Transferable competencies of HR manager under global socio-economic changes
-
Author(s)Anatoliy KolotLink to ORCID Index: https://orcid.org/0000-0002-4393-9806
,
Halyna LopushniakLink to ORCID Index: https://orcid.org/0000-0001-8576-6440
,
Oksana KravchukLink to ORCID Index: https://orcid.org/0000-0002-6337-7759
,
Iryna VarisLink to ORCID Index: https://orcid.org/0000-0002-9502-5045
,
Ivan RyabokonLink to ORCID Index: https://orcid.org/0000-0002-2005-6576
-
DOIhttp://dx.doi.org/10.21511/ppm.20(1).2022.27
-
Article InfoVolume 20 2022, Issue #1, pp. 322-341
- Cited by
- 1115 Views
-
331 Downloads
This work is licensed under a
Creative Commons Attribution 4.0 International License
Accelerated digitalization, uncertainty, rapidly changing work environment, and the spread of remote employment due to quarantine restrictions caused by the COVID-19 pandemic have led to differentiated requirements for HR managers in different sectors of the economy and the need to get quickly adjusted to new working conditions. This implies an increased importance of transferable competencies for HR managers, especially in advancing their flexibility and expanding employment opportunities. That is why the study aims to develop a universal model of transferable competencies of HR managers based on the analysis of global and local trends in demand on the labor market. Furthermore, a methodological approach is used to assess these trends based on behavioral indicators in rapidly changing conditions. The paper used a comparative analysis of the international experience in forming HR competencies and trends in demand on the Ukrainian labor market. The findings highlight the current transferable competencies of HR managers. They included the abilities to communicate effectively, use digital technologies confidently, work in multitasking mode, manage people and projects, effective self-management, and work in a team. The developed model of transferable competencies of HR managers and methodical approach to their assessment based on behavioral indicators provide an opportunity to diagnose the level of their development for effective work of HR managers in a distant mode, opportunities for trans-professionalism, and career growth.
- Keywords
-
JEL Classification (Paper profile tab)M12, J24, J44
-
References42
-
Tables6
-
Figures7
-
- Figure 1. Transferable competencies, which are in demand on the world labor market
- Figure 2. Transferal competencies of personnel managers according to the international models of HR competencies
- Figure 3. Interrelated transferable competencies for HR managers
- Figure 4. Characteristics of respondents of the expert survey
- Figure 5. Demand for transferable competencies of personnel managers among the employers of Ukraine
- Figure 6. Model of transferable competencies of personnel managers
- Figure 7. Behavioral indicators of transferable competencies of personnel managers
-
- Table 1. Transferable competencies of personnel managers
- Table 2. Demand for transferable competencies of personnel managers on the labor market of Ukraine in March–September 2021
- Table 3. Frequency of demand for transferable competencies of personnel managers among employers of Ukraine, %
- Table 4. Recommendations for the use of a Likert score scale to determine weight coefficients of transferable competencies of HR managers
- Table 5. Coefficients of weights of transferable competencies of personnel managers
- Table 6. Harrington scale
-
- Ana, A., Alhapip, L., Syaom Barliana, M., Rahmawati, Y., Anon, M., & Dwiyanti, V. (2020). Transferable Skills Needed in the Workplace. Journal of Engineering Education Transformations, 34, 95-101.
- Ayoobzadeh, M. (2021). Freelance job search during times of uncertainty: protean career orientation, career competencies and job search. Personnel Review.
- Barbosa, I., & Freire, C. (2019). Portuguese employers’ perceptions on management undergraduates’ transferable competencies. Journal of Management Development, 38(2), 141-156.
- Barnes, B. (2020). LinkedIn’s 2020 Grad’s Guide to Getting Hired. LinkedIn.
- Bikullova O. (2021, May 18). 20 soft skills dlya budushchey karyery: kak i kogda razvivat? [20 soft skills for future careers: how and when to develop?]. (In Russian).
- Cameron, S. (2016). Business Student’s Handbook: Skills for Study & Employment (6th ed.). Pearson Education.
- Chase, A., S. Rao, A., Lakmala, P., & Varma-Nelson, P. (2020). Beyond content knowledge: transferable skills connected to experience as a peer-leader in a PLTL program and long-term impacts. International Journal of STEM Education, 7, 29.
- CIPD. (2018). The Profession Map.
- Clemmons, A. W., Timbrook, J., Herron, J. C., & Crowe, A. J. (2020). BioSkills Guide: Development and National Validation of a Tool for Interpreting the Vision and Change Core Competencies. CBE – Life Sciences Education, 19(4), 53.
- Collins-Nelsen, R., Koziarz, F., Levinson, B., Allard, E., Verkoeyen, S., & Raha, S. (2021). Social context and transferable skill development in experiential learning. Innovations in Education and Teaching International.
- European Centre for the Development of Vocational Training (CEDEFOP). (2021). Trends, transitions and transformation. The Covid-19 pandemic is changing skill needs and reshaping jobs, while challenging our understanding and analysis of them (Briefing Note).
