Full research paper

EMPLOYEE TRAINING AND Martina Fejfarová1*

Jiří Fejfar2
DEVELOPMENT AND COMPETENCY- University of Economics and
1

BASED APPROACH: ANY Management Prague, Czech Republic

RELATIONSHIP? 2
Czech University of Life Sciences
Prague, Czech Republic

ABSTRACT *
[email protected]
The article focuses on the relationship between the use of employee training and development
and the competency-based approach. The objective of this article is to evaluate the use of the
competency-based approach in employee training and development in organisations in the Czech
Republic based on long-term research (n = 1,360) since the year 2013. The results showed that
the competency-based approach in the management of organisations is utilized by only 21.8%
of the organisations. An important finding is that 93.2% of organisations using the competency-
based approach support employee training and development. The results confirmed that
there is the relationship between the use of the competency-based approach and training and
development in the organisation (p < 0.001, Cramer’s V = 0.178) and also between the use of
the competency-based approach and evaluation of training and development efficiency in the
organisation (p < 0.001, Cramer’s V = 0.299).
Article history
KEYWORDS Received
Competencies, competency-based approach, efficiency, employee training and development, January 15, 2021
job performance Received in revised form
June 30, 2022
HOW TO CITE Accepted
Fejfarová M., Fejfar J. (2022) ‘Employee Training and Development and Competency- December 1, 2022
Based Approach: Any Relationship?’, Journal on Efficiency and Responsibility in Education Available on-line
and Science, vol. 15, no. 4, pp. 242-250. http://dx.doi.org/10.7160/eriesj.2022.150405 December 20, 2022

Highlights

• The quantitative survey involving 1,360 organisations over a time horizon of more than 5 years.
• There is a relationship between training and development and the competency-based approach in organisations
(p < 0.001, Cramer’s V = 0.178).
• There is also a relationship between the evaluation of the training and development efficiency the competency-based
approach in organisations.
• Organisations using the competency-based approach support employee training and development.

INTRODUCTION The concept of competencies in the second sense was

In the current dynamic business environment, an organisation’s first introduced by White (1959) when he emphasised the
management must be aware of the importance of the training influence of competencies on motivation and performance
and development of its employees. Employee competencies in his work. McClelland (1973) then raised the question of
thus play a key role in the strategic development of why intelligence tests should be so important in selecting
organisations. According to Mitchelmore and Rowley (2010), candidates for university or employment and considered the
the concept of competency has many forms and applications. importance of competence testing. Later, Boyatzis (1982)
Research in the field of competencies and practical experience emphasised the difference between a task that needs to be
in organisations is driven by the aspiration to achieve superior accomplished and the skills and other qualities that a person
performance at the individual and organisational levels. In must have to accomplish it to the required standard. That
the field of management, competencies essentially have is, he made a distinction between what is to be done (the
two main meanings, from which the individual definitions intended result of activity) and which actions are required to
of competencies are further based. The first characterises complete the task excellently (Kubeš et al., 2004). It means,
competencies as power and scope of authority relating to according to Boyatzis (1982), effective and/or superior job
a particular person or body. In the second sense, competencies performance.
represent qualifications. Based on the work of McClelland (1973) and other

