ISA RC52 Interim Meeting

Session: 7

Title: The competencies of new professions of globalization: a great challenge common

to organizations and individuals

Author: Mohammed Meri,

Laboratoire SAGE-Université de Strasbourg

E-mail: mmmeri@unistra.fr

Abstract

In the era of globalization, competencies become irrefutable assets to make businesses and

administrations succeed. Scientists & practitioners have tried to find methods and tools to

support this approach to expect sustainable development and better performance. This new

competency-based approach consists in acquiring & developing the competencies block (K.

knowledge / E.experiences / KH.know-how / WB well-being), either at the individual ,team

or the organizational level, in order to master a profession & a professionalism that adapts to

the referential of competencies. Competencies & trades in developed countries (competencies

-based management) facilitate the movement from (traditional) occupation to (digital)

occupation in terms of the labor market components. The scope of the use of the professions

by competencies approach, the world of work will be broadened to encompass the interaction

between (labor market competencies requirements & competency profiles of employees or job

seekers) in order to balance the market from job to person competencies profiles, and to

propose or change profession and professionalism according to the changes made to the

qualifications required by the globalization work market.

This research follows a methodology of analysis of the competency-based approach

implemented or applied to satisfy the needs of both parts of the work (employees and

employers) and is part of a sphere of innovation permitting methods and new tools applied in

modern enterprises / administrations in order to adapt trades / professions to the permanent

change of the external and internal environment. The research will provide a practical model

for developing adaptable professions to changes in the labor market & modern businesses.

Keywords: professions by competencies, Labor market, globalization.

1. Introduction Addressing the subject of the profession is connected with that of competencies/skills in the

era of globalization and digitalization. The renovation of the current competency-based

profession aims to succeed in the process of working any type of employment and to gain in

efficiency as a professional development mechanism for imposing positive changes to policies

and / or practices requiring a renovation of the ICT age profession. The transition of the

professions from descriptive to predictive / digital in the field of employment requires the

integration of the conceptual analysis and the content of the profession, and offers new

perspectives on how it can be interpreted and used for the future development of professionals

in their organizations. The new profession as an instrument of change in the age of

globalization and the Internet demands innovative approaches that adapt to recent

performance standards at the organizational as well as the individual level.

Assuming that occupations have changed in most professional contexts, it is necessary to

examine the practical and real implications of these changes in the context of work.

The question is whether new trades and professions have been deliberately imposed on

professionals or whether they have evolved as a direct or indirect consequence of current

circumstances to imply a change in professional development.

This paper examines some of the literatures already made by scientists & practitioners. It

presents the characteristics of professions and professionals, their predictive competencies /

skills as well as models and examples of these in modern enterprises in the era of

globalization. In addition, it explains competency-based occupation approaches to studying

the reality of occupations. Finally, it proposes a practical model for applying the competency-

based professions approach in the era of globalization & digitization.

2. Literature review:

The term (profession) has different meanings for different scientists than practitioners, but

basically, it is an indicator of expertise and organizational confidence towards the individual.

A number of theorists considered a profession to be an organization whose members met

specific and measurable criteria. Profession (academic definition): a profession with a crucial

social function, requiring a high degree of competence and relying on a body of systematic

knowledge (Sockett, 1985) .

Some practitioners use the word (profession) to refer to a profession that controls its own

work, organized by a special set of institutions supported in part by a particular ideology of

expertise and service. (Evans, Linda (2008).

Thus, profession is a name describing a type of job, usually reserved for a specific recognized

career (doctors, lawyers, engineers, psychologists, social workers, veterinarians, army

officers,). It conveys an education and / or expertise; while professionalism is an adverb, it

usually describes the type of behavior that should be the standard of reference for a

profession. However, it can also be used to describe an expertise in a career that is not

commonly considered a "profession".

The current profession is any type of work requiring special training or special competencies,

often respected because it involves a high level of education and experience and well - being.

(Http://dictionary.cambridge.org/dictionary/english/profession).

The profession is a vocation which requires specialized knowledge and an often short / long

and intensive academic preparation, to which all the engaged persons apply.

(Http://designprofessionalism.com/defining-design-professionalism-1.php).

But, the operational definition of the profession is that :a profession is defined by: (1) a body

of knowledge, (2) ethical principles, and (3) a professional organization with an increasing

number of published and better documents practice".

In addition, a profession is a disciplined group of individuals who adhere to ethical standards,

this group positions itself as possessing particular knowledge and skills in a widely

recognized learning body, derived from research, education and of high-level training, and

recognized by the public as such, a profession is also willing to apply this knowledge and

exercise. These skills for the benefit of others. (Professions Australia (2015).

