporation of product, technological, and knowledge innovations at work. The analysis draws on economic and managerial literature on innovation, innovative behavior, and competencies to gain a better understanding of the relationships between the process of competency development and innovative behavior in working environments. Using data from REFLEX, a European survey on the transition from higher education to labor markets, the empirical component of this study estimates discrete response models to explain the propensity of individuals to innovate at work. The models take the responses to a set of 19 questionnaire items as the basis for determining individuals' competency profiles, while also incorporating firm, working environment, and personal characteristics. The estimation results provide evidence of significant marginal effects of specific competencies on the probability that individuals act as innovators at the workplace. Competencies such as alertness to new opportunities, ability to present products, ideas or reports, ability to mobilize the capacities of others, ability to come up with new ideas and solutions, and ability to use computers and the Internet appear to have stronger marginal effects on the likelihood of innovating and, consequently, emerge as key competencies in explaining the propensity of individuals to become innovators in their working environments.     

Students' Entrepreneurial Intentions: The Role of Prior Learning Experiences and Emotional,Social, and Cognitive Competencies

Despite literature acknowledges that emotional, social, and cognitive (ESC) competencies favor entrepreneurial success, research has scantly investigated if they influence entrepreneurial intentions. Moreover, studies use work and extracurricular activities as proxies for competency possession without investigating their impact on competency development. To address this void, we analyze the direct and mediating effects of ESC competencies on self‐employment intentions. Results from a sample of university students demonstrate that higher levels of ESC competencies predict entrepreneurial intent, and only international and cultural experiences indirectly favor self‐employment intentions. This study offers insight to the debate on competency development in entrepreneurial education.     

International Training and Management Development Policies and Practices of South Korean MNEs in China

International training and management development has to date received little research attention. This study aims to contribute to the international human resource management literature by empirically exploring international training and management development policies and practices for both expatriates and host‐country nationals (HCNs) of South Korean multinational enterprises (MNEs) operating in China. The data for this study were collected through in‐depth interviews with both HCN managers and expatriate managers of 10 Korean MNEs. The results show that in our sample, South Korean MNEs provide expatriates with inadequate and low‐rigor predeparture cross‐cultural training and leadership training. However, the sample MNEs provide extensive predeparture and postarrival language training and regular postarrival technical and professional training. On‐the‐job training is provided mainly to HCN production workers in order to improve productivity and work safety. Selected high‐performance HCN middle managers and employees are sent back to headquarters for training. This, however, is not regarded for career development but for rewarding good performance. The sample South Korean MNEs pay little attention to management development for both expatriates and HCNs. Consequently, this has a negative effect on employees’ organizational commitment and retention. © 2015 Wiley Periodicals, Inc.     

The career path to instructional design project management: an expert perspective from the US professional services sector

There are well‐documented competency standards for instructional/training designers and for project managers. However, there is little research about what skills and abilities employers expect from those seeking to become instructional/training design project managers, particularly within specific industry sectors. Focusing on the US professional services sector, the sector in which firms have a global impact and in which human capital is the largest asset, this article addresses the ‘must have’ skills/competencies, characteristics and organizational conditions associated with career advancement from instructional designer to instructional design project manager by means of an expert study that is grounded in an in‐depth literature review. In addition to enhancing knowledge of instructional designers’ competency development for career advancement in the professional services sector, this study also offers some concrete recommendations and implications for research and practice.     

A change‐recipient perspective on training during organizational change

In this paper, we examine skill‐related uncertainties among middle managers during organizational change. The question emerged from a qualitative study of two planned organizational change initiatives in the public sector where a group of middle managers were required to learn new skills because of changes in their work tasks and managerial roles. In both cases, we found that change recipients experienced two types of job‐related uncertainty in the post‐training phase: role ambiguity and operationalization uncertainty. Role ambiguity refers to challenges in understanding diverse expectations tied to the future work situation and necessary skills, whereas operationalization uncertainty refers to the challenges of putting new skills into practice. Although necessary and important, formal training was not sufficient to resolve these challenges. Rather, the change recipients engaged in informal and horizontal communication to resolve uncertainties related to new skill and role requirements.     