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colleagues, Spencer and Spencer (1993) summarised the of their employees and offering a more efficient way of
knowledge in the field of competence over 20 years to training and development (Fejfarová and Fejfar, 2016). The
clarify the development of this issue, which led to a shift competency-based approach to training and development
in the perception of the concept of competence not only in emphasizes the specification and assessment of outcomes
terms of content but also formally. That is a move from the (competencies). This focus on outcomes is often contrasted
English word ‘competence’ to the introduction and definition with more traditional training and development programs
of the term ‘competency’. The importance of distinguishing (Bowden and Masters, 1993).
between these two terms is confirmed, for example, This article focuses on the use of the competency-based
by Woodruffe (1993), who emphasised the significant approach in employee training and development. The
difference between the aspects of work in which a person main objective of this article is to evaluate the use of the
is competent (competence) and the aspects of a person that competency-based approach in employee training and
allow them to be competent, i.e., competency. According to development in organisations in the Czech Republic based
Teodorescu (2006), there are many differences and several on long-term research and to examine relationships between
similar features between the two terms in their definitions, selected qualitative variables to verify the conclusions made.
areas of focus, and application. In order the organisation The article is structured as follows: First, the summary of
can support, train, and develop the right competencies of the theoretical background is presented in the Introduction.
employees, first, the organisation has to define competences The section Materials and Methods describes the research
for each job position (Teodorescu, 2006). Sanghi (2016) methods and statistical techniques. The gathered findings are
saw the main difference in the fact that in one concept, we evaluated in the Results. The results achieved and presented
focus on what people can do, while in the other how they are then elaborated on and compared in the Discussion. This
do it. Sanghi (2016) added that even in the plural of each part also identifies the benefits and limitations of the article.
word they do not have the same meaning – competences and The section Conclusion summarises the main findings. The
competencies are not the same. section References contain a list of used sources.
In this context, Moore et al. (2002) pointed out many
MATERIALS AND METHODS
confusions within the area of performance assessment about
using terminology and differing interpretations regarding Data
competence assessment. But, although the authors define The data were obtained through a questionnaire survey. First,
competencies and their components differently, a closer preliminary research was carried out, which served to verify
examination involves different definitions with small the accuracy and comprehensibility of individual questions,
differences, the common denomination is observable evaluate the appropriate categorisation of answers, and
behaviour in the workplace (Sanghi, 2016). Distinguishing the ability verify partial null hypotheses and the technical
between the way you work, and the results allows you to processability of data. Research focusing on the use of the
manage performance much more effectively. competency-based approach in organisations in the Czech
Competencies are closely linked to human resource Republic was conducted for a period of more than five
management. In his work, Boyatzis (1982) addressed the idea years starting in 2013 and partial results were presented
that competencies can be used as a basis for the development continuously (Fejfarová and Urbancová, 2015; Fejfarová
of an integrated human resources management system. In and Fejfar; 2016; Fejfarová and Fejfar, 2017). The sample
the global competitive environment, the competency-based consisted of organisations operating in the Czech Republic.
approach and the competencies that individuals need to 1,477 selected organisations participated in the questionnaire
acquire and develop should be the major focus (Lawler, survey. To enhance the quality of the questionnaire survey,
1994). The main feature of the competency-based approach it was required for the questionnaire to be completed by an
in human resource management is the transition from staff- HR specialist or an owner of the given organisation. As the
related operational issues to higher strategic importance survey lasted more than five years and some organisations
tasks (Tymoshyk, 2020). According to Armstrong and Taylor participated repeatedly, it was necessary to cleanse the
(2014), this approach has a positive impact on personnel sample of duplicate data. Thus, adjusted, the final sample
processes, especially those related to recruitment, training encompassed 1,360 organisations. The structure of the sample
and development, performance management, remuneration, is shown in Table 1.
and succession planning (Wesselink et al., 2015). In the
age of globalisation, human resource competencies are
Research questions and hypotheses
becoming essential for organisations (Serim et al., 2014). We thought about the relationship between using employee
Competencies connect most human resource subsystems training and development and the competency-based approach
(Ashkezari and Mojtaba, 2012). and formulated the following research questions:
Competency-based training has become widely used • RQ1: Is there any relationship between employee training
terminology since the turn of the twenty-first century (Cate, and development and the use of the competency-based
2017), although this approach is not new. According to approach in organisations?
Emerson and Berge (2018), competency-based training • RQ2: Is there any relationship between employee training
and development is an innovative approach and an asset and development and the use of the competency-based
to organisations focused on improving the performance approach in organisations?