A job is a career for someone who wants to be part of the productive society, who becomes

competent in the sector of his choice through training; maintains its skills through continuous

professional development and is committed to behaving ethically to protect the public interest.

Professionalism is not an absolute of science and science but a concept used in historical

evolution and built by society (Holroyd (2000). Professionalism is an adverb that can be

applied to almost any job. It may be a description of an important act or used to describe job

performance during an examination.

(Https://answers.yahoo.com/question/index?qid=20060716025723AAPnfnL).

The term professionalization (in new era such as globalization and digitization) is the model

of the evolution of a profession and the process to become an effective and efficient

profession. (Professional Standards Councils).

The profession of professionalism means, in every situation, deliberately gathering

responsibilities rather than avoiding them. If you do not recognize and take responsibility for

every aspect of your job, you will rarely make the right choice to do what is necessary to

ensure the success of your employer, employees and customers, or you even. If the

responsibility does not stop you, you are not a professional. Professionalism as a profession in

content development: strategies and speeches used by members of a profession to improve

status, wages and working conditions; professionally, it refers to the knowledge, skills and

procedures used by teachers or trainers during their teaching or training process.

So, professionalization is characterized as "when a profession is created while a trade or

profession is transformed by developing a formal qualification based on education, learning

and exams, the emergence of regulatory bodies with admission and discipline powers of

members and some degree of monopoly rights ". (National Initiative for Cybersecurity

Education (2012).

Traditionally, a "professional" was a person who drew his income from his specific expertise

or talents, as opposed to a novice amateur in his career. A professional is a member of a

profession who is governed by codes of ethics and profess their commitment to skills,

integrity and morality, altruism and the promotion of the public good within their area of

expertise . He is accountable to those served and to society. (Cruess, Sylvia R. & All (2004).

Continuing professional development as well as the era of globalization and ICT is a key

process in the broader program of raising standards and increasing the growth capacity of

society by improving policies and practices in the workplace. all areas of public service

provision, including education and training. But this professional development involves

changes in professionalism: Knowing how to make such a change depends on knowing

exactly what to face and understanding both how it works and how to manage it. (Evans,

Linda (2008).

The Professional Standards Boards provide insights into the different ways of defining

occupations and professionals at this time (http://www.psc.gov.au/what-is-a--profession).

Here are some important distinctions between professionals in new professions and those who

are not:

• A professional makes deliberate choices where others are making choices or simply

responding to what is expected of them.

• A professional has the luxury of making deliberate choices because he or she has

deliberately prepared.

• A professional may make deliberate preparations because his / her understanding and

familiarity with the relevant (professional) landscape informs him / her of how to prepare.

• A professional can quickly understand its foundation and easily extrapolate the appropriate

tactic, strategy, or process to solve problems ethically and successfully.

• A professional usually makes the right choices, because all of his choices are based on the

integrity provided by his moral and ethical foundations.

Here, the professional simply recognizes what is obvious, makes the right choice, and acts

deliberately (http://designprofessionalism.com/defining-design-professionalism-1.php).

Globalization of business during the past decades has led to the development of the large

firms expanding their activities across countries and continents. One of the main issues facing

the development of the global firms has always been to find the right balance between the

local autonomy between subsidiaries and the control of the corporate headquarters. One

answer to what often appears as a dilemma has been the development of managerial

frameworks used by these global firms to specify what are the expectations regarding their

managers. Depending upon the degree of centralization, these expectations could be very

different up to very identical across countries and cultures. More recently, global and

multinational firms have formalized these expectations through the development of

competency-based leadership models.

3. Elements & Characteristics of new Profession

3.1. Elements of the new Profession & professionalism:

McConnell states that a profession’s maturity can be gauged to the extent that it has

formalized each of the elements as mentioned in the table below. The more elements

applicable to a profession, the more mature the profession. An element attributed to a

profession can be independent of another element. In other words, a profession may have an

“Initial Professional Education” but not a “Licensing” element.

Table 1. Elements/principles of profession/Professional Maturity

Elements Description

Initial Professional

Education

Advanced university /School programs for a particular field.

Accreditation Advanced university /School programs must be accredited by one

or more oversight bodies.

Skills

Development

Required period of actual practice in applying university/School.

Certification An actual exam, such as the CPA exam for accountants.

Licensing Mandatory and administered by a governmental authority.

Professional Development Group of like-minded individuals who put their professional

Standards above their individual self-interest or their employer’s

Self-interest.

Code of Ethics Imposition of a behavioral standard against which to eject

professionals from their professional societies

Source: (National Initiative for Cyber security Education (2012).

3.2.The characteristics of new profession

There are some characteristics related to the new profession such as:

Table 2. characteristics of new profession

characteristics Description

Based on

specialized,

theoretical

knowledge

Professionals render specialized services based on theory,

knowledge, and skills beyond the capability of those outside of the

profession.

