Remote and hybrid work have become central features of contemporary organizational life, reshaping how individuals and teams engage in professional activity, collaboration, and learning. As work becomes increasingly distributed, developing relevant competencies emerges as a critical concern. This paper presents an integrated framework to support competence development in remote work settings. It introduces a typology of remote work configurations based on two foundational dimensions: task complexity, defined as the cognitive effort and judgment required to complete a task, and the degree of team cooperation required, reflecting how much individuals must coordinate and interact with others to achieve shared goals.

Crossing these dimensions yields a matrix of four remote work configurations. Routine Independent Work involves simple, repetitive, and largely autonomous tasks requiring minimal interaction. Expert Autonomous Work consists of cognitively demanding tasks that can be completed independently by professionals with deep expertise and a high degree of self-direction. Coordinated Routine Work includes structured, low-complexity tasks that require frequent procedural alignment or communication. Collaborative Knowledge Work involves high-complexity tasks demanding both advanced expertise and dynamic, interdependent collaboration. Each configuration presents distinct competence development needs and different opportunities for learning in remote contexts.

To deepen the typology’s relevance, we connect it with a behavior-oriented framework drawn from existing literature. This framework distinguishes three domains of professional competence: task-related, social, and individual behaviors. Task-related competencies involve planning, execution, and adaptation of work processes. Social competencies relate to communication, collaboration, and conflict resolution. Individual competencies include self-regulation, motivation, and adaptability. This lens enables a structured assessment of how remote professionals engage with tasks, colleagues, and learning processes across different work scenarios.

Aligning the typology with these behavioral domains reveals differentiated patterns of competence development. Routine Independent Work emphasizes self-management and tool fluency. Expert Autonomous Work demands cognitive resilience and strategic learning. Coordinated Routine Work requires strong communication and procedural consistency. Collaborative Knowledge Work calls for shared cognition, trust-building, and the ability to manage complexity collaboratively. These differences suggest the need for tailored strategies in training, feedback, and team support.

The empirical component of the paper consists of illustrative case studies drawn from professionals situated in each quadrant of the typology. These cases show how competence development unfolds in practice, highlighting key tensions, learning strategies, and enabling or constraining conditions. The analysis underscores that competence development is shaped not only by access to training or technology but also by how work is organized and collaboration structured.

By integrating conceptual modeling with empirical inquiry, this paper contributes a framework to align remote work design with competence development strategies. It offers insights for educators, and organizational leaders aiming to foster adaptive, situated, and context-sensitive learning in hybrid work environments.

Keywords: Remote work, Competence development, Taks typology, distributed teams.