Content uploaded by Sateesh Shet
Author content
All content in this area was uploaded by Sateesh Shet on Jan 01, 2024
Content may be subject to copyright.
A VUCA-ready workforce:
exploring employee competencies
and learning and
development implications
Sateesh V. Shet
Newcastle Business School, Northumbria University, Newcastle upon Tyne, UK
Abstract
Purpose –The author aims to develop an employee competency framework for a volatility, uncertainty,
complexity and ambiguity (VUCA) environment and propose learning and development (L&D) interventions
for organisations and employees to develop competencies for thriving in a VUCA environment.
Design/methodology/approach –The framework synthesis method was used to determine employee
competencies that are essential in a VUCA world.
Findings –The author identified 10 competencies that are essential for employee development in a VUCA
world. The author categorised these employee competencies as cognitive (cognitive flexibility, agility mindset
and personal ambidexterity), cross-cultural (cross-cultural intelligence and cross-cultural collaboration),
analytical (creativity and complex problem solving) and personal effectiveness competencies (personal
resilience, continuous learning and adaptive mindset).
Practical implications –The proposed competencies could be used for the personal development of
employees and organisations. The VUCA competency framework developed in this study includes behavioural
dimensions for each competency, which could be used in self-assessment, recruitment and selection and talent
and performance management. Furthermore, the author proposes L&D interventions required for developing
these competencies. Overall, this study contributes to human resources (HR) development in the VUCA era by
proposing the development of specific individual competencies as necessary conditions for survival and
growth.
Originality/value –VUCA competencies empower employees to not only survive but also thrive in an
unpredictable and rapidly changing world. By incorporating these competencies in L&D interventions,
organisations can help employees develop the necessary competencies to thrive in a VUCA environment, thus
contributing to their personal and organisational success.
Keywords VUCA, Competencies, Learning, Development, Training, Framework synthesis
Paper type Research paper
Introduction
In recent years, organisations have been confronted with significant and unforeseen events
such as financial crises, the COVID-19 pandemic, geopolitics and trade conflicts, all of which
have had profound impacts on the global economy and society as a whole (Baran and Woznyj,
2020;Bennett and Lemoine, 2014;El Hathat et al., 2023). Scholars and practitioners are
increasingly using the acronym VUCA (volatility, uncertainty, complexity and ambiguity) to
refer to these dynamic environmental changes (Bennett and Lemoine, 2014). The term VUCA
is now frequently used to describe the ever-shifting external landscape that directly or
indirectly affects business operations.
In a VUCA world, it is imperative for individual employees to learn and develop new
competencies (Nowacka and Rzemieniak, 2021). Failing to do so can lead to a range of
challenges, from career stagnation and obsolescence to a diminished ability to thrive in
Employee
competencies
for VUCA
The author is grateful for the anonymous reviewers’feedback that improved this article. The author
thanks Mr. Manoj Deshpande, Head of L&D at Sonata Software for the insights on practical implications
of this article.
The current issue and full text archive of this journal is available on Emerald Insight at:
https://www.emerald.com/insight/0048-3486.htm
Received 18 October 2023
Revised 5 November 2023
11 December 2023
Accepted 11 December 2023
Personnel Review
© Emerald Publishing Limited
0048-3486
DOI 10.1108/PR-10-2023-0873
rapidly changing environments (Kim et al., 2023). Conversely, the active pursuit of
competency development offers numerous benefits such as enhanced adaptability, problem-
solving capabilities, competitiveness in the job market and a broader skill set (Bourne, 2021).
It also contributes to personal and professional growth, innovation and resilience. Ultimately,
both individual employees and organisations stand to gain significantly from a commitment
to continuous learning and skill development in a VUCA world.
In today’s VUCA environment, individuals face considerable pressure to adapt to various
scenarios and secure their own survival and growth. In this dynamic world, individuals must
continuously confront innovation, complexity and change to achieve personal goals and
maintain their own relevance in challenging conditions (Dima et al., 2021). Therefore, to
ensure personal success and resilience, individuals must proactively develop a new set of
competencies that align with the rapid pace of change and complexity in their surroundings.
Traditional competency frameworks do not include competencies that help individuals
navigate unpredictable and ambiguous environments. The literature on competencies is
dispersed and originates from different fields such as organisational psychology, strategy
and general management; competencies may be technical, trade-specific, job-specific, or
industry-specific (Shet et al., 2017). In the VUCA world, employees need to navigate not only
organisational challenges but also the personal challenge of staying relevant. Consequently,
there is a pressing need for individuals to cultivate these competencies in order to thrive in
such an environment (Nowacka and Rzemieniak, 2021).
VUCA serves as a framework to describe the demanding conditions and circumstances
within which organisations function (Bennett and Lemoine, 2014). Volatility refers to the
unpredictability and instability of change, uncertainty pertains to the lack of foresight on
future events and their consequences, complexity corresponds to the intricate
interconnections that form a complex web of information and procedures and ambiguity
signifies the absence of historical precedent for predicting outcomes because of limited
knowledge and understanding of the causes and effects of events and their interrelationships
(Bennett and Lemoine, 2014).
Organisations are affected by a multitude of factors such as technological advancements,
societal shifts, and geopolitical changes. Literature discussions tend to focus on the broader
context rather than the specific employee capabilities necessary in the evolving VUCA
landscape. Consequently, there is a noticeable gap in the understanding of the competencies
that employees need for effective operation in the VUCA world (Taskan et al., 2022). Although
scholars have acknowledged the absence of discourse on functional capabilities, a
comprehensive perspective from stakeholders is not yet available. As a first step towards
filling these research gaps, I attempt to find answers to the following research questions:
RQ1. What are the critical competencies that employees must possess in a VUCA world?
RQ2. What are the implications of VUCA competencies for employee learning and
development (L&D) in organisations?
Through this study, I emphasise the significant value of establishing a VUCA competency
framework as a roadmap for the development of individual employees in a VUCA world. I
create a comprehensive framework of VUCA competencies for employees, which is essential
in the current landscape, thus making a significant contribution to both theory and practical
applications. The primary focus of this study is on the crucial realm of employee development
for these competencies through an L&D agenda. I extend the proposed competency
framework by including behavioural dimensions of competencies, which are necessary for
acquiring and nurturing managerial talent in human resource development. The outcome of
this study will help academia, consulting, industry and society to create human capital that is
relevant to the VUCA world. I use human capital as the theoretical underpinning and
PR
framework synthesis as the methodological approach to develop the framework, thus laying
the foundation for future research in this area from the employee, L&D and organisational
perspective.
In the VUCA era, the nature of employment has undergone a profound transformation.
Industry is witnessing the emergence of a gig economy and freelancing. Automation and
technology have redefined the job market and displaced routine tasks, thus highlighting
the need for specialised skills in fields such as data analytics and artificial intelligence (AI).
The COVID-19 pandemic accelerated the shift towards remote and flexible work
arrangements, enabling employees to work from anywhere. These trends in human
capital reflect the changing nature of work, education and skills required in different eras.
In future, human capital will continue to evolve in response to technological, economic and
societal changes.
Human capital theory as an economic and sociological concept emphasises the
importance of human resources (HR), skills, knowledge and abilities in driving economic
growth and productivity (Becker, 1964). Human capital refers to the collective knowledge,
skills, experience and abilities possessed by the workforce within an organisation. It is
often considered an intangible asset that can be developed, improved and invested in to
yield long-term benefits. The discussion of human capital theory in the context of
employee competencies involves examining how the skills and capabilities of individual
employees contribute to the overall success and competitiveness of organisations.
Competencies encompass a combination of behaviours that are crucial for achieving
desired results and outcomes (Bartram, 2005). These behaviours are observable and result
from a blend of knowledge, skills and attitudes (KSAs), ultimately contributing to superior
job performance (Allen et al.,2018;Boyatzis, 2008;Campion et al., 2019;Shet et al.,2019;
Spencer and Spencer, 1993). In today’s rapidly changing business environment, the
competencies of employees play a crucial role in an organisation’s ability to adapt and stay
competitive. Human capital theory suggests that employees with valuable competencies
are more marketable and can command higher wages and better benefits (Mincer, 1974).
When individuals possess the necessary competencies for their roles, they are more likely
to excel in their tasks, meet objectives and contribute to their organisation’s success
(Campion et al.,2011). The cultivation of a diverse set of competencies is an investment in
one’s future and can lead to greater opportunities and personal fulfilment as these
competencies become a crucial asset for individuals navigating VUCA challenges
(Wolanin, 2022). Competent employees who possess the right skills and capabilities are
well equipped to navigate these challenges, ultimately contributing to an organisation’s
resilience and success in such environments.
Research design: framework synthesis approach
As employee competencies in the context of VUCA is a new topic of interest, the literature on
the topic is scarce. I used the integrative review method to understand the challenges in a
VUCA world and to identify emerging employee competencies in this context. Within this
method, this study adopted the “framework synthesis approach”to uncover these challenges
and propose a framework for VUCA competencies. Given that VUCA competencies is a
relatively novel topic that that has not undergone comprehensive review, the integrative
review was likely to result in an initial or preliminary conceptualisation of the subject,
including the development of a new model or framework, rather than a reconfiguration of
existing models (Torraco, 2005;Ritchie et al., 2013;Brunton et al., 2020;Shet et al., 2021). The
synthesis process involves blending existing ideas with fresh insights to present the topic or
issue in a novel and clearer manner.
Employee
competencies
for VUCA
Framework synthesis as a method is used to perform integrative reviews that delve into
the complexities associated with employee competencies in VUCA environments. It is derived
from framework analysis, a technique that was developed by Ritchie and Spencer (1994) for
analysing primary research data and was originally designed to address policy-related
concerns. Framework analysis provides a structure that can be used to collate and organise
different components of an assessment, a process called “framework synthesis”(Carroll et al.,
2011). The stages of framework synthesis align with the systematic review process, although
the steps and processes may overlap to some extent. I chose framework synthesis due to its
distinct advantages over traditional systematic review methods, which tend to be inflexible.
Framework synthesis offered me the flexibility to focus on the research questions through an
iterative process until the review was complete. The method comprises five stages:
familiarisation, framework selection, indexing, charting and mapping and interpretation
(Figure 1)(Shet et al., 2021).
