Organisations today operate in an increasingly volatile, uncertain, complex and ambiguous (VUCA) business environment, necessitating innovative approaches, agility and adaptability to navigate these challenges (Syamsir et al., 2025). There are several challenges organisations face, including technological adaptation and implementation, job displacement caused by artificial intelligence (AI), digital tools and remote work, which have impacted team dynamics, communication and collaboration (Ahmad, 2025). This century’s organisations experience the realities of Industry 4.0 and Industry 5.0, where introducing advanced technology requires a human-centric approach (Zizic et al., 2022). In addition, the pandemic has forced organisations to rethink their operations, processes and human resource management (HRM) (Gandrita et al., 2022).

According to Markham and Gobind (2022), HRM entails organisational processes, procedures and the management of various functions. These include, to name a few, workforce planning, recruitment and selection, learning and development, talent management, implementation of HR policies and systems and organisational development. Therefore, as strategic partners, HR practitioners are expected to lead organisations through complexities by leveraging advanced technological tools and demonstrating critical competencies (Akundi et al., 2022). However, concerns remain regarding the extent to which higher education qualifications and HR competency models adequately prepare emerging HR practitioners for workplace demands (Bawu, 2021; Chan, 2016). Employers globally have expressed dissatisfaction with the quality of graduates (Bawu, 2021). The literature consistently points to a widening competency gap among HR graduates, particularly in soft skills such as leadership and critical thinking (Matabane et al., 2024; Yong & Ling, 2023). Therefore, it is essential to identify the competencies needed to equip emerging HR practitioners with those required by the industry. Essentially, emerging HR practitioners should be able to contribute to the world of work by delivering people solutions (Joseph et al., 2021). To address this gap, this study reviews the literature and gathers data from HR managers on the relevant competencies (knowledge, skills and abilities) that emerging HR practitioners are expected to demonstrate. Furthermore, this study identifies critical competencies required for emerging HR practitioners to operate effectively within Industry 4.0 and 5.0 and VUCA environments, while still preparing for the evolving world of work. The aim of this study, therefore, includes:

Traditionally, HR originated in the industrial era, viewed as personnel management, focusing mainly on administrative tasks, compliance and resource allocation and efficiency (Azam, 2023). The evolution of HR highlights four stages: administrative HR, personnel management, strategic HR and HR business partners. The role of HR has shifted from being very transactional to transformational. Human resources is not just responsible for the operations; HR’s role and responsibilities include recruitment and selection, performance management, learning and development, succession planning, compensation and benefits, human resource information systems (HRIS) and HR data and analytics (Van Vulpen & Verlinde, 2024).

Now more than ever, HR practitioners must be strategic partners, effectively managing employee relations and understanding employment law (Cayrat & Boxall, 2023), where practitioners are forced to integrate technology in the recruitment and selection process and manage workforces, where we see remote work and an increased importance on employee well-being (Daraojimba et al., 2024). Changes in the workplace require HR practitioners to possess a range of critical competencies to address organisational challenges and contribute to business success. These critical competencies include business awareness, leadership, relationship building and self-belief (Lo et al., 2015). According to Kim and Jung (2022), to succeed in the 21st century, HR practitioners require competencies in critical thinking, emotional intelligence, digital literacy, customer orientation and interpersonal skills. Additionally, by 2027, demand will concentrate on analytical and creative thinking, AI literacy, lifelong learning, leadership, social influence and curiosity (World Economic Forum, 2023). Organisations need strategic, systematic reskilling and leadership development, including a complete redesign of HR education (Bawu, 2021; Gyeke & Amo, 2024; Kamal, 2020). A key contention point is the rapid adoption of new technologies, the need for constant innovation, and the implementation of automated systems (Destriani et al., 2024), versus the skills required to effectively build and implement human resource management systems (HRMS), such as cloud systems and digital collaboration platforms. Roles such as people analytics specialists, AI-augmented recruiters and employee experience practitioners increasingly require competencies related to digital literacy and data interpretation, which are not necessary competencies displayed by emerging HR practitioners or necessarily included in HR education (Strohmeier, 2020; Van den Heuvel & Bondarouk, 2017). We see further tension in the literature between organisational expectations and practitioner readiness. While organisations are trying to remain relevant by investing heavily in digital transformation, HR practitioners lack the necessary expertise, digital training and infrastructure (Minbaeva, 2021; Parry & Stromheier, 2014). This necessitates the need for awareness creation, education, development and training with the intention to equip emerging practitioners with the necessary competencies. Other scholars make an argument for a hybrid competency development approach, a combination of traditional competencies, as well as digital and analytical competencies (SHRM, 2024; World Economic Forum, 2023).

