Purpose This paper aims to present an integrated view of the literature published on all aspects and facets of competence in supply chain management (SCM) and furthermore provides a framework for classifying and analyzing literature to facilitate further study, practice and research. Design/methodology/approach A systematic literature review identified 98 peer-reviewed scientific journal publications on the subject of competence in SCM. Findings This review identifies and classifies the key content of the subject based on whose competence (level of analysis) and the type of competence (competence element), resulting in a framework that brings together aspects at the individual and organizational level, and of the functional, relational, managerial and behavioral elements of competence from the SCM literature. It furthermore displays the timeliness and wide-ranging character of the subject, as presented by the evolutionary timeline and the main research streams. Research limitations/implications Although competence in SCM is a key to business success, the subject is ambiguous and an explicit need exists for more research. This paper provides a foundation for future examination of and theory building in this subject. It also alerts researchers to complementary studies outside of their own “customary” domains. Practical implications This paper can support managers in their pursuit to secure competence in SCM and thereby improve outcomes on both individual and organizational level. It can furthermore assist in the development of relevant programs and training sessions. Originality/value To the best of authors’ knowledge, this work represents the first systematic literature review on the subject of competence in SCM. In addition, it proposes a taxonomy for mapping and evaluating research on this subject.

No abstract

PurposeSupply chain (SC) professionals and their competence play a key role in creating value and competitive advantage for companies. A considerable amount of this competence is developed at work, but little is known about how this takes place. Drawing on constructivist learning theory, the authors investigate how SC professionals develop their competence at work.Design/methodology/approachThe study takes off from a theoretical framework of workplace learning mechanisms, followed by a series of in-depth interviews with an expertise panel of profoundly competent and experienced SC professionals.FindingsThe results provide detailed insights into the learning process of SC professionals. The key findings show that SC professionals use a wide range of learning mechanisms throughout their careers, and that the contribution and complexity of these mechanisms differ and change dynamically with seniority. The findings also show that learning mechanisms should not be viewed as isolated phenomena, but closely related to every-day SCM work as well as learning attitude.Research limitations/implicationsBy conceptualizing learning as a process, and congregating the fragmented literature into a framework of workplace learning mechanisms, this research provides a theoretical reference point for future studies. The empirical findings bring a new level of detailed knowledge on how SC professionals learn at work.Practical implicationsThe results can assist SC professionals, HR managers and academic program leaders in their quest to develop competence in the field of SCM.Originality/valueThis paper makes a unique contribution to the human aspects of SCM literature by presenting the first study that investigates in depth the crucial but complex process of how workplace learning takes place for SC professionals in practice.

PurposeCompetence development is a prerequisite for successfully meeting existing and future challenges in the retail sector. However, current human resource development practices are often limited in their scope and offerings. This study sets out to investigate and bring to light informal learning among retail professionals.Design/methodology/approachThis research consists of two exploratory studies focused on store managers and procurement officers, respectively. Based on a typology of learning mechanisms, the authors conducted eleven in-depth interviews, generating a rich body of empirical data centred on how informal learning takes place at work.FindingsThe research points out key learning mechanisms for each occupation and offers detailed narratives of how they are embedded in everyday learning. In addition, the findings provide a synthesis of the complex nature of learning mechanisms and their variations in form and orientation.Practical implicationsBy generating tangible and explicit knowledge on the topic of informal learning, the results contribute to both professionals, who may actively engage in useful learning mechanisms, and managers, who may develop processes and structures based on key learning mechanisms.Originality/valueThis paper helps to demystify the tacit and often unnoticed learning that takes place at work. In doing so, it broadens the perspective on competence development and facilitates future discussions of human resource development practices in the retail industry and the research community.