- Hair, J. F., Gabriel, M. L. D. S., da Silva, D., & Braga Junior, S. (2019). Development and validation of attitudes measurement scales: fundamental and practical aspects. RAUSP Management Journal, 54(4), 490-507.
- Harrington, E. C. (1965). The desirable function. Industrial Quality Control, 21(10), 494-498.
- Indeed Editorial Team. (2021a). 12 Top Job Skills for Any Industry: Transferable Skills You Need. Indeed Career Guide.
- Indeed Editorial Team. (2021b). Transferable Skills: Definitions and Examples. Indeed Career Guide.
- International Labour Organization (ILO). (2021). Skills development in the time of COVID-19: Taking stock of the initial responses in technical and vocational education and training.
- Kolot, A., Kozmenko, S., Herasymenko, O., & Štreimikienė, D. (2020). Development of a decent work institute as a social quality imperative: Lessons for Ukraine. Economics & Sociology, 13(2), 70-85.
- Kravchuk, O. (2019). Personnel management professional standards: development and implementation in Ukraine. Social and Labour Relations: Theory and Practice, 9(1), 71-84. (In Ukrainian).
- Kravchuk, O., Varis, I., & Bidna, T. (2021). Demand of HR-competency in Ukraine: changes and challenges at the labor market under pandemic COVID-19. Social and Labour Relations: Theory and Practice, 11(1), 14-30. (In Ukrainian).
- Lombardi, C. V., Chidiac, N. T., & Record, B. C. (2021). Starbucks coffee corporation’s marketing response to the COVID-19 pandemic. Innovative Marketing, 17(2), 177-188.
- Lopushnyak, G., Overchuk, V., Ukraynets, L., Rudakova, S., & Kabachenko, D. (2020). Innovative Forms of Employment Under the Conditions of Labor Market Transformation. International Journal of Economics and Business Administration, 8(3), 139-149.
- Lose, T. (2021). Perceptions on the role of practical and simulated learning in promoting successful entrepreneurship. Knowledge and Performance Management, 5(1), 29-37.
- Magano, J., Silva, C. S., Figueiredo, C., Vitoria, A., & Nogueira, T. (2021). Project Management in Engineering Education: Providing Generation Z with Transferable Skills. IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 16(1), 45-57.
- Marsono, M., Purnomo, M., Tuwoso, M., Romlie, M., & Solichin, M. (2017). The Urgency of Transferable Skills Development for Vocational Teachers: A literature review study in Indonesia. Proceedings of the International Conference on Technology and Vocational Teachers (ICTVT 2017).
- McKinsey & Company. (2021a). McKinsey Global Surveys, 2021: A year in review.
- McKinsey & Company. (2021b). Building workforce skills at scale to thrive during–and after–the COVID-19 crisis.
- Ng, F., & Harrison, J. (2021). Preserving transferable skills in the accounting curriculum during the COVID-19 pandemic. Accounting Research Journal, 34(3), 290-303.
- Olesen, K. B., Christensen, M. K., & O’Neill, L. D. (2021). What do we mean by “transferable skills”? A literature review of how the concept is conceptualized in undergraduate health sciences education. Higher Education, Skills and Work-Based Learning, 11(3), 616-634.
- Olsen, K. M., Sverdrup, T. E., & Kalleberg, A. L. (2019). Turnover and transferable skills in a professional service firm. Journal of Professions and Organization, 6(1), 2-16.
- Pelta, R. (2021). 15 Transferable Skills That Companies Want: Examples and Definitions. FlexJobs Job Search Tips and Blog.
- PersolKelly. (2021). Why Are Transferable Skills So Important in The New Normal?
- Reed in Partnership. (2021). The power of transferable skills.
- Samborskyy, O., Slobodyanyuk, M., & Shuvanova, O. (2017). Obhruntuvannia vyboru metodu formuvannia vybirky u doslidzhenniakh farmatsevtychnoho rynku [Rationale for the choice of sampling method in pharmaceutical market research] (27 p.). Kharkiv: National University of Pharmacy. (In Ukrainian).
- Sevcenko, V., & Ethiraj, S. (2018). How Do Firms Appropriate Value from Employees with Transferable Skills? A Study of the Appropriation Puzzle in Actively Managed Mutual Funds. Organization Science, 29(5), 775-795.
- SHRM. (2018). The SHRM Body of Competency and Knowledge.
- Spencer, L. M., & Spencer, S. M. (1993). Competence at Work: Models for Superior Performance (1st ed.) (384 p.). Wiley.
- TopCHPO. (2021). Why the business world needs transferable skills post COVID-19.
- UNESCO. (2012). EFA global monitoring report: Youth and skills: putting education to work (ED-2012/WS/13).
- Voloboeva, I., Kravchuk, O., & Paraschuk, E. (2021). Universalna model kompetentnostei dlia roboty u dystantsiinomu rezhymi [Universal Competency Model for Working in Remote Mode]. Ekonomika ta Suspilstvo – Economy and Society, 25. (In Ukrainian).
