The Role of Social Civil Competencies in Organizational Performance
The European Union supports social and civil competencies as being a core element to develop sustainability of organizations, people and regions. These competencies are fundamental for the well-being of the community because they include interpersonal, intrapersonal as well as their civil, active and democratic participation in organizations. The combination of these competencies reveals the organizational socio-emotional maturity and allows relevant levels of performance. It also allows the development of various capitals, namely, human, structural, relational and social, with direct influence on performance. But along this path, the emotional aspect has not been valued as a capital, given that contemporary society is based on knowledge capital and is flooded with information viewed as a capital. The present study, based on the importance of these socio-emotional capitals, aims to show that the competencies of cooperation, interpersonal understanding, empathy, kindness, ability to listen, and tolerance, to mention a few, are strategic in consolidating knowledge within organizations. This implies that the humanizing processes, both inside and outside the organizations, are revitalized. The question is how to go about doing this and its implementation; as well as, where to begin and which guidelines to take on. These are the foci that guide the present study, bearing in mind the directions of the knowledge economy.
[1] I. Nonaka, (2009). Tacit Knowledge and Knowledge Conversion: Controversy and Advancement in Organizational Knowledge Creation Theory, Organizational Science, vol 20, no. 3, pp. 635-652.
[2] C. O’Dell, and C. Hubert (2011). The New Edge in Knowledge. How Knowledge Management Is Changing The Way We Do Business. New York: John Wiley and Sons.
[3] P. Senge (1990) The Fifth Discipline: The Art and Practice of The LO. London: Century Business.
[4] A. Martins, I. Martins, and O. Pereira (2019). Entrepreneurship and Innovation: The Essence of Sustainable, Smart and Inclusive Economies. In B. Thomas and L. Murphy (Eds.) Innovation and Social Capital in Organizational Ecosystems (pp. 195-218). Hershey, PA: IGI Global Publisher of the Business Science Reference.
[5] I.-Chieh Hsu, and R. Sabherwal (2011). From Intellectual Capital to Firm Performance: The Mediating Role of Knowledge Management Capabilities. IEEE Transactions on Engineering Management - IEEE Trans. Eng. Manage., vol. 58, pp. 626-642.
[6] H. Ashar, and M. Lane-Maher (2004). Success and spirituality in the new business paradigm, Journal of Management Inquiry, vol. 13, no. 3, pp. 249-2.
[7] B. Manville, and J. Ober (2003). Building a company of citizens, chapter in motivating people, Harvard Business Review, vol. 81, no. 1, pp. 48-53.
[8] D. Stewart (2001). Reinterpreting the Learning Organization. The Learning Organization, vol. 8, no. 4, pp. 141-152.
[9] D. Ulrich (1998). Intellectual capital = competence X commitment, Sloan Management Review, vol. 39, no. 2, pp. 15-26.
[10] I. Nonaka (1994). A dynamic theory of organizational knowledge creation, Organizational Science, vol. 5, no. 1, pp. 14–37.
[11] I. Nonaka, and H. Takeuchi (1995). The Knowledge-Creating Company How Japanese Companies Create the Dynamics of Innovation. Oxford: Oxford University Press.
[12] H. Tsoukas (1991). The missing link: A transformational view of metaphors in organizational science, Academy of Management Review, vol. 16, no. 3, pp. 566– 585.
[13] K. Goffin, and U. Koners (2011). Tacit knowledge, lessons learnt and new product development. Journal of Product Innovation Management, vol. 28, no. 2, pp. 300-318.
[14] A. Richtnér, P. Åhlström, K. Goffin (2013). Squeezing R&D: A Study of Organizational Slack and Knowledge Creation in NPD, Using The SECI Model, Journal of Product Innovation Management, vol. 31, no. 6, pp. 1268–1290.
[15] G. Morgan (1986). Images of organisation, London: Sage.
[16] P. Senge (1990). The Fifth Discipline: The Art and Practice of The LO. London: Century Business.
[17] C.M., Fiol, and M.A. Lyles (1985). Organizational Learning, Academy of Management Review, vol. 10, pp. 803-814.
[18] K.R., Crossan, H.W. Lane, and R.E. White (1999). An organizational learning framework: From Intuition to Institution, Academy of Management Review, vol. 24, pp. 522-537.
[19] H. Gardner (1985). The Mind’s New Science, New York: Basic Books.
[20] A. Sfard (1998). On Two Metaphors for Learning and The Dangers of Choosing Just One, Educational Researcher, vol. 27, pp. 4–13.