During the familiarisation phase, reviewers first acquaint themselves with current
discussions and concepts related to the subject by drawing from various sources. They
identify an appropriate framework –a conceptual framework, a policy framework, a logic
model, a causal chain, or an established theory –that could potentially elucidate the
challenges at hand. In the context of this study, after gaining a comprehensive understanding
of VUCA and its scope, the reviewer had to comprehend the challenges of VUCA in
organisations. Due to the multifaceted nature of these challenges, it may not be feasible
to find all the answers solely within the human resource management (HRM) domain.
1.Familarisaon
2.Framework selecon
3.Indexing
4.Charng
5.Mapping & Interpretaon
Review iniaon/Research queson
formaon
Search for potenally relevant
research
Inclusion/exclusion screening of
arcles
Data extracon
Synthesis
Interpretaon/
Communicaon
Source(s): Ritchie et al. (2013)
Figure 1.
Framework synthesis
method
PR
Therefore, I expanded the familiarisation stage to encompass not only HRM but also other
domains so as to obtain evidence that highlighted the significance of addressing VUCA-
related challenges in organisations.
In the framework selection phase, I conducted a review of the literature to identify a
suitable conceptual framework that could apply to the studies within the scope of my
research. A purposive search strategy was used to identify studies that could address the
research questions and the corresponding scope. A systematic search of the keyword
“VUCA”in the Web of Science (WoS) and Scopus databases yielded 368 and 244 papers,
respectively. To ensure consistency and transparency in evaluating all the retrieved results, I
screened each of these research papers on the basis of predefined eligibility criteria (inclusion
and exclusion) aligned with the research questions. These criteria determined the relevance of
a paper to human capital or HR. After screening, 110 papers were obtained. The full-text
versions of these papers were subsequently retrieved and screened again to confirm that they
met the predefined criteria.
In the indexing phase, I meticulously reviewed the selected papers and extracted data
using the initially identified conceptual framework to ascertain the relevance of the papers to
the review questions and to identify the principal characteristics of the papers. In the data
extraction process, I first identified organisational challenges within a VUCA environment
and then examined the associated people challenges. The coders aimed to find responses to
questions such as “Considering the characteristics of VUCA that pose both organisational
and human resources (HR) challenges, which competencies should employees prioritise to
navigate the VUCA landscape?”From the papers, I compiled a list of all the challenges posed
by the VUCA environment, thereby preparing for the next stage of charting, in which I sought
to derive meaning from the collected data.
During the charting phase, I analysed the challenges identified in the previous stage and
divided them into four categories depending on the reason for the challenge: volatility,
uncertainty, complexity and ambiguity. I performed this process manually and discussed the
significance of each challenge in detail before including it in the study. I then synthesised the
findings on the basis of the categories.
Finally, in the mapping and interpretation phases, I contextualised the identified themes
within the context of the original research questions. The findings of the review are shown in
Table 1 to facilitate interpretation. Through this coding endeavour, overarching coding
patterns were identified, leading to the emergence of key employee competencies pertinent to
a VUCA world. This process was far from straightforward, as it necessitated extensive
deliberations that gave rise to deep questions such as “Does this qualify as a competency?”,
“Is it an essential competency?”and “Is it too broad, or is it a critical competency?”Qualitative
discussions between the two coders during this rigorous process also contributed to inter-rate
reliability. To further enhance reliability, the data were cross-verified using both a simple
percentage agreement (Hayes and Hatch, 1999) and Cohen’s kappa coefficient (Landis and
Koch, 1977). During this phase, the coders categorised competencies based on their
association with the employee’s mind (cognitive competency), the employee’s surroundings
(cross-cultural competency), the employee’s abilities (analytical competency), or the
employee’s self-effectiveness (personal effectiveness competency) in navigating VUCA
challenges.
Findings
In this study, the identified VUCA competencies are categorised as cognitive, analytical,
cross-cultural and personal effectiveness competencies (Figure 2).
Employee
competencies
for VUCA
Cognitive
flexibility
Agility
mindset
Personal
ambidexterity Creativity
Complex
problem
solving
Cross-
cultural
intelligence
Cross-cultural
collaboration
Continuous
learning
Adaptive
mindset
Personal
resilience
Volatile
Rapid changes in job
roles and
responsibilities
(Zhang-zhang et al.,
2022)
√
Frequent
reorganisations or
restructuring
(Bernstein and
Euchner, 2003)
√√ √
The need to
continually update
digital skills.
(Nowacka and
Rzemieniak, 2021)
√
Coping with heavy
workloads and tight
deadlines. (Labrague
and Santos, 2020)
√ √
Understanding global
market dynamics and
customer needs
(Sarkar, 2016)
√√
Disruption by
competitors
influencing one’s job
(Kim et al., 2023)
√
(continued )
Table 1.
Examples of VUCA
challenges and
associated
competencies
PR
Cognitive
flexibility
Agility
mindset
Personal
ambidexterity Creativity
Complex
problem
solving
Cross-
cultural
intelligence
Cross-cultural
collaboration
Continuous
learning
Adaptive
mindset
Personal
resilience
Uncertain
Uncertainty about job
security due to market
fluctuations (Kim et al.,
2023)
√ √
Frequent changes in
project priorities and
goals (Taskan et al.,
2022)
√√
Lack of clear career
paths or advancement
opportunities (Kim
et al., 2023)
√
Adapting to frequent
changes without
sacrificing mental
well-being (Luthans
and Broad, 2022)
√√
Complexity
Dealing with intricate
and multifaceted
projects (Moura et al.,
2023)
√√√
Navigating a complex
web of organisational
processes and
procedures (Thor
en
and Vendel, 2019)
√√
(continued )
Table 1.
Employee
competencies
for VUCA
Cognitive
flexibility
Agility
mindset
Personal
ambidexterity Creativity
Complex
problem
solving
Cross-
cultural
intelligence
Cross-cultural
collaboration
Continuous
learning
Adaptive
mindset
Personal
resilience
Managing diverse
teams with varying
backgrounds and
skills (Rodriguez and
Rodriguez, 2015)
√
Coping with
automation and
potential job
displacement (Millar
et al., 2018)
√
Isolation and reduced
face-to-face interaction
√
Ambiguity
Ambiguity about the
company’s future
direction. (Worley and
Jules, 2020)
√
Unclear expectations
from leadership
(Srivastava, 2016)
√
Lack of transparent
communication about
company strategies
(Rath et al., 2021)
√
Rapidly changing
industry regulations
or market conditions
(Troise et al., 2022)
√
Source(s): Author’s own work
Table 1.
PR
Cognitive competencies
Cognitive competencies refer to a person’s abilities and skills that are associated with mental
processes and intellectual functions. Cognitive competencies are fundamental to how people
perceive and interact with the world, and they play a crucial role in overall cognitive
functioning and intelligence (Anzengruber and Goetz, 2018). Cognitive competencies provide
individuals with the mental tools and abilities needed to make sense of and adapt to the
complexities of a VUCA world. They enhance an individual’s capacity to process information,
make decisions and respond to changing circumstances with agility and resilience. Cognitive
competencies contribute to an individual’s capabilities and play a vital role in shaping an
individual’s economic and personal prospects. Investments in cognitive competencies
through means such as education and training are essential for realising the potential benefits
of human capital. The findings of this study revealed that cognitive flexibility, agility mindset
and personal ambidexterity are important for effective navigation of the VUCA world.
Cognitive flexibility. Cognitive flexibility is an individual’s capability to adapt their
behaviour and thought process whilst responding to a turbulent environment (Nowacka and
Rzemieniak, 2021). Cognitive flexibility involves switching attention between different topics,
generating diverse ideas and adjusting strategies based on new information. In a VUCA world,
employees with cognitive flexibility can address various challenges more effectively.
Individuals with high cognitive flexibility are better equipped to embrace change through
experimentation with new ideas (Laureiro-Mart
ınez and Brusoni, 2018). Such employees
explore various solutions to a problem and quickly switch to another strategy if one does not
work. Furthermore, such employees can adapt their plans and actions in response to volatile
circumstances (Bywater and Lewis, 2019). They are more effective in dealing with uncertainty
and making decisions when information is incomplete or contradictory. Cognitive flexibility
enables individuals to see connections between seemingly unrelated information in
ambiguous situations and to think of novel solutions. Cognitive flexibility is crucial because
it helps people adapt to changing systems and determine the steps and tools needed to achieve
employee L&D goals. In uncertain situations such as complex negotiations, employees with
higher cognitive flexibility ensure success for their organisation. Higher cognitive capability
facilitates instant realisation of failure or changing of a strategy. Employees require a higher
level of flexibility for not only generating new strategies but also handling resource allotment,
day-to-day execution and simultaneous demands of various types of stakeholders.
Agility mindset. Agility is a set ofskills and attributes that enableindividuals and teams to
swiftly and effectively adapt to changing circumstances, respond to challenges and seize
Cross-cultural Competencies
• Cross-cultural Collaboration
• Cross-cultural Intelligence
Cognitive Competencies
• Cognitive Flexibility
• Agility Mindset
• Personal Ambidexterity
Analytical Competencies
• Complex Problem Solving
• Creativity
Personal Effectiveness
• Personal Resilience
• Continuous Learning
• Adaptive Mindset
Source(s): Author’s own work
Figure 2.
Categorisation of
VUCA competencies
Employee
competencies
for VUCA
opportunities (Eilers et al.,2022). Agility is characterised by the ability tobe flexible, responsive
and resilient in the face of uncertainty, complexity and rapid change. The competency of agility
is highly valued in today’s dynamic and competitive business environment, as it helps
individuals stay relevant, thrive in changing markets and seize emerging opportunities whilst
effectively managing risks and challenges. In VUCA situations, which are characterised by
sudden and unpredictable changes, agility enables individuals to quickly adapt to new
circumstances and pivot when necessary to respond to emerging challenges and opportunities
(Baran and Woznyj, 2020). Agility ensures that individuals and teams can work together
effectively, leveraging diverse perspectives and skills to address complex issues. It enables
organisations to swiftly adapt their products and services to changing customer preferences
and market dynamics. Leaders with the agility competency are better equipped to guide
organisations through change, inspire their teams and foster a culture of adaptability and
continuous improvement. The agility mindset can help employees to quickly adapt to sudden
transitions in the organisational environment, thrive in complicated situations and smoothly
navigate ambiguity (Troise et al.,2022). This characteristic not only enables employees to excel
individually but also cultivates a more adaptable and flexible organisational environment.