Educating for self‐interest or ‐transcendence? An empirical approach to investigating the role of moral competencies in opportunity recognition for sustainable development

Entrepreneurship education with a focus on sustainable development primarily teaches students to develop a profit‐driven mentality. As sustainable development is a value‐oriented and normative concept, the role of individual ethical norms and values in entrepreneurial processes has been receiving increased attention. Therefore, this study addresses the role of moral competence in the process of idea generation for sustainable development. A mixed method design was developed in which would‐be entrepreneurs were subjected to a questionnaire (n = 398) and to real‐life decision‐making processes in a case assignment (n = 96). The results provide stepping stones for implementing (moral) competencies in entrepreneurship education as a possible avenue to move away from a sole focus on a profit‐driven mentality.     

Core Competencies of Service Firms: A Framework for Strategic Decisions in International Markets

Core competency theory is used to develop a framework to analyse how firms' leverage their resources meets the demands of international competition. Key competencies for services differ from those used in product marketing and include nurturing, empowerment, operating, data management, new service development, alliancing, communication, and market sensing. A framework for strategic analysis using service competencies and a perceptual grid is developed and illustrated with data from an international market. The grid maps the current marketplace in terms of both positive and negative determinant resources and facilitates the development of new strategic moves. The paper yields fresh insights into strategic marketing for high-service industries with multinational competition.     

Technology competencies in competitive environment

Although prior studies suggest that technology competencies play a significant role in firm innovation and competitiveness, what and how technology competencies interacted with competitive environment affect firm innovation has not been fully understood. This paper fills this research gap through a questionnaire survey of 165 firms together with a number of interviews drawn from the Taiwan's information and communication technology (ICT) industry. The results suggest that capabilities of exploring or exploiting technological opportunities, core technology capability, and autonomy of R&D decisions are particularly important to firm innovation in a highly competitive environment, whereas over commitments to existing technologies may constrain a firm's innovation especially in such environment. Moreover, different types of competitive environment require different types of technological competencies to enhance firm innovativeness. This paper contributes to the existing theory by examining the joint effect of technology competency and competitive environment on a firm's innovation.     

Evaluating the contribution of competency‐based training: an enterprise perspective

The article reports the findings of a national evaluation study conducted in 1998 of the contribution of competency‐based training (CBT) to outcomes in vocational education and training in Australia. The study found that CBT has made significant contributions to employers, its main benefit being that learning can be achieved on‐the‐job. Thus the key advantage for enterprises is relevant training where relevance means ‘specific skills for specific jobs’. The conclusion is drawn that three key issues in relation to the practice of competency training in Australia need to be addressed: (i) recognition of the role of the expert practitioner in augmenting, and thus improving, CBT; (ii) recognition of the limitations of CBT with regard to the provision of knowledgeable skill; and (iii) recognition of the importance of defining learning in terms of outcomes and process.     

Food literacy competencies: A conceptual framework for youth transitioning to adulthood

Objective : The modern foodscape has changed dramatically in recent decades in terms of where, what, how and with whom we eat. This has been facilitated by a transition from traditional, healthy and basic foods prepared in the home to ultraprocessed, unhealthy foods requiring little planning and preparation prior to consuming. Consequently, many youth lack the food literacy (knowledge, skills and critical perspectives) necessary to be well and minimize their risk of obesity and chronic diseases, in the context of a complex food system. The specific dimensions of these knowledge, skills and dispositions, however, are unknown. This study identified critical food literacy competencies required by youth as they transition to independent adulthood. Design : This study employed a Delphi methodology to achieve consensus statements on critical food literacy competencies within a framework encompassing cognitive, psychomotor and affective dimensions. Participants : A panel of 41 experts including dietitians, teachers and college/university students participated in in‐depth interviews. Analysis : Results were thematically analysed and incorporated into two subsequent surveys completed by panel members. Rater agreement was set at 75% agreeing/strongly agreeing with survey items. A panel subgroup further delineated results into competency statements. Results : Within the themes of “confidence and empowerment,” “joy and meaning” and “sustainable and equitable food systems,” 16 broad competency areas, and 59 specific competencies were identified. These were assembled into a Food Literacy Framework. Conclusion : Results can be used to support food and nutrition education in community settings as well as the formal school system, and to advocate for resources to support food literacy education programmes.     