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 1–49 employees 50–249 employees More than 250 employees
Size of the organisation
(607) 44.6% (369) 27.2% (384) 28.2%
Belonging to a larger group of Yes No
organisations (623) 45.8% (737) 54.2%
Private Public
Area operated
(1030) 75.7% (330) 24.3%
Primary Secondary Tertiary
Economic sector
(49) 3.6% (382) 28.1% (929) 68.3%
International National Regional
Size of the market
(538) 39.6% (332) 24.4% (490) 36%
Use of the competency-based Yes No
approach (296) 21.8% (1,064) 78.2%

Table 1: Structure of the sample, 2013-2021 (source: own survey)

After clarification of the key-dependent and independent searching for and selecting employees, and in their evaluation,
variables, we formulated 2 null hypotheses: training and development, it is always necessary to proceed
• H01: There is no relationship between employee training from the established competency model for a given position.
and development and the use of the competency-based Although the key areas of use include the search for and selection
approach in organisations. of employees, and their evaluation, training and development,
• H02: There is no relationship between the evaluation i.e., personnel activities that usually precede the management of
of the employee training and development efficiency employees’ careers, organisations do not make much use of the
and the use of the competency-based approach in competency-based approach in the field of career management.
organisations. The above results confirm the importance of using the
The data have been processed using absolute and relative competency-based approach in employee evaluation, training
frequencies using IBM SPSS Statistics 26. The testing was and development. In this sense, it is the use of individual
done by Pearson’s Chi-Square Test of Independence. The level competencies, which are defined as the individual characteristics
of significance was set at 0.05. To interpret the strength of necessary to achieve the required level of employee performance.
relationship coefficients (Cramer’s V), a scale according to de The use of the competency-based approach in employee training
Vaus (2014) was used. To identify a relationship between two and development is important, especially because it facilitates
initial variables (X and Y), it was necessary to identify another the correct definition of the content of employee training and
variable that might account for the relationship and conduct the development in accordance with the competencies that need to be
analysis to see if this other (test) variable (Z) does explain the applied in their jobs. Every job position requires that the employee
initial bivariate relationship (de Vaus, 2014). The testing of the has individual competencies that have been developed to the
test variable is based on maintaining it at a constant value. This required level. The development of competencies then focuses
compensates for the distorting effect of this test variable on the on reducing and evening out the differences between the real
relationship between the initial two variables. and ideal state. For this reason, it is important to identify which
competencies are to be developed in relation to the employee’s
RESULTS specific position, i.e., respond to a specific need for training and
Use of the competency-based approach in development. Therefore, we further focused on employee training
organisations and development in organisations using the competency-based
approach.
The results of the survey showed that the competency-based
approach in the management of organisations is utilised by only
Employee training and development in
21.8% of the organisations in question. The competency-based organisations using the competency-based
approach is most often utilised by large organisations (36.7% approach
from addressed large organisations), followed by medium- The results of the survey showed that 93.2% of organisations
sized organisations (20.1% from addressed medium-sized using the competency-based approach support employee
organisations), and the least by small organisations (13.3% from training and development. For comparison, the results from the
addressed small organisations). original sample (n = 1,360; 79.7%) are presented. That means
Organisations utilising the competency-based approach do that we compared two samples – the sample of organisations
so mainly in the following areas: employee appraisal (224 using the competency-based approach (n = 296) and the sample
organisations; 75.7%), employee training and development (209 of all organisations (n = 1,360). The results are shown in Table 2.
organisations; 70.6%), employee selection (189 organisations; For this reason, the relationships between selected variables
63.9%), recruitment (160 organisations; 54.1%), job analysis were examined, i.e., training and development of employees
(128 organisations; 43.2%), career planning and management and use of the competency-based approach in the organisation
(95 organisations; 32.1%), and team building (92 organisations; (H01) and the evaluation of the training and development
31.1%). The results of the survey show that organisations do not efficiency and use of the competency-based approach in the
utilise the competency-based approach in all areas equally. When organisation (H02).