Moreover, agile learners have a broad mindset and consistently challenge the status quo. They
are not scared to step outside their comfort zone (Baran and Woznyj, 2020;Worley and Jules,
2020). Information technology (IT) organisations have embraced an agile way of working by
using Scrum frameworks for project management.
Personal ambidexterity. Personal ambidexterity is an individual’s ability to balance and
integrate two seemingly opposing cognitive approaches or mental orientations: exploration
and exploitation (Kim et al., 2022). The competency of ambidexterity refers to the ability to
seamlessly navigate between these two orientations. Exploration represents the willingness
and capability to seek out and experiment with new ideas, technologies and approaches.
It involves a focus on novelty, creativity and risk-taking. People with an exploratory mindset
are open to change and continuously look for innovative solutions, even if the solutions
involve uncertainty and experimentation. Exploitation signifies the ability to efficiently use
existing knowledge, resources and established processes to maximise current opportunities.
It involves optimising and refining existing systems, products, or services. People with an
exploitative mindset are efficient, focussed on refinement and often risk-averse. An
ambidextrous mindset enables individuals and teams to adapt to changing circumstances
and effectively address both short-term and long-term goals. VUCA situations often require
employees to quickly pivot and adapt to new circumstances. Ambidexterity helps employees
determine when they should explore new solutions and when they should leverage existing
knowledge and resources to address evolving challenges. The competency also helps
employees maximise the efficiency and effectiveness of existing processes and operations,
which is vital for maintaining productivity and delivering consistent results (Srinivasan and
Makhecha, 2019). In a VUCA world, employees need to balance the pursuit of new
opportunities (exploration) with the efficient use of existing resources (exploitation).
Ambidexterity enables individuals to maintain this balance, ensuring that they can adapt to
change and uncertainty whilst maintaining operational stability (Liu et al., 2022).
Analytical competencies
Analytical competencies refer to an individual’s capacity to gather, evaluate, interpret and
draw meaningful insights from data and information. Analytical competencies are closely
related to innovation and problem-solving abilities. Individuals with strong analytical skills
are better equipped to identify and address problems, develop creative solutions and
contribute to innovation in their respective fields. These competencies contribute to an
individual’s overall development by enhancing their productivity, earning potential,
adaptability, problem-solving skills and capacity for innovation. The findings of this
PR
study indicated that in a VUCA environment, complex problem solving and creativity are the
analytical competencies essential for success (Wolanin, 2022).
Complex problem solving. The competency of complex problem solving refers to an
individual’s ability to effectively address intricate, multifaceted issues or challenges that do
not have straightforward or readily available solutions (W€
ustenberg et al., 2012). Complex
problem solving involves a structured and systematic approach to understanding, analysing
and solving problems that may involve numerous variables, interdependencies and
uncertainties. This competency is crucial in a wide range of contexts, from business and
engineering to science and everyday life. It enables individuals to tackle VUCA challenges
that do not have clear-cut answers and to effectively navigate uncertain and dynamic
environments. VUCA scenarios often involve complex, multifaceted problems that lack
straightforward solutions (Hongchai and Weber, 2023). Competence in complex problem
solving enables employees to break down these challenges into manageable components and
develop comprehensive solutions. VUCA environments are characterised by frequent and
unpredictable changes. Employees whose complex problem-solving skills are strong can
adapt quickly and effectively to new and unexpected challenges. They can better assess,
manage and mitigate risks because of their deeper understanding of the various factors at
play in complex situations. Developing the competency of complex problem solving is
personally enriching and can lead to career advancement, enhancing an employee’s value at
the workplace. Individual employees whose complex problem-solving skills are strong
contribute to the organisation’s overall ability to thrive in a VUCA environment by
addressing challenges and seizing opportunities effectively (Stein, 2021).
Creativity. Creativity is the ability to generate novel and valuable ideas, solutions, or
expressions by thinking innovatively and imaginatively. It involves the capacity to approach
problems and challenges in unconventional ways, make new connections between ideas and
produce original outcomes (Milne, 2020). Creativity goes beyond artistic expression and is a
vital skill in various aspects of life, such as problem solving, innovation and personal
development. Creativity includes both divergent thinking (the capability to explore multiple
ideas and perspectives, even when they may seem unrelated and to consider a wide range of
possibilities) and convergent thinking (the skill to consider diverse ideas and distil them into
practical, workable solutions or expressions). The competency of creativity is highly valued
in a wide range of professions and industries, as it contributes to innovation, competitiveness
and the ability to adapt to change. In VUCA scenarios, hidden opportunities exist amid the
chaos (Millar et al., 2018). Creative employees can identify and leverage these opportunities,
contributing to the organisation’s growth and success. VUCA environments often present
complex and novel problems that require creative solutions (Horstmeyer, 2020). Employees
with a high creativity competency can generate innovative ideas to address these challenges;
thus, they are effective problem-solvers.
Cross-cultural competencies
Cross-cultural competencies refer to a set of knowledge, skills, attitudes and behaviours that
enable individuals to effectively interact, communicate and work with people from different
cultural backgrounds. These competencies are essential for building positive relationships,
collaborating with colleagues and navigating the social aspects of the workplace. Cross-
cultural competencies are valuable assets for employees in VUCA environments because they
enable individuals to navigate the interpersonal and social aspects of complex and rapidly
changing situations. Human capital theory recognises that individuals with cross-cultural
competencies can help organisations seize international opportunities, expand their customer
base and increase their revenue and profits. In this study, cross-cultural intelligence and
cross-cultural collaboration were identified as essential competencies for effectively
navigating VUCA challenges.
Employee
competencies
for VUCA
Cross-cultural collaboration. The competency of cross-cultural collaboration is the ability
of individuals to work together effectively with people from diverse cultural backgrounds,
often in multicultural or global settings (Tarba et al., 2021). It involves collaborating and
communicating across cultural boundaries, respecting and appreciating differences and
leveraging the strengths of a culturally diverse team to achieve common goals and objectives.
A VUCA environment often involves interactions with a wide range of stakeholders, such as
customers, partners and colleagues, from different cultural backgrounds (Shliakhovchuk,
2021). The competency of cross-cultural collaboration is essential for effective
communication and relationship-building. VUCA environments demand a culture of
diversity and inclusion. Employees with this competency can work effectively with
colleagues from diverse backgrounds, fostering a more inclusive and harmonious work
environment. Teams with a collaborative mindset tend to be more resilient in the face of
adversity. They support each other emotionally and professionally, making it easier to
bounce back from setbacks and to cope with stress and pressure. VUCA situations demand
access to relevant and timely information. A collaborative mindset fosters open
communication and knowledge sharing amongst team members, which can improve
decision-making and problem solving (Allen et al., 2018). In VUCA situations, conflicts can
arise due to stress and uncertainty. Collaborative employees excel in constructive conflict
resolution, helping maintain a positive team atmosphere.
Cross-cultural intelligence. Cross-cultural intelligence is the ability to effectively navigate
and interact within diverse cultural and social contexts (Setti et al., 2020). It involves having
the understanding, awareness and adaptability necessary to relate to individuals and groups
from different cultural backgrounds and respecting and valuing their customs, norms, beliefs
and values. The competency of cross-cultural intelligence is highly valuable in today’s
interconnected and diverse world, as it facilitates effective communication, collaboration and
relationship-building with individuals from various cultural backgrounds. It is essential in
personal and professional settings, as it promotes inclusivity, reduces misunderstandings
and enhances the ability to work harmoniously in multicultural environments. In a VUCA
environment, individuals often interact with colleagues, partners and customers from diverse
cultural backgrounds. Cross-cultural intelligence enables the individuals to communicate
effectively and respectfully, reducing the likelihood of misunderstandings and conflicts.
A cross-culturally intelligent individual fosters a culture of diversity and inclusion
(Shliakhovchuk, 2021), which is vital in VUCA environments, as diverse perspectives can
lead to more creative problem-solving and a broader range of solutions. In VUCA markets,
understanding the socio-cultural aspects of customer behaviour and preferences is essential.
Cross-cultural intelligence helps employees tailor products, services and marketing strategies
to meet diverse customer needs. Cross-cultural intelligence enables employees to work
effectively with individuals from diverse backgrounds and fosters productive cross-cultural
collaboration (Allen et al., 2018).
Personal effectiveness competencies
Personal effectiveness competencies, also known as personal skills or self-management skills,
encompass a set of abilities that enable individuals to efficiently manage themselves, their
time and their resources. These competencies are essential for personal development,
productivity and achievement of individual and organisational goals. Human capital theory
acknowledges that individuals with higher resilience can manage stress, build strong
relationships and handle interpersonal situations effectively, making them valuable assets in
the workplace. In this study, personal resilience, adaptive mindset and continuous learning
were identified as the personal effectiveness competencies required for navigating a
VUCA world.
PR
Personal resilience. Resilience is the ability of individuals and teams to withstand and
recover from adversity, setbacks and stress, whilst adapting and growing stronger in the face
of challenges (Labrague and Santos, 2020). It involves the capacity to effectively cope with
difficulties, maintain mental and emotional well-being and bounce back from setbacks. The
competency of resilience is essential in personal and professional life, as it helps individuals
and organisations navigate the uncertainties and challenges that arise in a complex and
rapidly changing VUCA world (Gao et al., 2021). Resilience includes persistence, optimism
and emotional regulation at the cognitive level to cope with VUCA-related challenges. In a
VUCA world, change is constant and often unexpected. Resilience helps employees adapt to
these changes by reducing the negative impact of stress and anxiety, making it easier to
embrace new circumstances and challenges. VUCA environments are characterised by high
levels of uncertainty (Breen, 2017). The competency of resilience equips employees with the
emotional tools to handle ambiguity, make decisions in the face of incomplete information
and manage the anxiety associated with unpredictability. Resilient individuals are more
likely to maintain their productivity and performance even in challenging and demanding
circumstances, which is crucial in a VUCA environment. Resilience is significant in VUCA
scenarios because it enables individual employees to not only survive but also thrive in the
face of volatility, uncertainty, complexity and ambiguity. It equips them with the emotional
and psychological tools needed to withstand the pressures of such an environment whilst
maintaining their well-being and productivity. Individuals with this competency excel at
recognising patterns and relationships in information and can, therefore, make connections
between seemingly unrelated ideas.
