The phrase "future competencies" is grammatically correct and usable in written English.
It refers to the skills and abilities that will be necessary or in demand in the future. Example: "As the world becomes more technologically advanced, digital literacy and coding will be essential future competencies for the workforce."
These include the identification of gaps between current and future competencies and culture; the creation of performance metrics and systems that shift the focus from rewarding seniority to recognizing results and the relative value of roles; the resetting of expectations for roles and responsibilities; and use of the career tool kit by employees.
As Courtney Abraham, SVP of talent acquisition at Adecco said at the Toptal Future of Work Summit, "Managing a distributed workforce is one of the future competencies". But based on Toptal's findings, it's an expertise that managers often lack at the moment.
In the health professions the long-term goal of professional career practice is an important component of motivation, which is related more closely with future competencies to be used in regulated professional practice than with knowledge and skills to be acquired in the learning process during university study.
This paper seeks to address omissions in previous research by identifying a future competency profile for design engineers.
Hence, health care professionals must become aware of the need for optimal competencies in relation to patient care outcomes and the importance of developing a shared understanding of future competency requirements [20].
In addition, these skill areas supported the development of future competency frameworks (Astroth et al. 2004; McCain et al. 2004).
The paper closes with lessons that can be drawn from the analysis to strengthen future competency frameworks.
Future competency frameworks for school-age youth may want to include competencies that prepare youth between the ages of 14 18 for their transition into adulthood.
The age of youth being served, descriptions of mastery for each competency area, an emphasis on developing mid-level managers, and incorporating research emerge as factors that should be addressed in future competency frameworks.
There is a growing body of literature that explores how staff can support positive youth outcomes (Larson et al. 2005a, 2005b; Wood et al. 2009) that should be consulted in the development of future competency frameworks.
A transnational and project-oriented teaching and learning framework is outlined, which provides the future key competencies for young engineers.