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 Training and
development Total
Yes No
Count 276 20 296
Yes
Use of the competency-based % within Use of the competency-based approach in the organisation 93.2% 6.8% 100%
approach in the organisation Count 808 256 1,064
No
% within Use of the competency-based approach in the organisation 75.9% 24.1% 100%
Count 1,084 276 1,360
Total
% within Use of the competency-based approach in the organisation 79.7% 20.3% 100%

Table 2: Contingency table 1, 2013⁠–2021 (source: own survey)

Table 3 shows the results of Pearson’s Chi-Square Test of Although most organisations that utilise the competency-
Independence. The null hypothesis (H01) is rejected. The results of based approach are dedicated to the training and development
the test of H01 showed that there is the relationship between the use of their employees (276 from 296 organisations; 93.2%),
of the competency-based approach and training and development not all these organisations systematically evaluate the
in the organisation (p < 0.001, Cramer’s V = 0.178). The value of efficiency of employee training and development. Only
Cramer’s V shows that the strength of the relationship is low. 65.2% of organisations evaluate the efficiency of training
(180 from 276 organisations, 65.2%). For comparison,
Asymptotic Significance the results from the original sample of organisations that
Value df
(2-sided) train and develop their employees (n = 1,084; 40.1%) are
Pearson’s Chi-Square 42.864 1 < 0.001 again presented. As this is a complimentary issue related
Continuity Correction 41.801 1 < 0.001 to training and development, the sample is smaller because
Likelihood Ratio 51.538 1 < 0.001 is cleansed from organisations that do not support the
Cramer’s V 0.178 training and development of their employees. Training and
N of Valid Cases 1,360 development efficiency was monitored only in organisations
Table 3: Pearson’s Chi-Square Test of Independence for contingency that train and develop their employees. The results are
table 1, 2013⁠–2021 (source: own survey) shown in Table 4.
Evaluation of
training and
development Total
efficiency
Yes No
Count 180 96 276
Yes
Use of the competency-based % within Use of the competency-based approach in the organisation 65.2% 34.8% 100%
approach in the organisation Count 255 553 808
No
% within Use of the competency-based approach in the organisation 31.6% 68.4% 100%
Count 435 649 1,084
Total
% within Use of the competency-based approach in the organisation 40.1% 59.9% 100%
Table 4: Contingency table 2, 2013⁠–2021 (source: own survey)
Table 5 shows the results of Pearson’s Chi-Square Test of Organisations utilising the competency-based approach, and
Independence. The null hypothesis (H02) is rejected. The results that also evaluate the efficiency of the training process (n = 180),
of the test of H02 showed that there is the relationship between most often evaluate employees’ reactions immediately after
the use of the competency-based approach and the evaluation training, the objectives fulfilment defined by the employee
of training and development efficiency in the organisation training and development plan, informal feedback from line
(p < 0.001, Cramer’s V = 0.299). The value of Cramer’s V managers and trained employees themselves, the evidence of
shows that the strength of the relationship is moderate. the total number of training days per employee, job observation
and measurement of job performance before and after training
Asymptotic Significance (immediately or after a certain period).
Value df
(2-sided) Elaboration analysis
Pearson’s Chi-Square 97.005 1 < 0.001
Continuity Correction 95.609 1 < 0.001 Because both null hypotheses were rejected, there was
Likelihood Ratio 95.993 1 < 0.001 a suspicion that these results may be affected by another
Cramer’s V 0.299 factor - the size of the organisation. That would mean that
N of Valid Cases 1,084
more interest in employee training and development do not
have organisations using the competence-based approach
Table 5: Pearson’s Chi-Square Test of Independence for contingency but organisations that are large (according to the number of
table 2, 2013⁠–2021 (source: own survey)
employees of the organisation with more than 250 employees).