Continuous learning. Continuous learning is the ability and commitment of an individual
to acquire new knowledge, skills and insights on an ongoing basis (Rowold and Kauffeld,
2008). It involves an individual’s proactive and self-directed approach to personal and
professional development, with the goal of staying current, adapting to change and
improving their capabilities over time. Continuous learners recognise that learning is not
limited to formal education but is a lifelong journey that extends into all aspects of life.
Continuous learning is a critical competency in today’s fast-paced, knowledge-driven world.
It ensures that individuals remain adaptable, competitive and prepared to embrace change
and innovation in their personal and professional lives. It is particularly relevant in
environments in which staying current and being open to new ideas and approaches are
essential for success. In a VUCA environment, skills can quickly become outdated.
Continuous learning ensures that employees remain competent and relevant in their roles,
even as job requirements evolve. Continuous learning enhances an individual’s career
prospects by expanding their knowledge and skills. It can lead to promotions, new
opportunities and a more fulfilling career. Continuous learners future-proof themselves by
staying ahead of emerging trends, technologies and industry shifts, which is vital in VUCA
environments (Cantarino and de Araujo, 2022). Employees who continuously learn and adapt
have a competitive advantage. They are more likely to excel in dynamic markets and seize
opportunities that others may miss.
Adaptive mindset. Adaptive mindset is an individual’s ability to approach challenges,
change and uncertainty with flexibility, resilience and a willingness to learn and grow (Ey
et al., 2021). It involves a mindset that embraces change as an opportunity for personal and
professional development, rather than as a threat or obstacle. Individuals with an adaptive
mindset are open to new experiences, receptive to feedback and able to adjust their
perspectives and behaviours to effectively navigate evolving circumstances. An adaptive
mindset is highly valuable in personal and professional life, as it enables individuals to thrive
in uncertain and dynamic environments, seize new opportunities and overcome obstacles
with a sense of optimism and a commitment to personal growth (McCausland, 2022). It is a
key competency in an ever-changing world. VUCA environments often present challenges,
Employee
competencies
for VUCA
setbacks and stressors. An adaptive mindset equips employees with the resilience needed to
bounce back from adversity, cope with change and maintain their motivation and
productivity. Employees with an adaptive mindset are highly adaptable. They can adjust
to new situations, learn quickly and pivot when necessary and are thus highly capable of
addressing the ever-evolving demands of a VUCA environment (Porkodi, 2022). In a VUCA
environment, change is constant. Employees with an adaptive mindset not only accept
change but also view it as an opportunity for growth, innovation and improvement rather
than as a threat.
Discussion
In a VUCA world, organisations face rapid and unpredictable changes (volatility), a lack of
clarity about the future (uncertainty), increasing intricacy in operations (complexity) and
incomplete or contradictory information (ambiguity). In such scenarios, employees with
certain competencies sail through VUCA challenges. Using human capital theory and the
framework synthesis review as a methodology, I identified 10 key competencies—
categorised as cognitive, analytical, cross-cultural and personal effectiveness competencies
–that are essential for an employee to effectively navigate VUCA challenges. I extended the
understanding of these competencies with sample behavioural indicators for better
understanding on how these competencies can be demonstrated in employees’professional
careers (Table 2). I also present an overview of how employees can develop these
competencies through an L&D agenda (shown in Table 3). In the VUCA context, this study
draws attention to three crucial aspects of industry and the workforce: a workforce structure
characterised by new behaviours, a terminology that reflects the requirements of human
capital in the future and a classification system for the competencies required to navigate
VUCA challenges. Given the disruptive nature of VUCA across various dimensions and
levels (such as business models, manufacturing processes and the economy), the capabilities
of the workforce must be equally enhanced in different aspects, such as technical,
psychological and social domains (Millar et al., 2018). As the VUCA world is characterised by
rapid changes in technology, markets and industries, the importance of acquiring new skills
and adopting new approaches increases. Therefore, employees who lack adaptability and an
agility mindset risk falling behind in such an environment; without the ability to swiftly
pivot, they may struggle to remain relevant in their careers or industries. VUCA
environments are rife with complex challenges and require innovative solutions. The 10
key competencies identified in this study are crucial for driving growth and competitive
advantage. Thus, it is critical for both the employee and the employer to develop these
competencies in order to remain relevant in the VUCA world. Consequently, I advocate for the
development of a comprehensive set of employee competencies tailored for the VUCA era.
L&D implications for employees
VUCA competencies foster adaptability, resilience and a commitment to continuous learning,
thus contributing to a positive learning attitude. Individuals with these competencies are
more likely to embrace change, remain motivated despite difficulties and approach learning
as an ongoing journey of growth. These competencies promote collaboration by making
individuals more proactive and effective learners. Additionally, VUCA competencies boost
self-confidence in learning by promoting cognitive flexibility, agility and a positive approach
to change. Overall, these competencies help individuals become more adaptable, resilient and
proactive learners with a growth mindset and a strong belief in their capacity to learn
effectively in complex and unpredictable environments.
PR
Competency Definition Examples of behavioural indicators
Cognitive competencies
Cognitive
flexibility
Ability to switch between different thoughts,
adapt to changing circumstances and
generate new ideas or solutions when faced
with novel situations or challenges
•Quickly adjusting to changes in plans, priorities, or circumstances without becoming overly
stressed or resistant
•Actively seeking out and considering new ideas, suggestions, or alternative solutions, even
when they differ from one’s initial perspective
•Effectively and smoothly transitioning between tasks or projects when required, without
losing focus or productivity
•Demonstrating comfort with situations that lack clear answers or outcomes and taking
action even when some uncertainty exists
•Being willing to try new approaches, methods, or strategies to achieve goals and learning
from the results, irrespective of success or failure (Sanghi, 2016;Spencer and Spencer, 1993)
Agility mindset Physical, organisational and personal
adaptability; and ability to act swiftly and
effectively in diverse situations
•Understanding personal strengths and weaknesses and using this awareness to adapt and
improve
•Reflecting on one’s actions and decisions and then making any changes, as required
•Bouncing back from setbacks and adversity with a positive attitude and determination
•Embracing change as an opportunity for growth and improvement rather than resisting it
(Shet and Pereira, 2021)
Personal
ambidexterity
Ability to effectively balance and excel in
both exploratory and exploitative activities
•Demonstrating the ability to explore and identify new opportunities whilst efficiently
managing and optimising existing processes or tasks
•Recognising the importance of both sets of activities (mentioned in the previous point) and
actively seeking to maintain a balance between them
•Demonstrating a focus on optimising and improving existing processes to increase
efficiency and productivity (Chandrashekhran et al., 2012)
(continued )
Table 2.
Employee competency
framework for VUCA
Employee
competencies
for VUCA
Competency Definition Examples of behavioural indicators
Analytical competencies
Creativity Ability to generate original and valuable
ideas, solutions, or products; capacity to think
innovatively, solve problems in
unconventional ways and contribute to the
development of new concepts, designs, or
processes
•Approaching problems with a fresh perspective and devising innovative strategies for their
resolution
•Contributing original and imaginative ideas during brainstorming sessions
•Establishing connections between apparently unrelated ideas, events and situations to
devise comprehensive solutions for individual problems
•Identifying opportunities for creative problem-solving whilst adhering to established best
practices; generating distinctive, yet feasible and valuable solutions to complex problems
•Focussing on achieving desired outcomes rather than relying on reactive or immediate
fixes; exploring methods to transform ideals into reality and experimenting with novel
concepts, techniques and procedures
•Envisioning potential problems and solutions without requiring tangible, real-world
examples; proficiently discussing and forecasting facets and repercussions of issues and
decisions (Shet and Pereira, 2021)
Complex problem
solving
Ability to understand, analyse and effectively
address intricate and multifaceted issues or
challenges
•Solving problems by first framing the problems, breaking them down into various
components and identifying even concealed or complex aspects
•Demonstrating an understanding of the root causes of problems; generating a spectrum of
solutions and potential courses of action after taking into consideration the associated
benefits, costs and risks
•Exploring a wide range of resources for answers and using creative thinking to discover
alternative options; using others’valuable ideas to aid in solution development and seeking
guidance from those who have successfully resolved similar issues
•Performing thorough testing of proposed solutions by evaluating their likely real-world
effects before moving forward; actively seeking to go beyond the obvious; avoiding
premature conclusions
•Assessing the chosen course of action after implementation, determining its value and its
consequences (Shet and Pereira, 2021)
(continued )
Table 2.
PR
Competency Definition Examples of behavioural indicators
Cross-cultural competencies
Cross-cultural
intelligence
Capability to effectively understand, adapt to
and work with individuals from diverse
cultural backgrounds; ability to navigate and
communicate in multicultural settings,
demonstrating respect and sensitivity to
various cultural norms, values, behaviours
and communication styles
•Demonstrating an awareness of cultural differences and an appreciation for the diversity of
cultures
•Being able to identify key cultural dimensions, such as values, customs and communication
styles
•Seeking to learn about the cultures of colleagues, clients, or team members from diverse
backgrounds
•Adapting communication styles and language to suit the cultural preferences and norms of
the individuals or groups being communicated with
•Applying cultural intelligence to decision-making, leadership and problem solving in cross-
cultural contexts
•Advocating for a culture of respect and equality for all individuals, regardless of their
cultural background (Lombardo and Eichenger, 2010;Sanghi, 2016;Spencer and Spencer,
1993)
Cross-cultural
collaboration
Approach and attitude characterised by a
strong belief in the value of working together
with people from different backgrounds to
achieve common goals, solve problems and
create shared outcomes
•Using inclusive language and communication that respects diverse cultural norms,
languages and communication styles
•Handling conflicts or misunderstandings in a constructive and respectful manner,
promoting positive resolutions
•Seeking win–win solutions when cultural differences or misunderstandings arise
•Actively participating in collaborative efforts and contributing to the success of the team
•Focussing on finding solutions to challenges and moving forward, rather than dwelling on
problems or obstacles (Lombardo and Eichinger, 2010;Sanghi, 2016;Spencer and Spencer,
1993)
(continued )
Table 2.