Institutional

preparation

Professions typically require a significant period of hands-on,

practical experience.

Great responsibility Professionals deal in matters of vital importance to their clients and

with grave responsibilities and obligations.

Accountability Professionals hold themselves ultimately accountable for the quality

of their work with the client.

Autonomy Professionals have control over and, correspondingly, ultimate

responsibility for their own work.

Clients rather than

customers

Members of a profession exercise choosing clients rather than a

customer.

Direct working

relationships

Professionals habitually work directly with their clients rather than

through intermediaries or proxies.

Ethical constraints Professionals are bound to a code of conduct or ethics specific to the

distinct profession.

Merit-based Members achieve employment and success based on merit and

corresponding voluntary relationships.

Capitalist morality The responsibilities inherent to the practice of a profession maintain

a moral foundation of the individual to his own life.

Source:(http://designprofessionalism.com/defining- design-professionalism-1.php).

3.3. The Characteristics of Professionalism:

Professionalism should take in consideration the external environment and the globalization

dimension relationship. True professionalism possesses an important characteristic such as:

Table.3 The Characteristics of Professionalism

Professionalism

Characteristics

Description

1-Globalizatiopn Competence Professionals strive to become experts in their field by

Continuing education.

2-Organizational Skills A professional can quickly and easily find what is needed,

work area should be organized.

3-Appearance Professionalism demands interest in appearance when

meeting customers.

4- behavior Be polite and well-spoken whether you're interacting with

customers, superiors or colleagues.

5- Reliability Responding to people promptly and following promises in a

timely manner.

6-Ethics Professionals must abide by a strict code of ethics .

7-Maintaining Your

Poise

A professional must maintain his poise even when facing a

difficult situation.

8-Phone Etiquette Identify yourself by your full name, company and title when

you place a call.

9-Written

Correspondence

Keep your letters brief and to the point, your tone should be

polite and formal.

10-Accountability Professionals are accountable for their actions at all times.

Source: (Chris Joseph.http://smallbusiness.chron.com/10-characteristics-professionalism-

708.).

3.4. The characteristics of professional in the era of globalization :

There are some characteristics related to the globalization professional such as:

Table.4. The characteristics of globalization professional

Source :(Alan Norton (2010).

10-Keep a smile on your face and

the right attitude in your heart

9-Say thank you

8-Share your Competencies 7-Praise your peers not yourself.

6-Follow exceptional

guiding principles

5-Communicate effectively

4-Do what you say and say what

you can do

3-Do more than expected

2-Make expertise your specialty

Characteristics

of

Globalization

professional

1-Put customer satisfaction first

4. Approaches for studying profession & professionalism:

The world of work is changing and will have to reinvent itself in the coming years by

matching the era of digitization and the internet. In order to lead the transition and make the

swift and profound changes, the rise in the skills of employees is essential, especially for soft

skills, but also for expertise and experience in trades and technical skills such as knowledge

and skills. make.

In the face of technological, economic, societal, and political-legislative developments, the

cartography of the professions of the era of globalization will evolve. Some benchmark trades

today will be highly impacted and will be less important in the years to come; conversely,

other occupations will become increasingly important and have a prominent place in current

labor market activities. For example, the business of Data or project management will quickly

gain more weight. In parallel, the digitization of tasks and processes will affect the business

back office or finance, accelerating procedures and optimizing the processing of many

requests.

In order to respond to changes in occupations and occupations, and to carry out new tasks

associated with their duties, employees in all sectors will have to develop certain behavioral

skills (well-being), in particular their ability to adapt to changes, to learn and to to train

continuously, to work in collaborative mode and thus to communicate better. These cognitive

skills, common to all trades, will serve the agility of organizations, their ability to innovate

and improve the customer experience.

The growing importance of behavioral values will not be to the detriment of technical skills

(know-how). Indeed, the digitization of processes and the development of Artificial

Intelligence will gradually eliminate acts with low added value and leave employees with

complex case management. In this context, know-how skills and expertise (experiences) of

the strengthened business will be essential.Furthermore, new areas of activity will emerge

calling on specialized and very specific expertise. This fragmentation of professions will

concern for example the business of the web, data or cyber-security.

For the HR functions and the managers, the changes of sectors of the world of work will also

have an important impact.

In a very collaborative and participative environment, managers will have to adopt a coaching

posture, provide a dimension of psychological support and encourage the autonomy and

initiative of their teams. The logic of skills management will also evolve from a job / activity

approach to the team / skills and organizational skills. These new approaches will require

employees to take charge of the management of their expertise and the development of their

day-to-day skills in order to envisage with their local HR a career path that is personalized

and consistent with the changes in jobs and missions and tasks. .