[21] S. Paavola, and K. Hakkarainen (2005). The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning, Science and Education, vol. 14, pp. 535–557.
[22] A. Martins, I. Martins, and O. Pereira, (2018b). A New Perspective in Competitiveness for Business Education: Communities of Practice - The Crystal Palace. In C. G. Maheshkar, and V. Sharma (Ed.) Handbook of Research on Cross-Cultural Business Education (pp. 48-67). Hershey, PA: IGI Global publisher of the Business Science Reference.
[23] M. Elmquist (2008). Innovation and The Limits of the Selection Logic: Introducing Generative Capacity As A Complement To Absorptive Capacity. In 3rd International Conference on Organizational Learning, Knowledge and Capabilities. University of Aarhus.
[24] R. E. Boyatzis, A. Baker, D. Leonard, K. Rhee, and L. Thompson (1995). Will it make a difference? Assessing a Value-Based, Outcome Oriented, Competency-Based Professional Program, In Boyatzis, R.E., Cowen, S.S. and Kolb, D.A. (Eds), Innovating in Professional Education: Steps on a Journey from Teaching to Learning, Jossey-Bass, San Francisco, CA,
p. 167.
[25] R. E. Boyatzis, and A. Saatcioglu (2008). A 20‐year view of Trying to Develop Emotional, Social and Cognitive Intelligence Competencies in Graduate Management Education, Journal of Management Development, vol. 27, no. 1, pp. 92-108.
[26] T. N. Garavan, M. Morley, P. Gunnigle, and D. McGuire (2002). Human Resource Development and Workplace Learning: Emerging Theoretical Perspectives and Organisational Practices, Journal of European Industrial Training, vol. 20, nos. 2/3/4, pp. 60-71.
[27] T. R. Athey, and M. S. Orth (1999). Emerging Competency Methods for the Future, Human Resource Management, vol. 38, no. 3, pp. 215–228.
[28] H. B. Ku, and A.W. K Yuen-Tsang (2013), Capacity Building, In. M. Bevir, (ed.) The Sage Handbook of Governance, SAGE, USA, pp. 469-843.
[1] I. Nonaka, (2009). Tacit Knowledge and Knowledge Conversion: Controversy and Advancement in Organizational Knowledge Creation Theory, Organizational Science, vol 20, no. 3, pp. 635-652.
[2] C. O’Dell, and C. Hubert (2011). The New Edge in Knowledge. How Knowledge Management Is Changing The Way We Do Business. New York: John Wiley and Sons.
[3] P. Senge (1990) The Fifth Discipline: The Art and Practice of The LO. London: Century Business.
[4] A. Martins, I. Martins, and O. Pereira (2019). Entrepreneurship and Innovation: The Essence of Sustainable, Smart and Inclusive Economies. In B. Thomas and L. Murphy (Eds.) Innovation and Social Capital in Organizational Ecosystems (pp. 195-218). Hershey, PA: IGI Global Publisher of the Business Science Reference.
[5] I.-Chieh Hsu, and R. Sabherwal (2011). From Intellectual Capital to Firm Performance: The Mediating Role of Knowledge Management Capabilities. IEEE Transactions on Engineering Management - IEEE Trans. Eng. Manage., vol. 58, pp. 626-642.
[6] H. Ashar, and M. Lane-Maher (2004). Success and spirituality in the new business paradigm, Journal of Management Inquiry, vol. 13, no. 3, pp. 249-2.
[7] B. Manville, and J. Ober (2003). Building a company of citizens, chapter in motivating people, Harvard Business Review, vol. 81, no. 1, pp. 48-53.
[8] D. Stewart (2001). Reinterpreting the Learning Organization. The Learning Organization, vol. 8, no. 4, pp. 141-152.
[9] D. Ulrich (1998). Intellectual capital = competence X commitment, Sloan Management Review, vol. 39, no. 2, pp. 15-26.
[10] I. Nonaka (1994). A dynamic theory of organizational knowledge creation, Organizational Science, vol. 5, no. 1, pp. 14–37.
[11] I. Nonaka, and H. Takeuchi (1995). The Knowledge-Creating Company How Japanese Companies Create the Dynamics of Innovation. Oxford: Oxford University Press.
[12] H. Tsoukas (1991). The missing link: A transformational view of metaphors in organizational science, Academy of Management Review, vol. 16, no. 3, pp. 566– 585.
[13] K. Goffin, and U. Koners (2011). Tacit knowledge, lessons learnt and new product development. Journal of Product Innovation Management, vol. 28, no. 2, pp. 300-318.
