Forensic Practices and Investigation Effectiveness

The Mediating Role of Competency

Abstract

The growing reliance on forensic science in contemporary justice systems underscores the need to understand how organizational practices translate into effective investigative outcomes. While previous studies have examined the role of individual forensic elements such as technology adoption or training programs, there remains a lack of integrative frameworks that explain how multiple practices jointly shape investigation effectiveness. This conceptual paper addresses this gap by developing a model that links forensic procedures, technology application, and training programs to investigation effectiveness, mediated by forensic competency. Drawing on the Resource-Based View (RBV) and Competency-Based Theory (CBT), the framework positions competency as the strategic mechanism through which organizational resources are transformed into reliable, admissible, and timely forensic outcomes. The paper reviews recent empirical evidence highlighting the critical role of procedural rigor, technology integration, and structured training in improving forensic performance. However, it argues that these practices alone are insufficient without competent personnel to enact and integrate them. By conceptualizing competency as a mediator, the model offers a nuanced explanation of why similar resource investments yield different performance results across forensic contexts. The study outlines a future empirical agenda employing Partial Least Squares Structural Equation Modeling (PLS-SEM) to validate the proposed relationships. The expected contributions of this work are threefold: advancing theory by integrating RBV and CBT in a forensic science context, providing practical insights for laboratories and investigative agencies seeking to maximize performance, and informing policy on the design of competency-driven forensic standards. This conceptualization emphasizes that sustainable forensic effectiveness arises not from resources alone but from the alignment of practices with practitioner competency