Posted by In this post, we show more definitions of competencies that helped us build a competency model and conduct research in Polish research universities.
Let’s look at definitions of competence that emphasize the behavioral dimension and the dynamics that consolidate its components, which are so important in the context of the described project of researching the competence of university employees.
Woodruffe (1997, p. 26) emphasized the behavioral dimension affecting work outcomes: “competence refers to a series of behaviors that must be selected to competently perform the tasks and mission of the job.” Similarly, according to Levy-Leboyer (1997), competence implies, in an orderly way, those abilities, personality traits and knowledge that are necessary to carry out the mission in accordance with the context and accepted objectives.
Another definition of competence can be cited, which says that competence can be assessed as dynamic when combining knowledge, know -how and soft skills in action (Parlier, 1994). Thus, a person can be competent without being competent. The adoption of such a concept is revolutionary, because it turns out that it is not enough to transfer knowledge, know-how or soft skills for later use, but one must take into account the ability to arouse motivation and, above all, control one’s environment.
Similarly relevant, from a researcher’s point of view, may be Zarifian’s (1999) definition, whose view is that “competence is the result of three areas: taking initiative and responsibility, practical intelligence putting knowledge into action, and engaging a network of supporting actors.” This definition captures the purpose of research staff and support staff, especially in the process of initiating, conducting the research process and, in turn, in the process of commercializing research results, where it is necessary to involve multiple stakeholder groups.
Universities, in the pursuit of scientific excellence, can choose such a definition of competence, which in a systemic way will allow to build a competence model based on the implemented research processes, in turn to define competence profiles for jobs. Then it is worthwhile to study the competency level of employees and when competency gaps appear, successively propose adequate development activities.
And that’s what we did during our project to study the competencies of employees at research universities in Poland. In future posts, we will show our research results, publications and interviews on competence management at universities.
Woodruff, C., (1993). Assessment Centres: Identyfing and Developing competences. London, UK: Institute of Personel Management.
Levy-Leboyer, C. (1997). Kierowanie kompetencjami, bilanse doświadczeń zawodowych. Warszawa, Polska: Poltex.
Palier, M. (1994). La compétence, mythe, construction ou réalité? Paris, France: L’Harmattan.
Zarifian, P. (1999). Objectif competence. Rueil-Malmaison, Éditions Liaisons.