Literature defines competence as an overarching term for knowledge (cognitive), skills (functional) and abilities (behavioural) (Mulder & Winterton, 2017). The competence theory consists of three fundamental building blocks, namely cognitive, functional and behavioural elements, which appear in most qualification frameworks (Winterton & Turnbow, 2020). According to Mulder (2016), cognitive competence pertains to knowledge, encompassing understanding, expertise and proficiency in a specific subject matter. On the other hand, functional refers to practical skills and abilities necessary to perform specific tasks or functions effectively, which is tangible, observable, hands-on expertise (Mulder, 2016). According to Le Deist and Winterton (2005), functional competence is an individual’s proficiency and capabilities within specific areas or domains, encapsulating their skill sets and abilities. Behavioural encompasses attitudes and behaviours such as emotional intelligence, interpersonal skills, effective communication skills and adaptability (Mulder, 2016).

A competency-based approach has been increasingly used in HRM and development to adequately equip HR professionals for their careers. A competency is an observable and measurable attribute integrating knowledge, skills and values, demonstrated to a defined standard within a specific context. Knowledge is viewed as the theoretical or practical understanding of specific content or technical information needed to perform adequately on-the-job, usually obtained through formal education and on-the-job experience (Mulder & Winterton, 2017). Skills are viewed as techniques acquired over time by special training or experience (Mulder & Winterton, 2017). Abilities are the cognitive or physical abilities an individual possesses and displays that are necessary in a specific role or situation (Mulder & Winterton, 2017).

Literature highlights HR competencies and competency models that provide the competencies (knowledge, skills and abilities) that HR practitioners are expected to display to be effective within their roles. These include the following competency models; the HR competency model, the national HR management system standards model (Abbott & Jivan, 2023), the HR competency model of Ulrich (Ulrich et al., 2017), the competency model of McEvoy et al. (2005), the HR 5.0 model by Raj (2021), the CIPD competency framework (Josh Bersin, 2019) and the SHRM competency model (SHRM, 2016) (view Table 1 for a summary). Ulrich’s model provides a strong foundation for evaluating HR roles. However, other competency models, such as the competency model of McEvoy et al. (2005), emphasise competencies that should be developed during a student’s undergraduate degree to prepare them for success as HR practitioners. Some of these include communication skills, consulting skills, HR strategy, performance management, talent management, innovation, adaptability and self-esteem. The SABPP HR competency model describes what organisations should have in place to optimise human capital and create a positive employee experience (SABPP, 2024). This model closely aligns with the national HR management system standards model, which identifies the HR competencies that practitioners need to implement HR standards (SABPP, 2024).

The HR competency models for Industry 4.0 and 5.0 proposed by several authors highlight critical competencies for HR practitioners navigating the digital transformation and the human-centric focus of modern industries. Unlike previous models, the HR 5.0 model by Raj (2021) emphasises the balance between digital technologies and human-centric values to address the needs of Industry 5.0. The CIPD framework provides a comprehensive guide to competencies that HR practitioners can develop, which are divided into core knowledge, behaviour and specialist knowledge areas (Josh Bersin, 2019). The SHRM provides this list of competencies, said to be critical for HR practitioners: HR expertise (HR knowledge), ethical practice, leadership and navigation, business acumen, consultation, critical evaluation, communication, global or cultural effectiveness and relationship management (SHRM, 2016). These competencies are essential for effective HR practice, especially in a field governed by several professional bodies.

These professional bodies include SABPP, CIPD and IPM, which advance HR as a profession by setting standards, offering competency frameworks, certification, training, research and networking. The SABPP is a non-statutory professional body for HRM and people practices (SABPP, 2024). Chartered Institute of Personnel and Development is a UK statutory body with various hubs in the UK, Ireland, the Middle East and Asia for HR and people development; it promotes the HRM profession and its HRM practitioners as professionals (CIPD, 2017). The CIPD also offers a comprehensive competency framework that outlines skills, knowledge and behaviours needed in HR (Dube, 2022). These professional bodies exist to advance HR as a respected profession globally. These bodies ensure that HR practitioners are competent and invest in continuous development. These professional bodies focus mainly on developing registered practitioners already in the market. This creates a gap for emerging practitioners, who may not have the same opportunities for competency development at the student level as they prepare for entry-level jobs, highlighting the need for this study to identify the necessary competencies for emerging HR practitioners.