Employee
competencies
for VUCA
Competency Definition Examples of behavioural indicators
Personal effectiveness competencies
Continuous
learning
Ability and commitment to proactively seek
fresh avenues for acquiring knowledge,
consistently seize learning opportunities and
apply newly acquired knowledge and skills in
one’s work, thus facilitating learning through
practical experience
•Actively seeking and incorporating feedback and various information sources to pinpoint
suitable areas for personal development, with a focus on addressing specific learning needs
•Recognising and engaging in relevant educational activities such as courses, reading, self-
directed learning, coaching and hands-on experiences to fulfil identified learning
requirements; actively pursuing learning opportunities
•Engaging in educational endeavours to extract the most from the learning experience, e.g.
activities such as note-taking, asking questions, critically evaluating information,
considering practical applications and completing necessary tasks to optimise learning
•Applying newfound knowledge, insights, or skills in practical job settings; advancing
learning through trial and error; actively using acquired knowledge and skills
•Embracing unfamiliar or challenging situations for the purpose of learning; willingly
undertaking unfamiliar assignments; taking calculated risks to expand one’s knowledge
and skills (Lombardo and Eichinger, 2010;Sanghi, 2016;Spencer and Spencer, 1993)
Adaptive mindset Capacity and willingness to effectively
respond to changing circumstances, new
challenges and uncertain situations; ability to
adjust one’s thinking, behaviour and
approach to thrive in dynamic environments
•Displaying a willingness to adjust and adapt in the face of change; seamlessly integrating
new methods
•Demonstrating the ability to adjust one’s work style and approach to meet the specific
requirements of a situation or respond effectively to emergencies
•Demonstrating the ability to maintain an open mind, actively incorporating new
information and deriving insights from it; effectively transitioning from a detailed focus to a
broader perspective
•Actively seeking fresh approaches to problem solving and confidently engaging in
improvisation and experimentation (Lombardo and Eichinger, 2010;Sanghi, 2016;Spencer
and Spencer, 1993)
Personal resilience Capacity to maintain a positive mindset,
manage emotional responses and continue
functioning and growing despite difficult
circumstances
•Maintaining a positive outlook and focussing on possibilities and opportunities, even in the
face of adversity
•Managing and regulating emotions in response to difficult situations, demonstrating
emotional balance and self-control
•Believing in one’s competence and ability to handle adversity and achieve personal goals
•Employing healthy and effective coping mechanisms to manage stress and emotional
responses
•Engaging in self-reflection and self-awareness to understand one’s emotional responses and
behaviours (Lombardo and Eichinger, 2010;Sanghi, 2016;Spencer and Spencer, 1993)
Source(s): Authors’own work
Table 2.
PR
Competency Classroom training On-job experience and projects Informal learning
Cognitive competencies
Cognitive
flexibility
(Laureiro-
Mart
ınez and
Brusoni, 2018)
Incorporate training that encourages divergent
thinking, such as brainstorming sessions or mind
mapping
Encourage group members to challenge each
other’s ideas constructively and consider
alternative approaches
Have learners engage in role-playing exercises in
which they have to adapt to changing scenarios
and react to unexpected developments, thereby
helping them become more comfortable with
uncertainty
Give employees the opportunity to work on a
variety of projects that require different skills
and approaches. The diversity of tasks will
force them to adapt to new challenges and think
flexibly
Simulate decision-making scenarios that
require employees to consider multiple
variables and perspectives before arriving at a
solution. Discuss the pros and cons of different
decisions
Promote peer-to-peer learning within the
organisation. Encourage employees to
exchange ideas, share their experiences and
provide feedback to each another. This
collaborative approach can expose individuals
to various viewpoints and ways of thinking
Encourage employees to seek mentors who
could provide guidance, share experiences and
challenge their thinking. Mentors can help
mentees navigate unfamiliar situations and
offer different perspectives
Agility
mindset (Aftab
et al., 2022;
Eilers et al.,
2022)
Introduce learners to agile project management
methodologies such as Scrum or Kanban; have
them work on projects using these methods to
experience first-hand the benefits of adaptability
and continuous improvement
Use real-world case studies and scenarios to
illustrate situations in which adaptability, quick
thinking and flexibility are crucial
Encourage employees to analyse these cases and
discuss different approaches to solving problems
Implement agile work methodologies such as
Scrum, Kanban and Lean in the workplace.
These frameworks encourage adaptability,
continuous improvement and a focus on
customer needs. Encourage employees to
actively embrace and use these methodologies
Introduce job rotation programmes in which
employees periodically switch roles or projects.
This will help them develop a broader skill set,
experience new challenges and adapt to
different contexts
Encourage employees to shadow colleagues in
different roles or departments. This hands-on
experience exposes them to different
perspectives and challenges, fostering
adaptability
Create a culture of accepting and learning from
failure. Encourage employees to openly
discuss their setbacks and learnings from the
setbacks. Sharing experiences of failure can
promote adaptability
(continued )
Table 3.
Learning and
development (L&D)
interventions for
developing VUCA
competencies in
employees
Employee
competencies
for VUCA
Competency Classroom training On-job experience and projects Informal learning
Personal
ambidexterity
(Cani€
els and
Veld, 2016)
Design a curriculum that balances exploration
and exploitation, such as one that includes
courses in intrapreneurship, in which employees
learn to explore new business opportunities and
simultaneously manage the execution of their
ideas (Lin and Cheung, 2023)
Develop role-playing scenarios that require
employees to take on roles involving exploration
(e.g. research and development (R&D)) and
exploitation (e.g. marketing) within the same
project
Encourage employees to implement projects or
initiatives that have both exploration and
exploitation components. Employees will have
to switch between these mindsets as the project
or initiative progresses
Encourage employees to rotate through
different projects or roles. This exposes them to
a variety of tasks and fosters adaptability
Encourage regular personal reflection on work
and personal activities. Ask employees to
consider how they balance exploration (trying
new things, seeking opportunities) and
exploitation (optimising existing skills or
resources). Nudge them to identify areas in
which they may need to improve this balance
Facilitate informal engagement of employees
with mentors, colleagues and friends who excel
in both exploration and exploitation.
Encourage employees to find out more about
the experiences of mentors, colleagues and
friends and to seek advice on balancing these
mindsets
Analytical competencies
Creativity
(Valgeirsdottir
and Onarheim,
2017)
Conduct design thinking workshops and
activities that guide employees through the
process of problem solving and innovation
Develop intrapreneurship programmes that
enable employees to work on innovative projects
within the organisation, thereby fostering
creativity and entrepreneurial thinking
Host regular idea-generation sessions or
brainstorming meetings in which employees
can come together to generate and discuss
creative ideas
Encourage employees to prototype and test
their ideas. This hands-on approach can lead to
practical insights and adaptations
Encourage employees to cultivate a curious
mindset and explore various interests.
Encourage them to follow their curiosity and
engage in activities that challenge their
thinking and stimulate their creativity
Nudge employees to set creative challenges or
goals for themselves, such as to think of a new
business idea, write a short story, or design a
piece of art. The act of setting and meeting
creative challenges can enhance fluid
creativity
Nudge employees to pursue creative hobbies
such as painting, writing, music, or crafting.
Engaging in creative activities outside their
usual domain can enhance their creative
adaptability
(continued )
Table 3.
PR
Competency Classroom training On-job experience and projects Informal learning
Complex
problem
solving
(Nicolay et al.,
2021)
Introduce structured problem-solving models,
such as 8D (Eight Disciplines) and the PDCA
(Plan-Do-Check-Act) cycle
Incorporate problem-solving simulations that
mirror complex, real-world scenarios
Use real-life case studies to expose employees to
complex problems; discuss the situations,
challenges and potential solutions, encouraging
employees to think critically
Encourage employees to seek out and volunteer
for challenging projects or assignments that
require the tackling of complex problems. This
practical experience is invaluable for skill
development
Provide employees the opportunity to
collaborate with colleagues from different
departments or teams. Cross-functional teams
often work on complex issues, exposing
employees to diverse perspectives and
approaches
Promote employee discussions and knowledge
sharing with peers who are also working on
complex problems. Learning from others’
experiences can be valuable
Encourage employees to take the initiative to
learn about complex problem solving on their
own. Ask them to use books, online resources
and articles that focus on problem-solving
techniques
Cross-cultural competencies
Cross-cultural
collaboration
(Kurpis and
Hunter, 2016)
Attend team-building workshops Have employees participate in cross-functional
projects with both known and unknown peers
Encourage employees to volunteer in
community clubs and events
Cross-cultural
intelligence
(Kurpis and
Hunter, 2016)
Provide foundational knowledge on different
cultures, such as knowledge on their values,
beliefs, customs and communication styles;
discuss the importance of cultural sensitivity; use
models such as Hofstede’s Cultural Dimensions to
help employees understand cultural variations
(Hofstede and Hofstede, 2001)
Teach effective cross-cultural communication
strategies, such as active listening, non-verbal
communication and the adaptation of one’s
communication style to different cultural norms
Encourage employees to seek employment or
projects in organisations or roles that expose
them to diverse work environments. Working
alongside individuals from various cultural
backgrounds is an effective way to develop
cross-cultural intelligence
Provide employees the opportunity to work on
global assignments or projects that require
them to work in different regions or with
international teams. Such opportunities will
expose them to diverse cultural contexts and
challenges
Ask employees to take advantage of
opportunities to immerse themselves in
different cultures in various ways –travel,
expatriate assignments, or engagement in
diverse cultural communities
Encourage employees to engage in
conversations with people from diverse
backgrounds and to listen to others’
experiences, perspectives and stories to gain
insights into their culture and way of life
(continued )
Table 3.
Employee
competencies
for VUCA
Competency Classroom training On-job experience and projects Informal learning
Personal effectiveness competencies
Personal
resilience
(Maidaniuc-
Chirila, 2015)
Participate in mindfulness or stress management
workshops, which could help employees develop
emotional resilience by enabling them to stay
calm and focused in the face of adversity
Train employees on cognitive behavioural
strategies to reframe negative thoughts, manage
stress and build an optimistic mindset
Encourage employees to view failures as
learning opportunities. Promote a culture in
which they can openly discuss setbacks,
analyse the reasons and apply the lessons to
future challenges
Encourage employees to engage in community
service or volunteer work. Helping others can
provide a sense of purpose and resilience
because it involves focussing on something
greater than oneself
Ask employees to develop self-awareness,
understand their emotional reactions to stress
and adversity and identify their strengths and
areas in which they may need to build
resilience
Continuous
learning
Recommend courses or programmes that have a
structured curriculum with a focus on continuous
learning; ask employees to choose courses related
to their field or interests
Encourage employees to use their daily work
experiences as opportunities for learning.