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This third variable (size of organisation) can cause concurrent considered. This test variable might influence the relationship
changes in both monitored variables. between the initial two variables. Tables 6 and 9 show the
The purpose of elaboration analysis is to better understand modified contingency tables. Row percentages are not stated
the relationship between the initial two variables (X and Y) because of the table scope and clarity. In Tables 7 and 10, it
and to elaborate on what lies behind the correlation of these is possible to compare three groups of test results based on
two variables (de Vaus, 2014). To prove that the observed Pearson’s Chi-Square Test of Independence. The strengths of
relationships are true, the third test (control) variable (Z) was the relationships are shown in Tables 8 and 11.

Training and
Size of the organisation development Total
Yes No
Yes 67 14 81
Use of the competency-based approach in the organisation
1–49 employees No 346 180 526
Total 413 194 607
Yes 71 3 74
Use of the competency-based approach in the organisation
50–249 employees No 239 56 295
Total 310 59 369
Yes 138 3 141
Use of the competency-based approach in the organisation
More than 250 employees No 223 20 243
Total 361 23 384
Yes 276 20 296
Use of the competency-based approach in the organisation
Total No 808 256 1,064
Total 1,084 276 1,360

Table 6: Modified contingency table 1, 2013⁠–2021 (source: own survey)

Asymptotic Significance
Size of the organisation Value df
(2-sided)
Pearson’s Chi-Square 9.259 1 0.002
Continuity Correction 8.496 1 0.004
1–49 employees
Likelihood Ratio 10.182 1 0.001
N of Valid Cases 607
Pearson’s Chi-Square 9.816 1 0.002
Continuity Correction 8.736 1 0.003
50–249 employees
Likelihood Ratio 12.508 1 < 0.001
N of Valid Cases 369
Pearson’s Chi-Square 5.902 1 0.015
More than 250 Continuity Correction 4.868 1 0.027
employees Likelihood Ratio 6.854 1 0.009
N of Valid Cases 384
Pearson’s Chi-Square 42.864 1 < 0.001
Continuity Correction 41.801 1 < 0.001
Total
Likelihood Ratio 51.538 1 < 0.001
N of Valid Cases 1,360

Table 7: Pearson’s Chi-Square Test of Independence for modified contingency table 1, 2013⁠–2021 (source: own survey)

In Table 7, three groups of Pearson’s Chi-Square test results In Table 10, three groups of Pearson’s Chi-Square test results
are compared. The results obtained are still convincing because are also compared. The results obtained are still convincing
the null hypothesis (H01) is rejected in all three groups at the because the null hypothesis (H02) is rejected in all three groups
5% level of significance. The dependency rates are shown in at the 5% level of significance. The dependency rates are
Table 8. The Cramer’s V value in the Total category matches shown in Table 11. The Cramer’s V value in the Total category
the value stated in Table 3. matches the value stated in Table 5.

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 Approximate
Size of the organisation Value
Significance
1–49 employees Nominal by Nominal Cramer’s V 0.124 0.002
N of Valid Cases 607
50–249 employees Nominal by Nominal Cramer’s V 0.163 0.002
N of Valid Cases 369
Nominal by Nominal Cramer’s V 0.124 0.015
More than 250 employees
N of Valid Cases 384
Nominal by Nominal Cramer’s V 0.178 < 0.001
Total
N of Valid Cases 1,360

Table 8: The strengths of the relationships for modified contingency table 1, 2013⁠–2021 (source: own survey)

Evaluation of training
and development
Size of the organisation Total
efficiency
Yes No
Yes 39 28 67
1–49 employees Use of the competency-based approach in the organisation
No 65 281 346
Total 104 309 413
Yes 41 30 71
50–249 employees Use of the competency-based approach in the organisation
No 75 164 239
Total 116 194 310
Yes 100 38 138
Use of the competency-based approach in the organisation
More than 250 employees No 115 108 223
Total 215 146 361
Yes 180 96 276
Use of the competency-based approach in the organisation
Total No 255 553 808
Total 435 649 1,084

Table 9: Modified contingency table 2, 2013⁠–2021 (source: own survey)