The researcher utilised a qualitative descriptive research strategy within an interpretivist paradigm, focusing on research participants’ experiences and perceptions. The qualitative approach used an inductive method to determine how individuals interpret their social world (Bryman, 2016). The qualitative approach helped gain insights from experienced HR practitioners based on their experiences working with emerging HR practitioners. Interpretivism involves developing interpretations of qualitative data to understand individuals’ subjective meanings and experiences within their social context (Zahle, 2021). The interpretive perspective focuses on revealing multiple realities as opposed to searching for one objective reality (Guest et al., 2013). In this study, HR managers provided their own interpretations of the competencies displayed by emerging practitioners, based on their organisational environments, sectors and exposure to HR practices. The researcher used a questionnaire to gain subjective perceptions from experienced practitioners. A qualitative descriptive strategy was used, with a structured competency evaluation and qualitative input from the HR managers. The competencies listed were derived from literature, and managers evaluated emerging HR practitioners’ performance against this list. The managers were encouraged to identify additional emerging competencies not reflected on the list. This strategy allowed for both structured evaluation and exploratory qualitative insights. The findings of this study contribute to the contemporary HR literature by illustrating how HR managers perceived the relevance and importance of existing HR competencies within Industry 4.0 and Industry 5.0 contexts. The interpretivist position strengthens the study’s methodological coherence and aligns with the explanatory aim of understanding how contemporary competency models are viewed and evaluated in practice.

The sample (N = 64) consisted of experienced HR practitioners, including managers from both the private and public sectors. A non-probability sampling strategy combining convenience and purposive sampling was employed to identify experienced HR practitioners. Convenience sampling, while critiqued in the literature for its potential to introduce selection bias and limit generalisability (Briggs et al., 2012), was pragmatically chosen because of accessibility constraints and the need to reach professionals actively working in the HR field. To mitigate the limitations of convenience sampling, this study incorporated purposive sampling to ensure the relevance and appropriateness of the participants. The inclusion criterion ensured that participants could provide credible, contextually informed insights into the competencies required for workplace success. By clearly outlining the inclusion criteria, the final sample comprised information-rich participants who were appropriate to answer the questions about the readiness and competence of emerging HR practitioners. Participants were therefore only included within the study if they confirmed that they had recent, direct experience with supervising, mentoring and evaluating emerging HR practitioners. Organisational size and industry were not considered; instead, a diverse sample across different sectors and sizes was used to capture broadly shared expectations regarding emerging HR professionals. This also ensured that the sample reflected the diversity of the broad South African HR landscape.

Research participants were recruited through the SABPP and the IPM, who shared the link to the online qualitative questionnaire with all their members (i.e. HR practitioners). Additional participants were recruited through the researcher’s personal and professional networks, including social media platforms such as LinkedIn and Facebook. The inclusion criteria for experienced HR practitioners were that participants should have: (1) more than 5 years of experience in HR or an HR-related field, (2) be actively involved in supervising, evaluating and mentoring emerging HR practitioners, (3) proficiency in at least English, and (4) be able and willing to partake in this study voluntarily. The minimum of 5 years’ experience was chosen to ensure that the participants had progressed beyond early career and had sustained exposure to various business cycles and HR practices, and were likely to have supervised or mentored emerging HR practitioners. Within the South African HR context specifically, 5 years is also broadly consistent with the experience levels associated with mid-to-senior designations under the SABPP competency model. Table 2 provides the demographics of the research participants:

Data were collected using an online qualitative questionnaire that combined structured Likert-type items with open-ended questions. The closed Likert-type items were used only to direct participants to the competency list and support reflection on each item, while the open-ended responses were used as the main qualitative data that were analysed in this study. The open-ended questions invited participants to identify additional competencies, explain their relevance, and describe what emerging HR practitioners need for current and future work contexts. By following this approach, participants were free to elaborate on their professional experiences and provide contextually rich insights regarding working with emerging HR professionals. The use of structured response formats alongside open-ended questions is recognised in qualitative research as a means of enriching subsequent qualitative responses (Bryman, 2016; Creswell & Plano Clark, 2018).