Nudge them to analyse and reflect on their
tasks to identify areas in which they can gain
new insights or skills
Provide employees the opportunity to
volunteer for challenging projects or
assignments that require them to acquire new
skills or knowledge. These assignments can
push them out of their comfort zone and foster
continuous learning
Encourage employees to explore books,
articles and blogs related to their field, as well
as topics beyond their expertise. Reading
exposes them to new ideas and perspectives
Suggest the use of a journal or reflective diary
in which employees could document their
learning journey, insights and key takeaways
from their reading and experiences
Nudge employees to collaborate with
colleagues and peers to share knowledge and
insights. Peer learning can be a valuable source
of information and support
Adaptive
mindset
Offer a foundational programme on psychological
aspects of adaptation, growth mindset and
emotional intelligence
Encourage employees to analyse case studies and
real-life examples of individuals or organisations
that have demonstrated adaptive thinking by
exploring how they navigated challenges and
change
Encourage employees to identify specific
growth goals such as working on new projects,
learning new skills, or seeking leadership
opportunities in a long-term context
Nudge employees to request regular feedback
from supervisors, colleagues, or mentors on
their adaptability quotient and to use the
feedback to make improvements
Encourage employees to regularly reflect on
their experiences and reactions to change and
identify what went well and what could be
improved. This self-reflection can lead to
personal growth
Suggest the practice of mindfulness techniques
and emotional regulation for employees to
manage stress and maintain a clear mindset
when facing challenges
Source(s): Author’s own work
Table 3.
PR
Individual employees should assess their current proficiency in VUCA competencies by
identifying their strengths and areas for improvement in this context. They need to believe
that they can develop and achieve improvement in these competencies over time; however,
the learning must be continuous and focussed (Nowacka and Rzemieniak, 2021;Rowold and
Kauffeld, 2008). Continuing Professional Development programmes may be helpful for
pursuing relevant degrees or certifications to deepen knowledge and skills in specific areas.
Classroom training provides a structured environment in which employees can gain
foundational knowledge and skills on emerging competencies such as cognitive flexibility
and cross-cultural intelligence. Experiencing and addressing complex challenges at work is a
natural way to build such competencies in a real setting and obtain related on-the-job
experience. Employees need to seek out opportunities within their organisation to work on
projects that require complex problem solving or adaptability (Moura et al., 2023). They need
to connect with colleagues, mentors and experts from different backgrounds to ensure
continuous learning in informal ways. Informal learning encourages employees to stay
updated, explore new ideas and adapt to evolving information and technologies.
Implications for L&D function
The development of VUCA competencies in employees is crucial for organisations to excel in
dynamic environments. Organisations could incorporate these competencies into their L&D
agenda (Edeb et al., 2021). The L&D professional should first assess employees’current
competencies and identify areas for improvement with regard to VUCA challenges by
customising the learning path; a mix of formal training, self-directed learning and
experiential opportunities can be offered for skill enhancement. Organisations should
enable active learning by creating opportunities for employees to gain first-hand experience
in VUCA situations through simulations, scenario-based exercises and immersive learning
experiences. Organisations could provide employees the opportunity to work on cross-
functional projects that promote collaboration, expose them to different aspects of the
business and require problem solving and adaptability. The establishment of peer coaching
and peer learning communities or networks within the organisation will enable employees to
share insights and best practices related to VUCA competencies, thereby fostering
knowledge exchange. Going beyond the L&D function, organisations could use formal
processes such as performance reviews and 360-degree feedback to assess the employee’s
capability with regard to these competencies. Forward-looking organisations could hold
innovation labs and hackathons for employees to work on creative projects and disruptive
ideas and could reward innovative solutions for real business challenges. At the leadership
level, organisations should ensure that their leadership demonstrates commitment to VUCA
competencies and serves as a role model by participating in development programmes
alongside their organisation’s teams (Elkington, 2018;Sarkar, 2016).
Modern L&D tools encompassing a wide range of technologies and platforms have
revolutionised education and training. Virtual reality (VR) and augmented reality (AR) can be
used to build competencies that are difficult to acquire in the classroom and on the job; these
technologies enhance engagement through immersive experiences. VR and AR can replicate
high-stress or complex scenarios in a controlled setting, enabling learners to experience and
navigate VUCA situations without real-world consequences. The technologies facilitate
collaboration amongst learners, regardless of physical location and can be used to provide
tailored learning experiences. VR and AR can provide instantaneous feedback, enabling
learners to adjust their approaches in real time. Such constant evaluation helps learners
develop agility and the ability to pivot strategies in uncertain situations. Video-based
learning, gamification and micro-learning promote learner interaction and retention. AI and
machine learning can be used to personalise the content on VUCA capabilities for each
competency. Learning chatbots and virtual assistants provide instant support to learners,
Employee
competencies
for VUCA
thus enabling continuous learning. Social platforms and collaboration tools facilitate
knowledge sharing and analytics- and data-driven insights can be used to optimise training
strategies. By incorporating these tools and technologies in the VUCA context, the L&D
function in organisations could demonstrate their commitment to preparing employees for
the challenges of a VUCA world and building a workforce that is agile, resilient, innovative
and capable of thriving in complex and uncertain environments. When designing L&D
interventions, L&D professionals should customise interventions for the unique needs and
challenges of their organisations and employees. One-size-fits-all training programmes may
not be effective for developing VUCA competencies. In the digital age, employees may suffer
from information overload; therefore, interventions that provide focussed, manageable
learning experiences would create value for the employees.
Directions for future research
Research on the topic of developing VUCA competencies in employees is dynamic and
continually evolving (Ungureanu et al., 2018). Whilst this study has discussed an L&D
agenda on VUCA competencies for employees, future research could explore connections
between VUCA competencies and neuroscience, leadership development, mental health and
well-being, agile learning and organisational performance. Future studies could focus on
three areas for the development of human capital in the VUCA era: the employee, L&D and
the organisation.
In the context of the employee, practitioners could focus on developing more precise and
reliable measures for assessing VUCA competencies in employees. The influence of VUCA
competencies on employee job performance, well-being, mental health and stress levels
(Holley et al., 2022;Luthans and Broad, 2022) could be explored. Does a strong set of VUCA
competencies lead to improved resilience and reduced burnout? Future studies could also
examine the relationship between an employee’s VUCA competencies and their career
progression, job satisfaction and overall success. From the cross-cultural perspective (Rath
et al., 2021), studies could explore how VUCA competencies manifest in different cultural and
regional contexts. Researchers could investigate whether certain competencies are more
critical in specific locations or industries. Another potential area of study is the examination
of how different generations (e.g. Gen Z, Millennials, Baby Boomers) develop and apply
VUCA competencies and whether generational differences (Kornelsen, 2019) impact
organisational dynamics. From the leadership perspective, studies could investigate the
influence of leaders with strong VUCA competencies on their teams and organisations and
the relationship between leadership development in VUCA skills and organisational
performance (Khan et al., 2021).
In the context of L&D, studies could analyse the cognitive mechanisms involved in VUCA
competency development and how the brain adapts to VUCA environments. Studies on
VUCA competencies could investigate the most effective training and development methods
for enhancing the competencies. Researchers could examine the effects of using experiential
learning, gamification and immersive training environments. Another potential area of future
research is the study of the role of technology, such as VR, AI and data analytics (Lee and
Moon, 2022;Manimuthu et al., 2021), in the delivery of personalised and adaptive training
programmes for VUCA competencies. The findings of these studies could help in designing
suitable curriculum for schools, universities and corporate training programmes with the
goal of ensuring that VUCA competencies are effectively integrated into educational and
professional development pathways.
In the context of the organisation, future studies could explore the relationship between
employees’VUCA competencies and organisational performance indicators, such as innovation
and productivity and between employees’VUCA competencies and an organisation’s competitive
PR
advantage in rapidly changing markets (Bourne, 2021). Researchers could examine the return on
investment for organisations that invest in VUCA competency development for their employees.
With reference to developing these competency frameworks within an organisation, researchers
could explore and identify the most effective strategies and interventions for developing these
competencies in employees and comprehensive frameworks or modes for cultivating VUCA
competencies within organisations. Studies could examine how VUCA competencies vary across
different cultural contexts, how multinational companies (MNCs) could promote the competencies
in a global workforce and whether there are culture-specific approaches to developing the
competencies. The findings of these studies could provide valuable insights into the development,
impact and practical applications of VUCA competencies at the organisational level, ultimately
helping organisations and individuals thrive in an ever-changing world.
Conclusion
In summary, the findings of this study underscore the significance of specific employee
competencies required for navigating VUCA challenges and the development of these
competencies in employees with a focus on an L&D agenda. Using the framework synthesis
as a methodological approach, I developed a competency framework that is specifically
tailored to the VUCA environment. These competencies are cognitive competencies
(cognitive flexibility, agility mindset and personal ambidexterity), cross-cultural
competencies (cross-cultural intelligence and cross-cultural collaboration), analytical
competencies (creativity and complex problem solving) and personal effectiveness
competencies (personal resilience, continuous learning and an adaptive mindset). In light
of ongoing discussions on ways in which employees can adapt to the VUCA landscape and
the associated HR challenges, this study provides valuable insights for industry
professionals, academics and policymakers to develop the required human capital in all
spheres of society. Furthermore, I propose an L&D agenda for developing these competencies
amongst employees to enable them to effectively adapt to the VUCA world and to create the
human capital required in the VUCA context.
References
Aftab, S., Khalid, K., Waheed, A., Aftab, A. and Adnan, A. (2022), “Role of Agile leadership in
managing inter-role conflicts for a satisfying job and life during COVID-19 in a VUCA world”,
Frontiers in Psychology, Vol. 13, p. 979792, doi: 10.3389/fpsyg.2022.979792.
Allen, S., Williams, P. and Allen, D. (2018), “Human resource professional’s competencies for
pluralistic workplaces”,International Journal of Management Education, Vol. 16 No. 2,
pp. 309-320, doi: 10.1016/j.ijme.2018.04.001.
Anzengruber, J. and Goetz, M.A. (2018), “The cognitive and the action-oriented elements of
competence along the innovation process –evidence from R&D teams in the medical equipment
sector”,The International Journal of Human Resource Management, Vol. 31 No. 15,
pp. 1891-1912, doi: 10.1080/09585192.2018.1424013.