In this vision, companies and administrations will have to adopt a communication centered on

the collaborator and valorize their expertise and their competence block.(Gendron

.Benedicte,Lafortune.Louise(2009).

4.1. Methodological approaches:

Experts use two methodological approaches for building the structure of profession and

professionalism in the companies and administrations such as:

4.1.1. Approach (Top-Down), It is accomplished through the brain storming sessions of (the

analysis team work chiefs in cooperation with the organization leadership). It is conducting an

inventory of the elements of the environment or the process, jobs components and tasks in

order to describe all the jobs and professions in the enterprise.

4.1.2. Approach (Bottom-Up), it is accomplished by the analysis team work Chiefs in

cooperation with the job holders and their immediate supervisors, on the basis of existing

sources, then it will be validated or modify in order to describe all the jobs and professions in

the enterprise.

There, to determine the level of detail of each task job (profession), it is depending on the

institutions, their projects, and can proceed from the following principles:

- Details: depth in the levels of job analysis for each of the criteria is something to be

appreciated depending on the jobs and depending on the product / service, which has been

directed towards the smallest detail.

- Inclusiveness: the inclusiveness is necessary, and should not be overlooked any tasks or job,

or any component of the elements of the environment, or any other profession.

4.2. practical approaches:

4.2.1. The Descriptive Approach: The descriptive method is based on the method started by

the Job analysis as the following .

- Job Analysis, Classification ,description and Evaluation.

The descriptive expression of the job/ Profession is a process of actions and procedures to

gain access to the product or service or a job components, expressed words clarify the intent

or purpose of the profession in the organization. It needs a Data entry for:

- Knowing the various environments of work in functional conditions.

- Analyzing the (Regulations), and (qualifications), and holding meetings and dialogues with

users or experts, study the instructions of using of equipment that related to work system.

- Set up a chart to track the tasks and job (or job workflow).

- Identify the basic of the job: Why was the creation of the product / service?

- Identification of requirements: What does the Position requirements and obligations? The

result will be the Job description characterize (basic tasks, requirements) to meet the need of

work system.

Then, the / job analysis profession procedures run in accordance with the following chart:

-Analysis of the environment, the framework, the need to identify the beneficiary/customers.

- Identify th e target of profession determining the equipment’s used.

- Identify the key activities, tasks analysis:

* Main tasks analysis (1), the main task (2), the main task (3).

* Sub- Main tasks analysis (1), Sub Main tasks analysis (2), and Sub Main tasks analysis (2).

- Identify complementary activities:

Supplementary tasks analysis (a), Supplementary tasks analysis (b), Supplementary tasks

analysis (c).

- Product / service analysis: It is made part of the method simultaneously with the Job

Analysis, for the description of the internal process of technical analysis.

- Professionalization analysis: Professionalization describes: (1) education, training, and

other activities that transform a worker into a professional , (2) social processes by which an

occupation becomes a profession. For an employer, professionalization might mean requiring

a particular course of academic study, degree, certificate, certification, or professional society

membership as a condition of initial and/or continuing employment. For a professional

association, professionalization might mean establishing a code of conduct or (recognizing)

certifications, training programs, or educational standards. For the government,

professionalization might mean requiring a particular educational achievement or

certifications for its own workforce, supporting the development of curricula, establishing

standards for education programs, encouraging the use of certification as a means of

regulating the workers. (National Research Council (2013), (Stelios.Kavadias& All (2016).

4.2.2. The digital Approach:

This method determines the quantitative standard / criteria for each job /profession that allows

the implementation of tasks /activities, its development, and to avoid the need for excess

jobs/profession using Standard (a quantitative variable is used to estimate how the profession

occupancy or respect for requirements such as tasks, activities, duration of implementation,

outputs, risks, conditions of work,…) . This is achieved through dismantling the

profession/Job to simple elements and starting of each (Task), profession, identify standards

to estimate the evaluation of task, determine how to accomplish job /profession to detect other

possible standards

4.2.2.1. The evolution of the concept of human competencies:

With the development of management science and in particular human resource management,

change began to infect the basis of profession management and procedures for moving

towards individual talents ,and abilities, boosting organizational and institutional importance

for the emergence of the concept of competencies. This concept is characterized by the

multiplicity of capacity in the organization of work, (the ability to control the skills that

constitute a part of professional secrets are kept due to its importance of a person. Specialists

said (Competencies management constitutes a core element of the qualitative / qualitative

dimension of human resource management), and this is what makes material for discussions

(BATAL.Ch.(1999).

The concept began to replace the rehabilitation that fits the level of descriptive profession

/person, while Competencies management constitute a rich, flexible and useful digital tool in

the use of individual management as mass in human resources management and in the world

of professions/ jobs, used efficiency to accomplish very different and varied activities .