Firstly, the researcher compared competency models and lists from the existing HR and HRM literature and, based on this review, compiled a consolidated list of competencies relevant to emerging HR practitioners. For each competency, a brief definition was drafted. Definitions of competencies’ skills, abilities and knowledge components were also provided for clarity. Secondly, the list of competencies and their definitions was presented to participants in the questionnaire to ensure that participants understood what each competency entailed. The questionnaire included 48 questions and took participants approximately 30–60 min to complete.

Thirdly, participants were asked to rate these competencies using Likert-type scales ranging from: very poor (1) to very good (5). Furthermore, they had to rate the importance of each competency in the organisation on a Likert scale, ranging from not important (1) to very important (5). A Likert scale was considered the most suitable for capturing the perceptions and opinions of experienced HR practitioners regarding the competencies of emerging HR practitioners. The use of Likert-type items in qualitative research provides a nuanced means of exploring complex attitudes and perceptions, thereby adding to the precision of quantitative measures with the depth of qualitative insight. Although traditionally associated with quantitative analysis, integrating qualitative interpretation enables a deeper understanding of the subjective meanings embedded in individual responses (Bryan, 2024). While this study primarily followed a qualitative, interpretivist approach, Likert-type scales were used to complement the open-ended questions.

Fourthly, after completing the ratings, participants responded to a series of semi-structured, open-ended questions that invited them to suggest additional competencies. The questions included:

The researcher followed a deductive and inductive thematic analysis method. Braun and Clarke (2022) indicate that thematic analysis is a method used by researchers to identify, analyse and report patterns (themes) during data analysis and ensures an accurate data analysis. The qualitative data collected in this study, particularly the open-ended responses from experienced HR practitioners, were analysed using manual thematic analysis, without the use of computer-assisted qualitative data analysis software. This decision was intentional and aligned with the study’s interpretivist orientation. According to Braun and Clarke (2022), manual thematic analysis is a valid and widely used approach in qualitative research, particularly when the dataset is manageable. By following this hands-on approach, the researcher stayed close to the data, enabling more comprehensive insights and greater control over interpretation.

Deductive thematic analysis entailed using a predetermined framework, namely the research objectives, when analysing the data to establish whether the theory was true or false. The objectives suggested a top-down deductive approach because they involve applying existing literature, theories and models to guide the study. Following an inductive method, data-driven coding was used to explore unanticipated themes (Braun & Clarke, 2022). The purpose of the data analysis was to identify the competencies needed for emerging HR practitioners. The following three categories were identified for emerging HR practitioners: knowledge, skills and abilities. In line with the competency definition adopted from the literature, which conceptualises a competency as a combination of knowledge, skills and abilities, this structure was used for data analysis purposes. Related codes were collated into candidate themes (no sub-themes emerged) and iteratively reviewed for coherence. Themes were then defined and clearly named, supported by illustrative participant extracts, and presented to address the research questions and objectives. Although the study used the competency framework of knowledge, skills and abilities to organise reporting, themes were still developed based on the participants’ expressions and interpretations.

Participation in this study was voluntary, with the option to withdraw at any time. Data collection complied with the Protection of Personal Information Act and upheld informed consent, privacy, confidentiality and anonymity. Trustworthiness reflects the rigour of the research process and instils confidence in the accuracy and applicability of the findings (Ahmed, 2024). Trustworthiness was addressed through credibility, transferability, dependability and confirmability.

Credibility refers to the accuracy of data, respondents’ opinions and their interpretation as presented (ul Haq et al., 2023). The researcher determined the list of competencies for emerging HR practitioners to ensure credibility through meticulous data collection from multiple sources. Competencies were developed by reviewing and incorporating competency models from the existing literature and by consulting HR managers through data collected via the questionnaire. The research drew on theoretical frameworks and practical insights to ensure that the competencies were well-informed and validated. By incorporating multiple perspectives, the researcher ensured a robust foundation for identifying competencies, enhancing the study’s reliability.

Confirmability was enhanced through transparent documentation of the research process and the use of participant extracts to demonstrate that the findings were grounded in the data rather than solely in the researcher’s assumptions. Co-coders were involved to support analytical consistency and reduce potential researcher bias. They were suitable for this role because of their experience in qualitative analysis and familiarity with HRM research. Their role was to review the coding, assess alignment between extracts, codes and themes, and provide feedback on theme coherence. The primary researcher retained responsibility for the final interpretation. Boundaries were managed through prior role clarification, the use of a shared coding framework, and a discussion of differences until agreement was reached.