[14] A. Richtnér, P. Åhlström, K. Goffin (2013). Squeezing R&D: A Study of Organizational Slack and Knowledge Creation in NPD, Using The SECI Model, Journal of Product Innovation Management, vol. 31, no. 6, pp. 1268–1290.
[15] G. Morgan (1986). Images of organisation, London: Sage.
[16] P. Senge (1990). The Fifth Discipline: The Art and Practice of The LO. London: Century Business.
[17] C.M., Fiol, and M.A. Lyles (1985). Organizational Learning, Academy of Management Review, vol. 10, pp. 803-814.
[18] K.R., Crossan, H.W. Lane, and R.E. White (1999). An organizational learning framework: From Intuition to Institution, Academy of Management Review, vol. 24, pp. 522-537.
[19] H. Gardner (1985). The Mind’s New Science, New York: Basic Books.
[20] A. Sfard (1998). On Two Metaphors for Learning and The Dangers of Choosing Just One, Educational Researcher, vol. 27, pp. 4–13.
[21] S. Paavola, and K. Hakkarainen (2005). The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning, Science and Education, vol. 14, pp. 535–557.
[22] A. Martins, I. Martins, and O. Pereira, (2018b). A New Perspective in Competitiveness for Business Education: Communities of Practice - The Crystal Palace. In C. G. Maheshkar, and V. Sharma (Ed.) Handbook of Research on Cross-Cultural Business Education (pp. 48-67). Hershey, PA: IGI Global publisher of the Business Science Reference.
[23] M. Elmquist (2008). Innovation and The Limits of the Selection Logic: Introducing Generative Capacity As A Complement To Absorptive Capacity. In 3rd International Conference on Organizational Learning, Knowledge and Capabilities. University of Aarhus.
[24] R. E. Boyatzis, A. Baker, D. Leonard, K. Rhee, and L. Thompson (1995). Will it make a difference? Assessing a Value-Based, Outcome Oriented, Competency-Based Professional Program, In Boyatzis, R.E., Cowen, S.S. and Kolb, D.A. (Eds), Innovating in Professional Education: Steps on a Journey from Teaching to Learning, Jossey-Bass, San Francisco, CA,
p. 167.
[25] R. E. Boyatzis, and A. Saatcioglu (2008). A 20‐year view of Trying to Develop Emotional, Social and Cognitive Intelligence Competencies in Graduate Management Education, Journal of Management Development, vol. 27, no. 1, pp. 92-108.
[26] T. N. Garavan, M. Morley, P. Gunnigle, and D. McGuire (2002). Human Resource Development and Workplace Learning: Emerging Theoretical Perspectives and Organisational Practices, Journal of European Industrial Training, vol. 20, nos. 2/3/4, pp. 60-71.
[27] T. R. Athey, and M. S. Orth (1999). Emerging Competency Methods for the Future, Human Resource Management, vol. 38, no. 3, pp. 215–228.
[28] H. B. Ku, and A.W. K Yuen-Tsang (2013), Capacity Building, In. M. Bevir, (ed.) The Sage Handbook of Governance, SAGE, USA, pp. 469-843.
@article{"International Journal of Business, Human and Social Sciences:79147", author = "I. Martins and A. Martins", title = "The Role of Social Civil Competencies in Organizational Performance", abstract = "The European Union supports social and civil competencies as being a core element to develop sustainability of organizations, people and regions. These competencies are fundamental for the well-being of the community because they include interpersonal, intrapersonal as well as their civil, active and democratic participation in organizations. The combination of these competencies reveals the organizational socio-emotional maturity and allows relevant levels of performance. It also allows the development of various capitals, namely, human, structural, relational and social, with direct influence on performance. But along this path, the emotional aspect has not been valued as a capital, given that contemporary society is based on knowledge capital and is flooded with information viewed as a capital. The present study, based on the importance of these socio-emotional capitals, aims to show that the competencies of cooperation, interpersonal understanding, empathy, kindness, ability to listen, and tolerance, to mention a few, are strategic in consolidating knowledge within organizations. This implies that the humanizing processes, both inside and outside the organizations, are revitalized. The question is how to go about doing this and its implementation; as well as, where to begin and which guidelines to take on. These are the foci that guide the present study, bearing in mind the directions of the knowledge economy.
", keywords = "Social competencies, civil competencies, humanizing, performance. ", volume = "13", number = "9", pages = "1263-4", }