4.2.2.2. Block competencies:

Human block competencies at work accumulate in the major categories such as: (knowledge,

experiences, skills and well- being).The block competencies components show across a

rectangular called block competencies elements, which consists of four integrated parts

according to below figure.

Table.5. Human competencies components

1.Knowledge’s part : It include (Concepts,

ideas, theoretical basis, and scientific principles

of any field of specialization). It can acquire

through the use of traditional educational

methods, such as lectures, conferences,

presentations, etc.

2- Experiences part : It include (Personal

experiences of the same person or the

experience gained from the practices of

others). It can acquire through practice and

draw self-testing.

3-Skills part : It include (Methodologies,

techniques, working methods and tools that are

used in the field of employment). It learn through

the employment of knowledge and experiences in

the real situation and turn it into an

operational techniques or work tools.

4-Behaviors part :It include (Trends,

attitudes, ethics and relationships held by

the person with the other during the work

practice). They are earned such skills, but

with appropriate educational and societal

conditions facilitate awareness of

the importance of behavior at work.

Source: Meri .Mohammed (2009).

4.2.2.3. Digital profession: form Human competencies to referential of competencies

Four factors interact to integrate human competencies in referential of competencies as

follows:

The proper completion of activities, tasks and control of the competencies required for the

management of the units.

2-The organizations should provide services to beneficiaries which require the competencies

of quality.

3-Human behaviors constitute competencies cross category, everyone has more competencies

being used in a large number of implemented activities.

4- The skills and behaviors of the new profession competencies can be acquired through

training and work depending on the structure of cognitive.

4.2.2.4. The passage from profession description to referential of competencies:

The referential of competencies cannot prepared independently of description (profession

/jobs) because the transit point between them based on the level of activities / tasks to prepare

a detailed referential of competencies. Activities represent what person is doing or what he

needs to be that people who have the actual label in the professions /jobs, and each of them is

required to control the number of competencies substantially by using the following table:

(BATAL.Ch.(1999).

Table. 6. Predictive profession/ Job Holder:

Activities /Tasks Knowledge Experiences Skills Well- being

- Develop an action plan for the

department

½/3..,/% …/% …/% …/%

- Organizing daily work …/% …/% …/% …/%

- Managing Meeting with subordinates …/% …/% …/% …/%

- Managing Meeting with subordinates …/% …/% …/% …/%

- Serving the beneficiaries …/% …/% …/% …/%

After selecting competencies directly related to activities (profession / jobs), it is necessary to

identify competencies for each job / profession, and demonstrate the need to control all of the

competency of the referential that has been obtained in relation to the activity reference (job /

profession).

4.2.2.5. Modalities of writing competencies levels in the referential of competencies

There are two ways to determine the level of competencies required to be included in a

referential of Competencies:

1. First way, consists of a description of each competency with detailed drafting in order to

determine their level. In this case, it reflects the level of competency for their content.

2. Second way, consists of the predetermination of levels that can be applied in every field of

competencies. Thus, a distinction is made between the four levels are:

* Level I: Suit self-control.

* Level II: fit the ability to use the partial of competency.

* Level III: fits the ability to use the full competency of an independent manner.

* Level IV: fits the level of access to the real experience. (BATAL. (Ch).

-4.2.2.6. Identify the digital hierarchy of competencies in the Referential of

competencies:

In fact, there is profession / jobs require numerous competencies (sometimes more than 100

competencies), and here is necessary to work on and put it in accordance with the hierarchy

because they are not equally important. It is also essential ability to determine priorities in the

competencies required by each job / profession. There are three forms of the hierarchy of

competencies in different jobs / professions as follows:

4.2.3. Hierarchy as the core profession: it consists of identifying the activities of each

function / particular profession, which is more substantial in each business unit / department that is

important to achieve the goals that unit contributions.

4.2.3.1. Hierarchy as the core activities: it consists of identifying the activities of each

profession/job, which has an important contribution to achieving the goals of that unit.

4.2.3.2.. Hierarchy depending on the level of effectiveness: it is based on a competencies

search for the most useful to achieve the desired results in the specific job / profession, This

matrix shows the sequence as the following:

When the classifications are accomplished, it is enough to move them to a matrix sequence

× ×

competencies and identifying intersections between the classifications. Thus, it is easy to

determine the three categories of competencies that have different values, namely:

- Strategic competencies: the most important for the effectiveness and performance

- Secondary competencies: less important than its predecessor, but it is important, it

includes, and the Secondary exceptional: often not implemented but it impede our work if it

does not gain it.

- Secondary routine: that does not hinder the work, and can be used simply.

- Supplementary competencies: That is less important, not hinders the work and used in a

few cases. (BATAL.Ch ) .

