Silva Fennica

Table 1. The structure of competence model (modified from Campion et al. 2011).
Project management. Project management is the art of creating accurate and effective schedules with a well-defined scope while being personally accountable for the execution and invested in the success of the project. People who exhibit this competency effectively and continuously manage risks and dependencies by making timely decisions while ensuring the quality of the project.
Proficiency level 1	Identifies risks and dependencies and communicates routinely to stakeholders. Appropriately escalates blocking issues when necessary. Understands project objectives and expected quality. Champions project to stakeholders and articulates business value.
Proficiency level 2	In addition to level 1 Develops systems to monitor risks.
Proficiency level 3	In addition to level 1 and 2 Anticipates changing conditions and impact to risks and dependencies.
Proficiency level 4	In addition to level 1, 2 and 3 Proactively identifies implications of related internal and external business conditions to risks and dependencies.

Table 2. The characteristics of respondents in the data.
Respondent	Title or field of expertise	Size of organisation	Business
Interviewee 1	Development (R&D)	500+	Governmental
Interviewee 2	Marketing, responsibility	50–100	Consulting
Interviewee 3	Resource management	500+	Sawmill
Interviewee 4	Administration, HR	500+	Governmental
Interviewee 5	CEO	10–20	Consulting
Interviewee 6	Sustainability management	500+	Forestry
Interviewee 7	HR	500+	Pulp and paper
Interviewee 8	IT-manager	30–50	Consulting
Interviewee 9	HR	30–50	Governmental
Interviewee 10	Counsellor	30–50	Governmental

Table 3. Interview protocol. Main themes and guiding questions used during the interview.
Main themes	Guiding questions
Beginning	What skills have been most important to you in your daily work life? Try to describe your work day five years from now: What skills do you need during the day? How do these occur at your work day? How has work in your organisation changed?
Methods and practices of competence modelling in the organisation:	Does your organisation use any form of competence mapping? How is your organisation measuring skills? How are the results taken into account? Have you ever done skills assessment at any stage?
The elements of competence and skills important for working life:	General skills have been emphasized in earlier surveys about important skills in the forest sector. Can you give examples of general skills relevant to practical working life based on your own experience? Can you give an example of practical working life situation where general skills are needed? Where and how did you learn these skills? How would it be possible to measure general skills? What do these (general) skills include? Can you describe what the above-mentioned skills mean for practical working life? (you can choose as many as you want)
Attitude towards competence measurement:	Does it make sense to measure competence and does it benefit the organisation? How do you measure and map competence needs at your workplace / work? What kind of information does competence measurement give you? How are the results obtained utilized?
The future of work life in the forest sector and competences needed	What specific forest sector related skills should be taught at the university? What should be taught in general? How important is earlier work experience for a new recruitment? How could the link between the working life and the university be improved?