The role of motivation to lead for leadership training effectiveness

In this study, the construct of motivation to lead (MtL) is considered as a predictor of leadership training effectiveness. MtL, the individual preference to take on leadership roles, is a motivation that specifically relates to the content of leadership training. A total of 132 managers participated in a longitudinal follow‐up study. The influence of MtL on training effectiveness is explained by a serial mediation process. Individuals high on MtL benefit more from training by acquiring more leadership competencies, which in turn results in more effective leadership behavior and ultimately higher training effectiveness 1 year later. Understanding the process through which trainees' individual MtL influences building up competencies is important for identifying mechanisms that drive training effectiveness. Organizational support is revealed to further enhance this training process by moderating the influence of MtL on leadership competencies. From a practical perspective, MtL is important for leadership training effectiveness and measures should be taken to enhance MtL.     

Capacity building as a tool for assessing training and development activity: an Indian case study

In recognition of its increasing importance, many organizations make periodic assessments of their training and development activity. The objective of the present study was to extend the concept of capacity building to the assessment of training and development activity in an automobile component manufacturing organization, using a developed and validated instrument. The study subjects were 36 middle‐level managers selected on a stratified basis. The research described here provides a new methodology for the evaluation of training and development activity. Perception‐based, consensus‐oriented assessment is proposed as a valuable tool for evaluating and improving training and development activity. Brainstorming sessions led to suggestions for enhancing capacity in identified lag areas. In addition, this assessment serves as a platform for subsequent evaluation of the effectiveness of training and development activity.     

新建地方应用型本科院校能力本位教育及实施对策

能力本位教育的实质是一种以胜任职业岗位要求为出发点的教学体系。新建地方应用型本科院校能力本位教育是人才培养的应用性定位、服务地方经济建设使命、"中间阶层"向"中坚阶层"的转变、市场经济以及社会主义的本质要求的需要。新建地方应用型本科院校应从厘清专业核心能力、构建能力本位课程体系、优化实践教学体系、提升校园文化活动等方面实施能力本位教育。     

Why do firms train? Empirical evidence on the relationship between training and technological and organizational change

We explore the relationship between training and innovation using key insights from the resource‐based approach, organizational learning and labour studies. By using data from 304 large enterprises in Italy, the study highlights a twofold role of training in favouring technological and organizational changes. First, training plays a role in allowing the acquisition and the assimilation of new knowledge. Consequently, firms in which the provision of training is part of a bundle of high‐performance management practices are more likely to undertake technological and organizational changes and to develop new competencies internally. Second, training supports firms in the assimilation of technological and organizational changes. Consequently, firms that undertake these changes exhibit a superior participation rate for employees and greater time intensity of their training programmes. Firms' inclination to develop new competencies internally does not affect, however, the intensity of training, thereby suggesting that organizational learning processes do not start by a broad involvement of employees in formalized training programmes.     

Required human resources competencies in the future: a framework for developing HR executives in Hong Kong

The management of human resources has emerged as a critical factor in creating and maintaining the competitive edge of a business. The HR manger should be a business partner who plays the role as a diagnostician and a strategist in the company. Hong Kong HR practitioners are known to be poorly equipped to play such a part since professional HRM training in Hong Kong have largely neglected strategic aspects. At the time of the study, Hong Kong experienced its worst economic downturn since 1984 where bankruptcy and unemployment are at an all time high. This study aimed to provide updated views on the competency needed for future HR leaders in Hong Kong in face of the challenges ahead. Against the background of a literature review, a survey contrasted the views of CEOs and HR executives regarding the required level of competencies of future HR leaders in Hong Kong. The findings establish an empirical basis for a framework guiding the direction and content of the future development of HR practitioners in Hong Kong.     

Organizational ethics education and training: a review of best practices and their application

Insuring that ethical action remains a vibrant aspect of an organization's climate and culture is an ongoing challenge for those responsible for training and development. To better understand what best practices are being utilized today, eight organizations in the Silicon Valley region of the United States were studied. Findings suggest that ethics training is particularly intensive when an employee is first hired, when rules, regulations and corporate values are shared during the indoctrination period. Training continues, but is often limited to online activities. Face‐to‐face interaction, necessary for learning and development, is usually reserved for specialized functions and senior level managers. Most firms emphasize a compliance‐based approach, with little attention directed toward developing moral competencies over time. In addition, assessment tools to measure ethical competencies are rarely used as performance criteria. Findings from this study reveal specific trends, which can inform, guide and improve practitioners' efforts to further develop ethical decision‐making and action within their organizations.     