Asymptotic Significance
Size of the organisation Value df
(2-sided)
Pearson’s Chi-Square 46.303 1 < 0.001
Continuity Correction 44.234 1 < 0.001
1–49 employees
Likelihood Ratio 40.752 1 < 0.001
N of Valid Cases 413
Pearson’s Chi-Square 16.249 1 < 0.001
Continuity Correction 15.143 1 < 0.001
50–249 employees
Likelihood Ratio 15.827 1 < 0.001
N of Valid Cases 310
Pearson’s Chi-Square 15.451 1 < 0.001
Continuity Correction 14.596 1 < 0.001
More than 250 employees
Likelihood Ratio 15.827 1 < 0.001
N of Valid Cases 361
Pearson’s Chi-Square 97.005 1 < 0.001
Continuity Correction 95.609 1 < 0.001
Total
Likelihood Ratio 95.993 1 < 0.001
N of Valid Cases 1,084

Table 10: Pearson’s Chi-Square Test of Independence for modified contingency table 2, 2013⁠–2020 (source: own survey)

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 Approximate
Size of the organisation Value
Significance
Nominal by Nominal Cramer’s V 0.335 < 0.001
1–49 employees
N of Valid Cases 413
Nominal by Nominal Cramer’s V 0.229 < 0.001
50–249 employees
N of Valid Cases 310
Nominal by Nominal Cramer’s V 0.207 < 0.001
More than 250 employees
N of Valid Cases 361
Nominal by Nominal Cramer’s V 0.299 < 0.001
Total
N of Valid Cases 1,084

Table 11: The strengths of the relationships for modified contingency table 2, 2013⁠–2021 (source: own survey)

A more detailed elaboration analysis, made possible by consisted of only 300 organisations. The results of the survey
the classification of the third-tier data, showed that all the also showed that the four main areas in which competencies
conclusions drawn about the relationship between the initial are used in organisations are employee appraisal (75.7%),
two variables were true. If the relationships shown in all the employee training and development (70.6%), employee
conditional coefficients are like the zero-order relationship (X selection (63.9%) and recruitment (54.1%), which follows
and Y), it is possible to confirm that the initial relationship is not the conclusions presented by Armstrong (2009). However, the
due to the influence of the test variable (Z). Some correlations percentages in particular categories are slightly different.
are a little bit weaker or stronger than the initial correlations of Statuary and mandatory training are insufficient for the
0.178 and 0.299, but the drop/increase in correlations is small. improvement of labour efficiency and business performance
Therefore, we should regard the conditionals as being the same and therefore, managers have to pay particular attention to
as the zero-order (de Vaus, 2002). employees’ personal development, engagement and motivation.
The competency-based approach formulates objectives in
DISCUSSION a way that leads to the improvement of business performance
Competencies are among the factors that influence employees’ by achieving better results, changing employee behaviour,
performance (Nguyen et al., 2020) and generate the value for increasing productivity and efficiency of the organisation
achieving the competitive advantage (Fenech et al., 2019). (Tymoshyk. 2020). The use of the competency-based approach
Nowadays, employees must have high competencies which in employee training and development facilitates the correct
are able to respond to the business environment changes to definition of the content of employee training and development
improve their performance (Sabuhari et al., 2020). Therefore, in accordance with the competencies that need to be applied in
organisations are constantly developing innovative and their jobs. Competencies are measurable outcomes of training,
effective means to engage the employees to feel committed assessed in the workplace as knowledge, skills, attitudes,
to the organisation and stay motivated during this tough time and behaviours, which allow evaluating work performance
of the COVID-19 pandemic (Chanana and Sangeeta, 2021). in a transparent and reproducible manner (The CoBaTrICE
Leadership must be created by leaders with high competencies Collaboration, 2006). The training and development of
who can overcome challenges and take advantage of new employees benefit an organisation in many ways - it expands
opportunities to achieve competitive advantage and adopt the work potential of employees, and thus the possibilities for
change (Talu and Nazarov, 2020). the dynamic development of both work teams and, ultimately,
The quality of knowledge is more important than quantity, the organisation as a whole.
and for this, it is critical to cultivate the skills of employees Bowden and Masters (1993) state that the competency-
and further develop their competencies (Ghezir et al., 2021). based approach to training and development reduces the
Competency-based training and development can thus be period necessary for learning the demands of the practice
understood as a whole lifetime process (Cejas Martínez of the workplace. However, to achieve this effect, the
et al., 2019). Brightwell and Grant (2013) emphasize that organisations’ training and development programs must
competency-based training and development describe have a clear concept about anticipated future changes. At
progression through the demonstrated ability to perform the same time, it is necessary to continuously evaluate the
certain tasks. Although the identification of competencies is benefits of training and development programs (even if it is
important for companies (Berková and Holečková, 2022), the a complex issue - suitable criteria are the competencies of the
competency-based approach is still considered an emerging employee (achievement of a higher level of competencies)
practice (Quesnay et al., 2021). Therefore, the evolution from and the subsequent improvement of work performance). The
competency-based training and development to competency- training and development courses must match the performance
based practice is inevitable (Cate and Carraccio, 2019). objectives and meet the identified training needs (Schultz et
The survey showed that the competency-based approach is al., 2012). Training service quality is strategically crucial due
used only by every fifth organisation in the sample, which is to its ability in establishing satisfaction, trust, and motivation
even less than stated by the survey HR Monitor® Červenková of employees which will impact their achievement during
(2016), according to which competency models are used in the training process (Budiyanti et al., 2020). Getha-Taylor
every third organisation. In this case, however, the sample and Morse (2013) emphasize the importance of a strategic