Dependability focuses on reliability, ensuring that the findings remain consistent when the study is repeated within the same context with the same group (Shenton, 2004). The same methodology should then be followed, and results should not differ. The researcher meticulously followed and adhered to the set methodology, ensuring consistency throughout the study. This means the same questionnaire was used for all research participants, including instructions, context and study information. This approach ensured reliable and consistent results. Co-coders assisted in this process to ensure dependability by verifying the collected data.

Transferability refers to the extent to which research findings are applicable to similar contexts, individuals, groups and settings (ul Haq et al., 2023). The researchers made sure to collect descriptive data from research participants and provided comprehensive descriptions of them. The researcher provided an in-depth description of the research context.

Ethical clearance to conduct this study was obtained from the North-West University Economic and Management Sciences Research Ethics Committee (Ref. No. NWU- 00642-24-A4).

Table 3 provides a consolidated list of the critical knowledge competencies identified by examining multiple HR competency models and grouping together similar items found in at least two sources.

Table 4 provides the consolidated list of the critical skills competencies that were identified by examining multiple HR competency models and grouping together similar items found in at least two sources.

Table 5 provides the consolidated list of the critical abilities competencies that were identified by examining multiple HR competency models and grouping together similar items found in at least two sources.

The lists of competencies were used to compile a questionnaire using the QuestionPro platform, which was presented as a questionnaire to HR managers. Next, the findings reflect the responses from the HR practitioners.

The rating findings revealed that HR practitioners in participant organisations demonstrated specific knowledge competencies. Reward and recognition, and performance were rated as competencies that emerging practitioners are performing excellently in and were rated as very important and necessary in their organisation. Eight competencies, namely risk management and compliance, strategic HRM, HR service delivery, workforce planning, employee wellness, talent management, business acumen, labour relations and employment law, were rated by the participants as being averagely displayed; however, they were viewed as very important and necessary in their organisations.

The participants reported additional knowledge competencies. Seven themes emerged from the data: Change management, financial acumen, HR systems and technology, labour law, learning and development, organisational development, recruitment, and selection.

The findings revealed that HR practitioners in participant organisations demonstrated specific skill competencies. Team and interpersonal skills and collaborative skills were rated highest in competency, matching their high importance. Communication skills, cognitive skills and consulting skills were rated as average in terms of competency despite being considered very important. Interestingly, all skills were considered very important for the organisation, indicating their critical nature in HR practice.

The following additional skill competencies were reported by the participants, resulting in the following nine themes:

The findings revealed that HR practitioners in participant organisations demonstrated specific ability competencies. Human resource technology and digital proficiency were rated highest in competency, matching their high importance. Human resource analytics and metrics and executive presence are rated as average in terms of competency despite being considered very important. Interestingly, HR research methods are rated as an average ability in importance, slightly lower than the other abilities.

The additional ability competencies identified by the participants are reported next. The following three themes were identified: change management, leadership and professional abilities.

The following knowledge competencies were identified by the participants as necessary for emerging HR practitioners to display for the future world of work:

The following skills competencies were identified by the participants as necessary for emerging HR practitioners to display for the future world of work.

Additional abilities that were deemed necessary for emerging HR practitioners to display, according to experienced HR practitioners, for the future world of work (considering Industry 4.0 and Industry 5.0), were adaptability and collaboration.

The study carries significant implications for universities, professional bodies and employers. Higher education institutions such as universities may need to integrate these competencies into HR curricula or incorporate micro-credentials aligned with these competencies to ensure graduates are work-ready and employable. Short learning programmes and continuous professional development initiatives could be designed to strengthen competencies such as leadership, systems thinking and critical reasoning. The findings point toward the need for professional bodies and employers to provide structured development opportunities and mentorship that expose emerging HR practitioners to real-world challenges. This ensures that organisations can cultivate an agile HR workforce that contributes strategically to business growth and transformation.

A few limitations can be identified in this study: a limited sample of HR managers, which may restrict the generalisability of results across diverse organisational contexts. Future research could adopt larger, more diverse samples and consider cross-industry to validate and expand the identified competencies. Longitudinal studies could also track how these competencies influence HR career progression and organisational outcomes over time. Furthermore, research may benefit from exploring the role of technological advancements, such as AI-driven HR analytics, in reshaping competencies required of emerging practitioners.