Authors
- Emese Belényesi Ludovika University of Public Service https://orcid.org/0000-0002-4865-6629
- Andrea Győrfyné Kukoda Ludovika University of Public Service https://orcid.org/0000-0003-0254-5832
DOI: https://doi.org/10.14267/VEZTUD.2026.06.04
Keywords: competency models, leadership development, FLIGBY, digital simulation, public service, self-assessment bias
Abstract
This paper explores how the FLIGBY digital simulation bridges the gap between the theoretical frameworks of international leadership competency models (ECQ, UNESCO, UN, OECD) and practical competency development within the public service. The research focuses on the tension between students’ self-perceived competencies and their actual performance measured in simulated decision-making scenarios. An exploratory pilot study was conducted involving 16 public service professionals. A mixed-method approach was employed, where subjective self-assessment scores were linearly transformed to be comparable with the algorithm-based behavioural scores generated by the simulation software. The results confirm a significant discrepancy between „perceived” and „actual” (simulated) competency levels. Participants consistently overestimated their skills, particularly in interpersonal domains. The study concludes that while static competency models define normative expectations, they lack the feedback mechanisms necessary for reflexive self-awareness. The FLIGBY simulation effectively complements these frameworks by providing experiential feedback and fostering realistic self-assessment of leadership.