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approach to training. Besides, using core competencies which the interpretation of Cramer’s V. In order not to make subjective
are internationally applicable but still able to accommodate conclusions, an established scale (de Vaus, 2014) has been
local requirements. This provides the foundation upon which used for interpretation, which is used in several similar studies.
an international competency-based training and development
program can be built (The CoBaTrICE Collaboration, 2006). CONCLUSION
The COVID-19 pandemic has led to new ways of working and In accordance with the resource approach to creating
a renewed focus on employees (Mihalache and Mihalache, a competitive advantage, it is precisely employees who,
2022). Organisations need to rely on human resource thanks to their competencies, become an important source
development now more than before, which can further the for achieving a competitive advantage. However, the benefit
agenda of human resource development to secure a seat on of utilising competencies lies mainly in their application.
the strategic table (Dirani et al., 2020). The major strategic The use of the competency-based approach thus represents
human resource management outcomes at the individual level an effective tool for systematic work with human resources
are the involvement, commitment, engagement, and retention within an organisation. Therefore, in our long-term research,
of employees; at the organisation level, its outcomes have we examined the level of human resource management in
an impact on the organisation’s performance, reputation, and organisations using the competency-based approach. This
attractiveness (Chams and García-Blandón, 2019). article presents the partial results in the field of employee
The results of the survey are limited by the selection of the training and development. For this reason, we examined the
sample. While the sample is suitable for data mining and relationship between using employee training and development
allows the evaluation of the use of the competency-based and the competency-based approach. Both hypotheses H01 and
approach in the relevant organisations, the conclusions cannot H02 were rejected. The results of the Pearson’s Chi-Square
be generalised to all organisations operating in the Czech tests confirmed that organisations that use the competency-
Republic (population). Ensuring the representativeness of based approach place more emphasis on the training and
a sample is a common problem faced not only by researchers, development of their employees than organisations that do
research teams and consulting companies (e.g., Armstrong, not use the competency-based approach. At the same time, in
2009; KPMG, 2010; Červenková, 2016, etc.) but also by several cases, these organisations systematically evaluate the
central state administration bodies. Another problem may be efficiency of employee training and development.

REFERENCES

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