- Voloboeva, І. (2018). Mekhanizm formuvannia ta vprovadzhennia modeli kompetentsii (metodolohichnyi aspekt) [The mechanism of forming and implementation for competences model (methodological aspect)]. Sotsialno-trudovi vidnosyny: teoriia ta praktyka – Social and labour relations: theory and practice, 1, 362-368. (In Ukrainian).
- Weber, С. T., Borit, M., Canolle, F., Hnatkova, E., O’Neill, G., Pacitti, D., & Parada, F. (2018). Identifying Transferable Skills and Competences to Enhance Early Career Researchers Employability and Competitiveness (Research Report). EURODOC.
- World Economic Forum. (2020). The Future of Jobs Report 2020.
-
Does having knowledge of green human resource management practices influence its implementation within organizations?
Vuyokazi Mtembu
doi: http://dx.doi.org/10.21511/ppm.17(2).2019.20
Problems and Perspectives in Management Volume 17, 2019 Issue #2 pp. 267-276 Views: 1446 Downloads: 256 TO CITE АНОТАЦІЯSustainability and green practices are in the frontline of issues organizations globally are concerned about because of the consequences of climate change and its challenges. The objective and key question of this study was to determine whether there is a relationship between knowledge of green human resource management (HRM) practices and its implementation within the organizations. The study followed a methodology of triangulated empirical research approach with a combined method of qualitative and quantitative research approaches. Human resource practitioners from human resource divisions in higher education institutions in KwaZulu-Natal, South Africa, formed the population surveyed. Interview schedule and questionnaires were instruments used in data collection. Thematic analysis was used to analyze data collected from interviews. Statistical Package for Social Sciences (SPSS) version 24 was used to analyze quantitative data collected. About half of HR practitioners indicated minimal awareness of the concept ‘green HRM’, but reflected moderate knowledge and understanding of green HRM activities. Overall, the findings revealed a moderate application of green HRM principles in HRM activities in the institutions. There was no policy framework in the form of green HRM policies to drive green activities within the HR divisions and institutionally. Findings also revealed that there is a relationship between knowledge of green HRM activities and its implementation within the organization. Also, a strong correlation was found to exist between green HRM policies and implementation of green HRM activities in the organization. This then led the researcher to recommend that organizations who aspire to go green, be resource efficient and sustainable will need to have green HRM policies in place, they will also need to ensure that training and awareness workshops on green HRM are conducted to skill and equip all stakeholders involved.
-
Professional development in the field of human resource management of heads and specialists of the innovative organizations
Olga Klopova ,
Lyudmila Komyshova ,
Marina Simonova
doi: http://dx.doi.org/10.21511/ppm.16(1).2018.21
Problems and Perspectives in Management Volume 16, 2018 Issue #1 pp. 214-223 Views: 1304 Downloads: 665 TO CITE АНОТАЦІЯThe relevance of the studied problem is caused by the necessity of professional development in the field of human resource management of heads and specialists of the innovative organizations in a modern economic situation. In the article, the results of the conducted research of a personnel management system are given in the organizations of the Russian Federation (Voronezh region), and the necessity of creation of professional development system is proved in the field of human resource management of heads and specialists of the innovative organizations. The leading approaches to the research of this issue are the analysis and methodological justification of the psychological and pedagogical conditions which are necessary to realize the system of professional development in the field of human resource management of experts and heads of the innovative organizations. The implemented analysis defined the low level of competence of heads in the field of human resource management of most researched organizations. Professional development in the field of human resource management does not correspond to modern social and economic development conditions. To eliminate this problem the authors suggested theoretical and methodological basic concepts to establish the system of professional development in the field of human resource management of heads and specialists of the innovative organizations.
-
Intrinsic motivation of millennials and generation Z in the new post-pandemic reality
Nina Chala ,
Oksana Poplavska ,
Nataliia Danylevych ,
Olena Ievseitseva ,
Roman Sova
doi: http://dx.doi.org/10.21511/ppm.20(2).2022.44
Problems and Perspectives in Management Volume 20, 2022 Issue #2 pp. 536-550 Views: 1269 Downloads: 1139 TO CITE АНОТАЦІЯThe effective performance of any company is determined by the degree of motivation of its staff. In a pandemic, it is important to explore changes in the values and motivational profiles of staff, especially young people. The aim of the paper is to study the internal motives of millennials and Generation Z, to identify modern motivational tools, taking into account the challenges of an unstable global ecosystem. To assess the changes in the motives for work, a questionnaire was used. The survey was conducted (at the end of 2020 and the beginning of 2021) among young people in Kyiv (Ukraine) aged 17-22 (287 people participated), who had previous work experience. All results were proven to be valid. The results of the study showed that changes in the motivational profile of millennials and Generation Z under the influence of restrictive measures due to the pandemic occurred in the range of values of awareness of individuality: motives for maintaining health, balancing life, personal and professional growth came out to be more relevant. Such changes indicate positive opportunities for young people due to high adaptability to changing and unstable conditions, and, on the other hand, they bring challenges for companies – the loss of personnel. The most optimal models will be career-oriented and adaptive with elements of well-being management to motivate millennials and Generation Z.
