阿拉伯商业与管理评论杂志

Professional Competencies and Organizational Modernity in Emerging Economies: A Comparative Study between Taiwan and Brazil

Abstract

Sant’ Anna AS, Oliveira FB and Diniz D

By using the Professional Competencies Required scale and the Organizational Modernity Assessment Approach, the study presents a comparative analysis of empiric data surveys collected from professionals in emerging economies: Brazil and Taiwan. In methodological terms, the research can be characterized as quantitative, conducted by survey. After the data had been treated by means of multivariate and descriptive statistical techniques, it was possible to notice perceptions as regards the high degree of demand for the competencies assessed. The findings show that Taiwan was the country in which professionals perceived the greatest demand for the set of professional competencies investigated (ICR=8.1), comparing to Brazil (ICR=7.7). We should mention Entrepreneurial Capacity (5.7) as a less-emphasized competence in Brazil, and in particular in Taiwan. In relation to organizational modernity, it was verified perceptions regarding the prevalence of decision-making processes that involve little participation, transparency and decentralization, as well as perceptions about the low degrees of autonomy given to the professionals targeted by this study. In practice, what was found was the prevalence of an organizational trait that is still authoritarian, hierarchical and centralized, despite also having found encouragement towards establishing internal climates that are favorable to continuous learning processes and the establishing of organizational environments that facilitate teamwork and encourage action and decision initiatives. Overall, the demand for the professional competences investigated has not been followed, to the same extent, by modernity as regards policies and managerial practices, suggesting the need for organizational environments more closely aligned with the professional profiles required, as well as theoretical-methodological-conceptual approaches that seek to understand the competence construct in a more systemic manner, factoring into the analysis not only individual dimensions, but also organizational factors that favor the application and development of the required knowledge, abilities and attitudes.