{"id":3051,"date":"2016-03-04T17:31:09","date_gmt":"2016-03-04T16:31:09","guid":{"rendered":"http:\/\/www.munich-business-school.de\/insights\/?p=3051"},"modified":"2023-07-04T09:44:27","modified_gmt":"2023-07-04T07:44:27","slug":"knowing-doing-being","status":"publish","type":"post","link":"https:\/\/www.munich-business-school.de\/insights\/en\/2016\/knowing-doing-being\/","title":{"rendered":"Knowing, Doing, Being \u2013 Developing Management Competencies for the Future"},"content":{"rendered":"\n

The working world of the future is undergoing a transformation that requires new competencies. Training that covers the competence fields of Knowing, Doing and Being in equal measure can help here.<\/strong><\/p>\n\n\n\n

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In a recent survey<\/a>, the World Economic Forum examined the working world of the future in context with the fourth industrial revolution. The predicted changes in the working world will also bring along shifts in the required spectrum of competencies. Of the core competencies that will be required from 2020, today roughly one third is still seen as unimportant. The shift will affect all business sectors, but to different degrees: In the media sector, about one fourth of the requirements will change, in the finance segment, however, more than 40 percent.<\/p>\n\n\n\n

At present and in the future, the most important competence is the ability to solve new, poorly structured problems in a complex environment. This is followed by an array of social skills, among them coordination with others (in a team), emotional intelligence, service orientation and negotiation skills. Comparing 2015 and 2020, cognitive abilities such as creativity and cognitive flexibility will make the biggest leap to the top, while quality assurance and active listening skills will disappear from the list of the top 10 competencies.<\/p>\n\n\n

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Figure 1: The top 10 workplace competencies in the year 2020, position changes in comparison to 2015 in brackets (World Economic Forum, 2016)<\/figcaption><\/figure>\n<\/div>\n\n\n

Knowing, Doing, Being<\/h2>\n\n\n\n

Academic studies are naturally focused on subject-related expertise of the relevant academic discipline. This also applies to the fields of economics and business administration. The studies teach the most important and fundamental theories, for example in finance, accounting, marketing and management. The theoretical knowledge taught in the lecture halls, however, does not automatically translate into decision-making and problem-solving skills in practice: Many university graduates suffer a so-called \u201creality shock\u201d at the transition from their academic training to professional life. For gaining a deeper understanding of the theoretical content \u2013 in particular in disciplines of social science, such as business administration and economics \u2013, prompt testing of the theories and tools is necessary \u2013 as well as, vice versa, a re-connection of practical experience with the process of acquiring knowledge.<\/p>\n\n\n\n

A smooth and seamless transition into the job market after graduation, however, can never be the single goal of academic studies. Another important goal is to enable the students to handle dynamic and complex situations. An important element for achieving this is an intensified focus on basic values and personal goals. Teaching and training sustainable goals instead of situation-related rules will, in the end, encourage independent and creative problem solving skills. <\/p>\n\n\n\n

Clearly, knowing, doing and being can be distinguished as the three interrelated fields of competence:<\/p>\n\n\n\n