Figure .1. The predictive hierarchy of competencies

Source: (BATAL.Ch ) .

4.2.4. Rationale of the competency-based leadership model The majority of managers consider the model as “the first attempt of formalization” (HR

Manager, Corporate) and “a good initiative to develop a common reference” (HR Manager,

Corporate). It has a great influence on the adoption of the practice.

The leadership model provides a strong basis for cultural learning in the constraints of the

increased size of the Group, cultural diversity, and time issues. Reducing agency costs is one

of the reasons to formalize leadership requirements. Creation of common and formalized and

therefore explicit reference would reduce time of understanding the corporate culture for new

comers, positively contribute to the socialization process, and decrease the information

asymmetry existing between headquarter and subsidiaries. The Leadership Model is a tool of

a cultural control or a mean for building global glue .

One could state that a multinational company can link its globally dispersed units through

human resources practices and policies. It can facilitate the transfer of learning across units

through human resource practices. A competency-based leadership model as a human

resource practice could serve as a tool of socialization, or developing trust worthy agents.

(MURATBEKOVA-TOURON. Maral (2005) .

5. Models / Examples of globalization profession & professionalism:

5.1. Examples of Professionalism in companies:

Examples of globalization professions &professionalism will help to demonstrate the point

more clearly such as:

Table.7. Examples of globalization Professionalism in companies

Examples Description

1- Following Policy A professional takes the time to understand company policies

and abides by those guidelines.

Complementary

competencies

exceptional

competencies

× ×

Secondary

Strategic

competencies

× ×

Sequence Hierarchical Competency

on Degree Obstruction

Secondary routine

Competencies ×

×

10 9 8 7 6 5 4 3 2 1 Competencies

2- Being Responsible Managers and executives associate professionalism with

reliability and responsibility.

3- Cooperating A professional attends to his own responsibilities and offers

assistance to colleagues when possible. Your teammates come to

rely on you because of your skills and reliability.

4- Addressing Conflict The professional approach to a conflict is to alert management to

the issue and allow the company to follow its policy to properly

address the situation.

Source: George N.

5.2. Models of Professionalism in companies:

Theoretical works of scholars suggest three models of professionalization; each offers a

different perspective on the development of a given profession such as: attribute models,

process models, and power models.

Table.8. Models of Professionalism in companies

Model Description

Attribute Model It describes the traits, attributes or characteristics that define a profession

as something different than other occupations. When using this model,

criteria are developed first to define the standards of the profession

however, an occupation is not considered a profession until all of the

criteria are met, and the profession in question provides a service that is

for the public good.

Process Model It describes the sequence of events for professionalization. It follows a

five-stage process in which each stage has a direct effect on the previous

stage. The initial stage of this model occurs when the full-time

occupation is identified. The second training or educational programs are

established. The third a professional association is established to help

define the profession( qualifications such as certifications and licenses

are developed in order to help differentiate the services of one occupation

from another). The fourth the code of ethics is developed. Professional

associations define the standards of its profession, the codes of practice,

the entry requirements and the disciplinary procedures that govern it. The

final stage involves gaining the support of law, the profession engages in

political action for legal protection, legal restrictions, and recognition of

title and work activities.

Power Model It is known as the market model. Power models focus on the motivations

for professionalization and how these motivations emerge. For example,

do stakeholders seek professionalization in order to improve the quality

of services provided, to establish a monopoly over these services, or

both?

Source: National Initiative for Cybersecurity Education (2012).

5.3.Model of the role of competencies in HR in the era of globalization

At the core of HRM lies the concept of competencies, which provide a basis for integrating HR

activities such as performance management, selection and training and development competency can

be describes as behavioral, technical and professionalism. This refers to a person’s intrinsic quality or

human capital, how well and individual or employee can deliver in terms of specific work- related

structures. Competency focuses on the abilities that are critical to successful job performance,

encompassing the right attitude being a team player with the ability to communicate excellently and

persuasively, both orally and imperatively. The focus is more and more on fast responsiveness to the

customer and delivery quality, time and flexibility.

Table.9. Model of the role of competencies in HR

Traditional HR & competency functions Emerging HR& competency practice

Administrative focus Strategic focus

Reactive Proactive

Separate and Isolated from company mission Key part of organizational mission

Production focus Service focus

Functional organization with vertical lines of

authority

Process-based organization

Generalists with horizontal

responsibility

Corporate team of specialists

People as expenses People as investments

Source: Doerga. Vishvanath K.P.V.(2019)

6.Finding:

In the field of competencies, it is common to hear or read the following distinctions: business

referential, training referential, referential for the recognition or valuation of experience. In a

recent publication, Parent & Jouquan (2015) differentiate the trade referential, from which

flows ("didactic translation" 2) the integrated competencies referential, which gives rise

("pedagogical transposition") to a training referential and a referential of evaluation.