An integrated competency‐based approach to management education: an Italian MBA case study

Several studies have analysed the impact of competency‐based methodologies on human resource management, with special emphasis on their applications to management education and development. As concerns management education, however, these studies have usually focused on one or few separate aspects, never proposing a consistent application of competency‐based methodologies throughout the entire educational process. This paper shows how it is possible to design, deliver and monitor a management education programme that uses, in an integrated manner, a multiplicity of competency‐based tools in all the stages of the process, and discusses the application of such an integrated approach to an Italian MBA programme. This study provides a multiple constituency framework that integrates educational institutions, students and the companies that hire them in the design, implementation and control of effective, competency‐based, management education.     

Middle managers' perception of the internal environment for corporate entrepreneurship: assessing a measurement scale

This study assesses the measurement properties of a scale that measures the key internal organizational factors that influence middle managers to initiate corporate entrepreneurship activities. In this study, corporate entrepreneurship is used in a broad sense to include the development and implementation of new ideas into the organization. Using this definition, this study describes an instrument used to empirically identify the internal conditions that influence middle manager's participation in corporate entrepreneurship activities. During the last decade, the role of the middle manager in corporate entrepreneurial activity has been recognized in the literature. The empirical research on the internal organizational factors that may foster middle manager activity has been limited, both in volume and scope. However, the literature does converge on at least five possible factors. The appropriate use of rewards: The literature stresses that an effective reward system that spurs entrepreneurial activity must consider goals, feedback, emphasis on individual responsibility, and results-based incentives. This factor, therefore, highlights middle managers' role in this regard. Gaining top management support: The willingness of senior management to facilitate and promote entrepreneurial activity in the organization, including championing innovative ideas as well as providing necessary resources, expertise or protection. This factor captures middle managers' role in this area. Resource availability: Middle managers must perceive the availability of resources for innovative activities to encourage experimentation and risk taking. Supportive organizational structure: The structure must foster the administrative mechanisms by which ideas are evaluated, chosen, and implemented. Structural boundaries tend to be a major stumbling block for middle management in corporate entrepreneurial activity. Risk taking and tolerance for failure: Middle managers must perceive an environment that encourages calculated risk taking while maintaining reasonable tolerance for failure. The literature on the internal factors was utilized to develop an assessment instrument called the Corporate Entrepreneurship Assessment Instrument (CEAI). The instrument contained 84 Likert-style questions that were believed to assess a firm's internal entrepreneurial environment. Understanding middle manager perceptions about the internal corporate environment is crucial to initiating and nurturing any entrepreneurial process. A scale such as the CEAI, therefore, could be very useful for companies that wish to embark on a strategic transformation through corporate entrepreneurship. The measurement properties of the CEAI, including a factor analysis and reliability assessment, were determined. Results confirmed that five distinct internal organizational factors, similar to those suggested in the literature, do exist. Based on how the items loaded on each factor, the factors were entitled management support, work discretion, organizational boundaries, rewards/reinforcement, and time availability. The reliability of each of these factors also met acceptable measurement standards. From a managerial perspective, the results indicate that CEAI can be a useful tool in diagnosing a firm's environment for corporate entrepreneurship, identifying areas where middle managers can make a significant difference, and develop strategies that can positively spur and sustain corporate entrepreneurship efforts. The results of such diagnosis can be useful in designing effective training programs for middle managers.     

A study to identify the training needs of life insurance sales representatives in Taiwan using the Delphi approach

This article reports a study conducted to identify the needs for continuing professional development for life insurance sales representatives and to examine the competencies needed by those sales representatives. A modified Delphi technique was used. Most life insurance companies in the USA implement an education and training plan advocated by the Life Office Management Association. Insurance companies in Taiwan implement similar education and training plans, but they do not seem to result in the successful performance of their sales representatives. Besides augmenting knowledge of various financial products and marketing approaches, this study also suggests that life insurance companies need to train their sales representatives to an adequate standard in competencies of problem solving, communication, information technology utilization, culture compatibility, emotional intelligence, collective competence and ethics.