High level competence: a tool for coping with organizational change

Journal of European Industrial Training 11/2007; 31(9):727-741. DOI: 10.1108/03090590710846684


Purpose – The purpose of this paper is to find out and understand the different competence development needs of managers and their ways of learning. The examined managers work in middle management in Finnish information and communication technology sector (ICT) and paper business sector. Design/methodology/approach – The research was qualitative by nature and the used research method was focused interview. The research group included 15 managers from three ICT companies (the ICT managers worked in software development projects) and 15 managers from three paper companies (the paper companies in this research produce pulp, paper and paperboard). Also three directors from both sectors were interviewed. Findings – Changes in organizations force managers also to change. New demanding duties and technological development require continuous training and updating of knowledge. Business sector and previous career path of a manager direct his/her further training need. Managers were responsible themselves for updating their competence. Various learning practices existed. Research limitations/implications – Only two Finnish business sectors were included in this study and the target group was in the middle management level in organizations. Therefore the study is not comprehensive. Practical implications – Useful information concerning training needs of managers generally and specially in ICT and paper business sectors. Originality/value – Provides information concerning the role of competence in changing work environments.

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    • "In circumstances such as these, the necessary conditions for change to be successful should have practical relevance to any organisation embarking on a change programme (McGreevy, 2009). Organisations have an important role to play in the promotion of training, either through their organisation or through the development of training courses and, also, in the development of environments that promote permanent learning (Heilmann, 2007). These two elements – culture and learning environment – are related to learning organisations (Gil and Carrillo, 2014). "
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    ABSTRACT: Purpose â–“ The purpose of this paper is to describe the role of training demand in the organisational changes. Design/methodology/approach â–“ The paper describes the demand of training courses in the Rioja wine sector in Spain and its relation with the changes in the sector carried out in recent years. Through a questionnaire, wineriesâ–™ managers asked about the training demand in the sector and change processes. It is proposed, first, the relationship between the demand for training and changes made by companies of Rioja wine in entering new markets and innovation in products and, second, that these changes explain the demand of training in marketing and oenology topics. To confirm the hypotheses, a binary logistic regression analysis was performed. Findings â–“ It was found that the relationship between the demand for training and the processes of change, and that the change processes in companies of Rioja wine sector originate a specific demand for training. Practical implications â–“ The paper provides a review of the importance of training in changes processes of companies. A critical factor in the change process is the development of workers competencies to cope with the changes in the organisation, but it is also important to develop a culture of change in the organisation. Originality/value â–“ This paper provides empirical evidence of the relationship between organisational changes and training demands in a key sector from the Rioja Community in Spain.
    European Journal of Training and Development 05/2015; 39(4):315-331. DOI:10.1108/EJTD-09-2014-0067
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    • "Competency issues have also been discussed by scholars in various disciplines. It is regarded as a tool to cope with organizational change where new demanding tasks and development in technologies requires employees to continuously updating their knowledge and training (Heilmann, 2007) whereas Boyatzis (2009), on the other hand, find that cognitive intelligence competencies coupled with emotional and social intelligence respectively can predict effectiveness in professional, management and leadership roles in many sectors of society. "
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    ABSTRACT: Over the last decade since the inception of the first Islamic bank in Malaysia in 1983, Malaysia saw an increasing demand for Islamic banking services from consumers. Whilst the need for highly trained and skilled manpower in the Islamic banking industry is well established, the main challenge is really a mismatch of talent pool between what is required by the banks and what is offered by the market. Thus, this paper argues for a competency framework for shariah auditors in Malaysia. Prior research reveals that the competency requirements for shariah auditors were still not developed even though there is a need for it. A more recent empirical study reveals that most shariah auditors are either trained in shariah or auditing discipline. There is indeed an urgent need to draft the competency requirements which will include the knowledge, skills and other characteristics (KSOC) requirements to ensure adequate supply of competent shariah auditors to meet the expanding market demand. This paper proposes a new KSOC model as a basis for competency framework for shariah auditors that can uphold their effective functioning in our Islamic banking system.
    2nd Asean International Conference on Islamic Finance, Yogjakarta, Indonesia; 11/2014
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    • "In human resource management, Way (2002) pointed out that there is a dire need to probe the demand side of the labour market in order to unveil the knowledge, skills, and competencies needed. Heilmann (2007) described competence as an effective overall performance within an occupation, which may range from the basic level of proficiency through to the highest levels of excellence. Others like Stevens (2007) and Sun and Shi (2008) described characteristics that relate to competency. "
    11/2011; 3(2). DOI:10.3968/
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