Competency, conceived as complex competencies, is few in a referential at the base of

professionalization. They integrate a multitude of resources, both internal and external, and

they are developed in diversified professional situations, specific to each competency. The

gradual development of a competency is necessarily part of a long time of construction. This

is particularly the reason why, in a competency training aiming at professionalization, such an

importance is given to his career path, which is composed of several development trajectories.

Figure 1.1 shows the adaptation of Faucher (2009), which distinguishes professionalization

from professionalism, and establishes that professional certification, is at the end of the

competent level. It recognizes three levels in the professionalization: novice, intermediate,

competent. From one professional development ladder to another, the number of steps varies,

but these variations are minimal. (Poumay . Marianne , Tardif. Jacques, Georges . François (2017).

Figure 2 . Professional Development Scale (Faucher, 2009)

The logic of competency development and professional development scales are identical;

they share the same semantic perimeter.

Source: Faucher Caroline ( 2009,2011)

In a competency-based system, both the employer & the employee benefit. This is a result of

establishing a transparent blueprint for recruitment, job expectations, performance evaluation,

and advancement paths. Personal judgment and subjectivity are minimized, creating a more

positive work environment and a stronger relationship between employee and employer.

6.1. Competency-Based HR System :

Byham say that competency-organized human resource system has four advantages:

1. Decreased communication, training, & administration time. Managers must learn

only one set of competencies and definitions for each position. It takes less training time to

install each new subsystem or program because the competencies are understood, and major

concepts, such as focusing on behavior and organizing behavior into competencies, are used

throughout.

2. Subsystems validate one another. Information from different sources can be compared.

Data from one component can be used to validate the effectiveness of the others.

3. Subsystems reinforce one another. The use of one subsystem supports and reinforces

the use of others. Using the definitions and rating scales successfully in one subsystem

reminds managers the importance of using them in other activities.

4. The entire system & each subsystem can be validated using a content-oriented

validation strategy (that is, the subsystem can be related to defined job requirements).

(S.Prasanthi (2015)

6.2. The actual situation of the digital approach (SIRH) :

The evolution of SIRH (training and staff development, talent & competency management,

serious games, gamification, e-learning,...): shows some points on the application of this

approach .

The Main trends of the evolution digital HRIS: according to a 2015 study of (Danaé and

Circle SIRH), sixth edition of this benchmark focuses on current HRIS trends. The objective

is to show the vision of recent projects in the companies, the areas concerned, and the

evolution of the budgets and the service HRIS. (MERCER (2016).

• more than half of the companies have or will be evolving the HRIS: payroll, training,

ATM, recruitment, performance and reporting.

• The HRIS projects mainly concern the development of new functionalities, but also

new technologies such as SaaS mode, dematerialization, and the implementation of a new

tool.

6.3. Examples of digital Approach (Standard Classification of Occupations).

6.3.1. International Standard Classification of Occupations:

The International Standard Classification of Occupations (ISCO) is an International Labor

Organization (ILO) classification structure for organizing information on labor and Jobs. It is

part of the international family of economic and social classifications of the UN. The current

version, known as ISCO-08, was published in 2008 and is the fourth iteration, following

ISCO-58, ISCO-68 and ISCO-88. The ISCO-08 revision is expected to be the standard for

labor information worldwide in the coming decade, for instance as applied to incoming data

from the 2010 Global Round of National Population Censuses .(International Labour

Organization.(2011 ).

Table . The ISCO-08 divides jobs into 10 major groups & Subgroups:

1The ISCO-08 structure

Table. 10. International Standard Classification of Occupations

Major groups Subgroups

1.1 MAJOR GROUP Managers

1.2MAJOR GROUP Professionals

1.3MAJOR GROUP Technicians and associate professionals

1.4MAJOR GROUP Clerical support workers

1.5MAJOR GROUP 5 Service and sales workers

1.6 MAJOR GROUP Skilled agricultural, forestry and fishery workers

1.7MAJOR GROUP Craft and related trades workers

1.8MAJOR GROUP Plant and machine operators, and assemblers

1.9MAJOR GROUP 9 Elementary occupations

1.10MAJOR GROUP Armed forces occupations

Source: .(International Labour Organization.(2011 ).

Each major group is further organized into sub-major, minor and unit (not shown) groups.

The basic criteria used to define the system are the competency /skill level and specialization

required to competently perform the tasks and duties of the occupations.

6.3.2. European Classification of Skills/Competences,Qualifications &

Occupations(ESCO).

ESCO describe competences qualifications & skills, for profession and professionalism.

It serves several categories such as: (European Commission (2013).