Baran, B.E. and Woznyj, H.M. (2020), “Managing VUCA: the human dynamics of agility”,
Organizational Dynamics, Vol. 50 No. 2, pp. 1-11, doi: 10.1016/j.orgdyn.2020.100787.
Bartram, D. (2005), “The great eight competencies: a criterion-centric approach to validation”,Journal
of Applied Psychology, Vol. 90 No. 6, pp. 1185-1203, doi: 10.1037/0021-9010.90.6.1185.
Becker, G.S. (1964), Human Capital: A Theoretical and Empirical Analysis, with Special Reference to
Education, University of Chicago Press, New York.
Bennett, N. and Lemoine, G.J. (2014), “What a difference a word makes: understanding threats to
performance in a VUCA world”,Business Horizons, Vol. 57 No. 3, pp. 311-317, doi: 10.1016/j.
bushor.2014.01.001.
Employee
competencies
for VUCA
Bernstein, E. and Euchner, J. (2023), “2022 IRI CTO forum summary”,Research-Technology
Management, Vol. 66 No. 1, pp. 26-29, doi: 10.1080/08956308.2023.2142014.
Bourne, M. (2021), “Performance measurement and management in a VUCA world”,International
Journal of Production Research, Vol. 59 No. 24, pp. 7311-7316, doi: 10.1080/00207543.2021.2004042.
Boyatzis, R.E. (2008), “Competencies in the 21st century”,Journal of Management Development, Vol. 27
No. 1, pp. 5-12, doi: 10.1108/02621710810840730.
Breen, J.M. (2017), “Leadership resilience in a VUCA world”,inVisionary Leadership in a Turbulent
World: Thriving in the New VUCA Context, Emerald Publishing, pp. 39-58.
Brunton, G., Oliver, S. and Thomas, J. (2020), “Innovations in framework synthesis as a systematic
review method”,Research Synthesis Methods, Vol. 11 No. 3, pp. 316-330, doi: 10.1002/jrsm.1399.
Bywater, J. and Lewis, J. (2019), “Leadership: what competencies does it take to remain engaged as
a leader in a VUCA world?”,Assessment and Development Matters, Vol. 11 No. 3, pp. 2-9, doi: 10.
53841/bpsadm.2019.11.3.2.
Campion, M.A., Fink, A.A., Ruggeberg, B.J., Carr, L., Phillips, G.M. and Odman, R.B. (2011), “Doing
competencies well: best practices in competency modeling”,Personnel Psychology, Vol. 64 No. 1,
pp. 225-262, doi: 10.1111/j.1744-6570.2010.01207.x.
Campion, M.C., Schepker, D.J., Campion, M.A. and Sanchez, J.I. (2019), “Competency modeling:
a theoretical and empirical examination of the strategy dissemination process”,Human
Resource Management, Vol. 59 No. 3, pp. 291-306, doi: 10.1002/hrm.21994.
Cani€
els, M.C. and Veld, M. (2016), “Employee ambidexterity, high performance work systems and
innovative work behaviour: how much balance do we need?”,The International Journal of
Human Resource Management, Vol. 30 No. 4, pp. 565-585, doi: 10.1080/09585192.2016.1216881.
Cantarino, G.P.R. and de Araujo, F.O. (2022), “Technical, behavioral and attitudinal competences of
leaders/managers: practical applications based on literature exploratory study”,Brazilian Journal
of Operations and Production Management,Vol.19No.4,pp.1-8,doi:10.14488/BJOPM.2022.1558.
Carroll, C., Booth, A. and Cooper, K. (2011), “A worked example of ‘best fit’framework
chemopreventive agents”,BioMed Central Medical Research Methodology, Vol. 11 No. 1,
p. 29, combining and configuring textual or mixed methods data, doi: 10.1186/1471-2288-11-29.
Chandrasekaran, A., Linderman, K. and Schroeder, R. (2012), “Antecedents to ambidexterity
competency in high technology organizations”,Journal of Operations Management, Vol. 30
Nos 1-2, pp. 1-2, doi: 10.1016/j.jom.2011.10.002.
Dima, G., Meseșan Schmitz, L. and S
¸imon, M. (2021), “Job stress and burnout amongst social workers
in the VUCA world of COVID-19 pandemic”,Sustainability, Vol. 13 No. 13, p. 7109, doi: 10.3390/
su13137109.
Edeb, E., Herman, C. and Miller, S. (2021), “Evidence-based policymaking in a VUCA world”,
Transnational Corporations, Vol. 28 No. 3, pp. 159-182, doi: 10.18356/2076099x-28-3-8.
Eilers, K., Peters, C. and Leimeister, J.M. (2022), “Why the agile mindset matters”,Technological
Forecasting and Social Change, Vol. 179, 121650, doi: 10.1016/j.techfore.2022.121650.
El Hathat, Z., Venkatesh, V.G., Zouadi, T., Sreedharan, V.R., Manimuthu, A. and Shi, Y. (2023),
“Analyzing the greenhouse gas emissions in the palm oil supply chain in the VUCA world:
a blockchain initiative”,Business Strategy and the Environment (Fourthcoming/Early View),
doi: 10.1002/bse.3436.
Elkington, R. (2018), “Leadership decision-making leveraging big data in Vuca contexts”,Journal of
Leadership Studies, Vol. 12 No. 3, pp. 66-70, doi: 10.1002/jls.21599.
Ey, P.E., Berka, G.C. and Doyle, L. (2021), “Adaptive critical thinking for a VUCA world”,Organization
Development Review, Vol. 53 No. 2, available at: https://pesquisa.bvsalud.org/global-literature-
on-novel-coronavirus-2019-ncov/resource/en/covidwho-1200556
Gao, Y., Feng, Z. and Zhang, S. (2021), “Managing supply chain resilience in the era of VUCA”,
Frontiers of Engineering Management, Vol. 8 No. 3, pp. 465-470, doi: 10.1007/s42524-021-0164-2.
PR
Hayes, J.R. and Hatch, J.A. (1999), “Issues in measuring reliability: correlation versus percentage of
agreement”,Written Communication, Vol. 16 No. 3, pp. 354-367, doi: 10.1177/
0741088399016003004.
Hofstede, G.H. and Hofstede, G. (2001), Culture’s Consequences: Comparing Values, Behaviors,
Institutions and Organizations across Nations, SAGE, Thousand Oaks, CA.
Holley, D., Coulson, K., Buckley, C. and Corradini, E. (2022), “Wellbeing in the workplace: exploring the
VUCA approach”,Journal of Learning Development in Higher Education, Vol. 25 No. 2022, p. 13,
doi: 10.47408/jldhe.vi25.954.
Hongchai, D.M. and Weber, C.M. (2023), “Leadership for technology management in a volatile,
uncertain, complex, and ambiguous (VUCA) world: a review of the literature and a research
agenda”,2023 Portland International Conference on Management of Engineering and
Technology (PICMET), IEEE, pp. 1-23.
Horstmeyer, A. (2020), “The generative role of curiosity in soft skills development for contemporary
VUCA environments”,Journal of Organizational Change Management, Vol. 33 No. 5,
pp. 737-751, doi: 10.1108/jocm-08-2019-0250.
Khan, M.M., Ahmed, S.S. and Khan, E. (2021), “The emerging paradigm of leadership for future: the
use of authentic leadership to lead innovation in VUCA environment”,Frontiers in Psychology,
Vol. 12, p. 759241, doi: 10.3389/fpsyg.2021.759241.
Kim, G., Lee, W.J. and Shim, H. (2022), “Managerial dilemmas and entrepreneurial challenges in the
ambidexterity of SMEs: a systematic review for execution system”,Sustainability, Vol. 14
No. 24, 16550, doi: 10.3390/su142416550.
Kim, J., Kwon, K. and Choi, J. (2023), “Rethinking skill development in a VUCA world: firm-specific
skills developed through training and development in South Korea”,Personnel Review,
Vol. ahead-of-print No. ahead-of-print, doi: 10.1108/PR-09-2022-0656.
Kornelsen, J. (2019), “The quest to lead (with) millennials in a VUCA-world: bridging the gap between
generations”,Leading in a VUCA World: Integrating Leadership, Discernment and Spirituality,
pp. 27-41, doi: 10.1007/978-3-319-98884-9_2.
Kurpis, L.H. and Hunter, J. (2016), “Developing students’cultural intelligence through an experiential
learning activity”,Journal of Marketing Education, Vol. 39 No. 1, pp. 30-46, doi: 10.1177/
0273475316653337.
Labrague, L.J. and Santos, J.A. (2020), “COVID-19 anxiety among front-line nurses: predictive role of
organisational support, personal resilience and social support”,Journal of Nursing
Management, Vol. 28 No. 7, pp. 1653-1661, doi: 10.1111/jonm.13121.
Landis, J.R. and Koch, G.G. (1977), “The measurement of observer agreement for categorical data”,
Biometrics, Vol. 33 No. 1, p. 159, doi: 10.2307/2529310z.
Laureiro-Mart
ınez, D. and Brusoni, S. (2018), “Cognitive flexibility and adaptive decision-making:
evidence from a laboratory study of expert decision makers”,Strategic Management Journal,
Vol. 39 No. 4, pp. 1031-1058, doi: 10.1002/smj.2774.
Lee, S. and Moon, M.J. (2022), “Managing policy risks using big data analytics in the pandemic era:
VUCA and wicked policy problems”,International Journal of Public Policy, Vol. 16 Nos 5/6,
p. 362, doi: 10.1504/ijpp.2022.127429.
Lin, C.-P. and Cheung, Y.-K. (2023), “Developing learning ambidexterity and job performance: training
and educational implications across the cultural divide”,Review of Managerial Science, Vol. 17
No. 5, pp. 1595-1614, doi: 10.1007/s11846-022-00565-1.
Liu, Y., Collinson, S., Cooper, C. and Baglieri, D. (2022), “International business, innovation and
ambidexterity: a micro-foundational perspective”,International Business Review, Vol. 31 No. 3,
101852, doi: 10.1016/j.ibusrev.2021.101852.
