Toward A Proposed Cross-Cultural Core Competency Model: Exploring Consensus And Confirmation Of Competency Model Ratings Across The Globe



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The following study can be split into two research questions regarding competency models. The first question explores the accuracy of competency importance ratings by examining if high level organizational members have lower reliability in their competency importance ratings as well as examining how differing levels of job experience across seven industries factors into importance ratings. The second question explores the prospect of a cross-cultural core competency model with two core competencies: Leadership and Performance. Both of these questions are investigated using data obtained in the summer of 2015 from 34 countries. The large sample of culturally diverse competency raters had varying levels of experience and came from various roles ranging from college students, alumni, faculty and staff members, administrators, as well as external employers. In order to further the science of competency modeling, the study explored error variance associated with job complexity, rater experience, and industry. A set of hypotheses examined accuracy of competency importance ratings such that as the complexity of a job increases, the reliability of ratings will decrease and raters with higher levels of experience will have more accurate and reliable ratings that would hold across various occupational sectors. However, there was no evidence found to support these hypotheses as methodological issues such as range restriction reduced the ability to find significant differences among various groups. Further, the study uses assessment center research to propose a core competency model with two main orientations: Leadership and Performance. Structural equations modeling analyses did find that a two-factor competency model was a better fit than a six-factor model, but no evidence of discriminant validity was found between the two core factors. This theoretical competency model was also tested across multiple countries to determine invariance. Multi-group factor analysis results did not yield any evidence to support that the cross-cultural core competency exists. Future research and practical implications of competency model rating methodology is discussed.



Competency Modeling, Core Competency, Cross-Cultural, Job Analysis, Measurement Invariance, Education