Table. 11. European Classification of Skills/Competences

Occupations Description

Employers can use ESCO to define the set of skills, competences and

qualifications their vacancies require when they are developing a job

description.

Learners can use it to record their learning outcomes, whether acquired through

formal, non- formal or informal learning and build personal knowledge,

skills and competences profiles.

Workers &

learners

• can use the ESCO Occupational profiles to help identify “skills gaps”

against target occupations.

Education &

training

institutions

• can use ESCO in curriculum development and assessment.

Other

organizations

can use ESCO to express the learning outcomes of their qualifications,

to reflect skill needs and to facilitate the understanding of their

qualifications across borders.

Human

resources

managers &

people offering

career guidance

• can use ESCO to enhance planning & make aptitude or ability tests &

skills and interest inventories more accurate.

Employment

services

• can use ESCO to exchange relevant labor market information (CVs and

vacancies) in a meaningful way.

Trade unions

&Professional

Associations

can use ESCO to help improve job design, the content of qualifications

and opportunities for mobility.

Software

developers

can use the ESCO Occupational profiles to develop new Career

Information and Guidance (IAG) tools, such as career pathways.

Source: (European Commission (2013).

ESCO bridges the communication gap between education and work, to cope with this,

effective communication and dialogue between the labor market and the education/ training

sector is vital, to facilitate this dialogue, ESCO is structured on the basis of three pillars

representing a searchable database in 25 languages. These pillars are Occupations,

Skills/competences, and Qualifications. More importantly, the pillars are interlinked to show

the relationships between them. Occupational profiles show whether skills and competences

are essential or optional and what qualifications are relevant for each ESCO Occupation.

6.3.3. AMERICAN ECONOMIC ASSOCIATION: JEL Classification System / EconLit

Subject Descriptors.

The JEL classification system was developed for use in the Journal of Economic Literature

(JEL), and is a standard method of classifying scholarly literature in the field of economics.

The system is used to classify articles, dissertations, books, book reviews, and working papers

in EconLit, and in many other applications For descriptions and examples.

There are JEL Format (Hierarchical), and EconLit Format (No-Hierarchical), Updated in

continuously. All changes since 2016-03-01 are noted below.(American Economic

Association).

Table .12. JEL Classification System / EconLit Subject Descriptors.

JEL

Classification

Groups and subgroups

A A General Economics and Teaching

B B History of Economic Thought, Methodology, and Heterodox Approaches

C C Mathematical and Quantitative Methods

D D Microeconomics

E E Macroeconomics and Monetary Economics

F F International Economics

G Public Economics

H I Health, Education, and Welfare

I J Labor and Demographic Economics

J Law and Economics

K Industrial Organization

L Business Administration and Business Economics • Marketing • Accounting

• Personnel Economics

M Economic History

N Economic Development, Innovation, Technological Change, and Growth

O Economic Systems

P Agricultural and Natural Resource Economics • Environmental and

Ecological Economics

R Urban, Rural, Regional, Real Estate, and Transportation Economics

Q Y Miscellaneous Categories

Z Z Other Special Topics

Source: AMERICAN ECONOMIC ASSOCIATION: JEL Classification System .

6.4. Practical Model proposed

This proposed model shows how to apply a digital profession & professionalism by using the

competencies management & referential of competencies, it is so easy to practice the model

such as:

Figure .3. Practical Model proposed

Conclusion The competency of new professions in the era of globalization requires a great change of

profession and professionalism, and innovative mentalities and models. To conclude it is

necessary to:

- The profession and professionalism have been effectively changed in most professional

contexts. It is necessary to examine now the practical implications of these changes in this

working context of the age of globalization.

- The new profession and professionalism as an instrument of change in the age of

globalization and the Internet require innovative approaches that adapt to recent performance

standards.

- Scientists and practitioners should study the characteristics of new trades and their

professionalism, and their skills as well as some models and examples applied in

contemporary businesses.

- With globalization and the Internet, the world of work is changing from the descriptive

approach to the digital approach to skills and profession / professionalism.

-The research shows the current situation of the digital approach using the human resources

information system (HRIS) and its constantly expanding market, in accordance with the

standards (international / European and American) of the digital classification of jobs and the

repository skills.

- The document proposes a practical model to apply the digital approach to the profession and

its skills and professionalism.

1. Accurate understanding of the human

resources management system

2. Determining an appropriate strategy

Building job/profession management

and competencies

4. Determine the desired components

of Jobs and competencies

management

6. Rebuilding targeted Jobs & professions

5. Rebuilding Targeted competencies management

management

7.Application of Digital Management of

profession and competencies

8. Preparation Referential of

competencies individually , collectively

And institutionally

2. Identify sites and needs

Administrative Development Target

9. Computerizing referential of competencies via Human Resources Information System

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