Lombardo, M.M. and Eichinger, R.W. (2010), “The career architect development planner: a systematic
approach to development including 103 research-based and experience-tested development
plans and coaching tips: for learners, managers, mentors, and feedback givers”, available at:
Employee
competencies
for VUCA
https://search.worldcat.org/title/career-architect-development-planner-a-systematic-approach-to-
development-including-103-research-based-and-experience-tested-development-plans-and-
coaching-tips-for-learners-managers-mentors-and-feedback-givers/oclc/717930407
Luthans, F. and Broad, J.D. (2022), “Positive psychological capital to help combat the mental health
fallout from the pandemic and VUCA environment”,Organizational Dynamics, Vol. 51 No. 2,
100817, doi: 10.1016/j.orgdyn.2020.100817.
Maidaniuc-Chirila, T. (2015), “A multi-mediation model of the relationship among workplace bullying,
coping strategies, resilience and employees’strain: insights for a training programme”,
Psychology of Human Resources Journal, Vol. 13 No. 1, p. 63.
Manimuthu, A., Venkatesh, V.G., Raja Sreedharan, V. and Mani, V. (2021), “Modelling and analysis of
artificial intelligence for commercial vehicle assembly process in VUCA world: a case study”,
International Journal of Production Research, Vol. 60 No. 14, pp. 4529-4547, doi: 10.1080/
00207543.2021.1910361.
McCausland, T. (2022), “Innovating in a VUCA world”,Research-Technology Management, Vol. 65
No. 6, pp. 57-58, doi: 10.1080/08956308.2022.2120325.
Millar, C.C., Groth, O. and Mahon, J.F. (2018), “Management innovation in a VUCA world: challenges
and recommendations”,California Management Review, Vol. 61 No. 1, pp. 5-14, doi: 10.1177/
0008125618805111.
Milne, J. (2020), “What is creativity?”,British Journal of Nursing, Vol. 29 No. 12, p. S4, doi: 10.12968/
bjon.2020.29.12.s4.
Mincer, J. (1974), Schooling, Experience, and Earnings, National Bureau of Economic Research,
New York.
Moura, R., Carneiro, T. and Dias, T. (2023), “VUCA environment on project success: the effect of
project management methods”,Brazilian Business Review, Vol. 20 No. 3, pp. 236-259, doi: 10.
15728/bbr.2023.20.3.1.en.
Nicolay, B., Krieger, F., Stadler, M., Gobert, J. and Greiff, S. (2021), “Lost in transition –learning analytics
on the transfer from knowledge acquisition to knowledge application in complex problem
solving”,Computers in Human Behavior, Vol. 115, 106594, doi: 10.1016/j.chb.2020.106594.
Nowacka, A. and Rzemieniak, M. (2021), “The impact of the VUCA environment on the digital
competences of managers in the power industry”,Energies, Vol. 15 No. 1, p. 185, doi: 10.3390/
en15010185.
Porkodi, S. (2022), “Imperative strategic enhancement on human resource management functions in
VUCA business environment–HR leader perspective”,International Journal for Research in
Engineering Application and Management (IJREAM), Vol. 8 No. 6, pp. 61-67, doi: 10.35291/2454-
9150.2022.0436.
Rath, C.R., Grosskopf, S. and Barmeyer, C. (2021), “Leadership in the VUCA world-a systematic
literature review and its link to intercultural competencies”,European Journal of Cross-Cultural
Competence and Management, Vol. 5 No. 3, pp. 195-219, doi: 10.1504/EJCCM.2021.116890.
Ritchie, J., Lewis, J., Nicholls, C. and Ormston, R. (2013), Qualitative Research Practice: A Guide for
Social Science Students and Researchers, SAGE.
Ritchie, J. and Spencer, L. (1994), “Qualitative data analysis for applied policy research”, in Bryman, A.
and Burgess, R. (Eds), Qualitative Data Analysis, Routledge, London, pp. 173-194, doi: 10.4324/
9780203413081_chapter_9.
Rodriguez, A. and Rodriguez, Y. (2015), “Metaphors for today’s leadership: VUCA world, millennial
and “Cloud leaders”,Journal of Management Development, Vol. 34 No. 7, pp. 854-866, doi: 10.
1108/jmd-09-2013-0110.
Rowold, J. and Kauffeld, S. (2008), “Effects of career-related continuous learning on competencies”,
Personnel Review, Vol. 38 No. 1, pp. 90-101, doi: 10.1108/00483480910920732.
Sanghi, S. (2016), The Handbook of Competency Mapping: Understanding, Designing and Implementing
Competency Models in Organizations, SAGE Publishing India, London.
PR
Sarkar, A. (2016), “We live in a VUCA world: the importance of responsible leadership”,Development
and Learning in Organizations: An International Journal, Vol. 30 No. 3, pp. 9-12, doi: 10.1108/
dlo-07-2015-0062.
Setti, I., Sommovigo, V. and Argentero, P. (2020), “Enhancing expatriates’assignments success: the
relationships between cultural intelligence, cross-cultural adaptation and performance”,Current
Psychology, Vol. 41 No. 7, pp. 4291-4311, doi: 10.1007/s12144-020-00931-w.
Shet, S.V. and Pereira, V. (2021), “Proposed managerial competencies for industry 4.0 –implications
for social sustainability”,Technological Forecasting and Social Change, Vol. 173, 121080, doi: 10.
1016/j.techfore.2021.121080.
Shet, S. V., Patil, S. and Chandawarkar, M.R. (2017), “Framework for methodical review of literature on
leadership competencies”,Cogent Business and Management, Vol. 4 No. 1, 1309123, doi: 10.1080/
23311975.2017.1309123.
Shet, S.V., Patil, S. and Chandawarkar, M.R. (2019), “Competency based superior performance and
organizational effectiveness”,International Journal of Productivity and Performance
Management, Vol. 68 No. 4, pp. 753-773, doi: 10.1108/ijppm-03-2018-0128.
Shet, S., Poddar, T., Wamba Samuel, F. and Dwivedi, Y.K. (2021), “Examining the determinants of
successful adoption of data analytics in human resource management –a framework for
implications”,Journal of Business Research, Vol. 131, pp. 311-326, doi: 10.1016/j.jbusres.2021.03.054.
Shliakhovchuk, E. (2021), “After cultural literacy: new models of intercultural competency for life and
work in a VUCA world”,Educational Review, Vol. 73 No. 2, pp. 229-250, doi: 10.1080/00131911.
2019.1566211.
Spencer, L.M.J. and Spencer, S.M. (1993), Competence at Work: Models for Superior Performance, John
Wiley & Sons, New York.
Srinivasan, V. and Makhecha, U.P. (2019), “Ambidexterity in CHRO roles: balancing exploitative with
explorative roles”,NHRD Network Journal, Vol. 12 No. 2, pp. 174-185, doi: 10.1177/
2631454119842387.
Srivastava, P. (2016), “Flexible HR to cater to VUCA times”,Global Journal of Flexible Systems
Management, Vol. 17 No. 1, pp. 105-108, doi: 10.1007/s40171-016-0124-6.
Stein, S. (2021), “Reimagining global citizenship education for a volatile, uncertain, complex, and
ambiguous (VUCA) world”,Globalisation, Societies and Education, Vol. 19 No. 4, pp. 482-495,
doi: 10.1080/14767724.2021.1904212.
Tarba, S.Y., Cooper, S.C., Sarala, R.M. and Junni, P. (2021), “HRM challenges in cross-cultural
collaborations: editorial”,Human Resource Management Review, Vol. 31 No. 3, 100834, doi: 10.
1016/j.hrmr.2021.100834.
Taskan, B., Junça-Silva, A. and Caetano, A. (2022), “Clarifying the conceptual map of VUCA:
a systematic review”,International Journal of Organizational Analysis, Vol. 30 No. 7,
pp. 196-217, doi: 10.1108/ijoa-02-2022-3136.
Thor
en, K. and Vendel, M. (2019), “Backcasting as a strategic management tool for meeting VUCA
challenges”,Journal of Strategy and Management, Vol. 12 No. 2, pp. 298-312, doi: 10.1108/jsma-
10-2017-0072.
Torraco, R.J. (2005), “Writing integrative literature reviews: guidelines and examples”,Human
Resource Development Review, Vol. 4 No. 3, pp. 356-367, doi: 10.1177/1534484305278283.
Troise, C., Corvello, V., Ghobadian, A. and O’Regan, N. (2022), “How can SMEs successfully navigate
VUCA environment: the role of agility in the digital transformation era”,Technological
Forecasting and Social Change, Vol. 174, 121227, doi: 10.1016/j.techfore.2021.121227.
Ungureanu, P., Bertolotti, F. and Macri, D. (2018), “Brokers or platforms? A longitudinal study of
how hybrid interorganizational partnerships for regional innovation deal with VUCA
environments”,European Journal of Innovation Management, Vol. 21 No. 4, pp. 636-671,
doi: 10.1108/ejim-01-2018-0015.
Employee
competencies
for VUCA
Valgeirsdottir, D. and Onarheim, B. (2017), “Studying creativity training programs: a methodological
analysis”,Creativity and Innovation Management, Vol. 26 No. 4, pp. 430-439, doi: 10.1111/
caim.12245.
Wolanin, M. (2022), “Competencies of top management, and the needs of 21st century enterprises in
a VUCA world”,VUZF Review, Vol. 7 No. 2, pp. 170-182, doi: 10.38188/2534-9228.22.2.18.
Worley, C.G. and Jules, C. (2020), “COVID-19’s uncomfortable revelations about agile and sustainable
organizations in a VUCA world”,The Journal of Applied Behavioral Science, Vol. 56 No. 3,
pp. 279-283, doi: 10.1177/00218863209362.
W€
ustenberg, S., Greiff, S. and Funke, J. (2012), “Complex problem solving —more than reasoning?”,
Intelligence, Vol. 40 No. 1, pp. 1-14, doi: 10.1016/j.intell.2011.11.003.
Zhang-Zhang, Y., Rohlfer, S. and Varma, A. (2022), “Strategic people management in contemporary
highly dynamic VUCA contexts: a knowledge worker perspective”,Journal of Business
Research, Vol. 144, pp. 587-598, doi: 10.1016/j.jbusres.2021.
Corresponding author
Sateesh V. Shet can be contacted at: svshet@hotmail.com
For instructions on how to order reprints of this article, please visit our website:
www.emeraldgrouppublishing.com/licensing/reprints.htm
Or contact us for further details: permissions@emeraldinsight.com
PR
