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The Quest for Competencies
Abstract
Looks at the differences in quality in competency studies and cautions that trainers should be sure that the competencies identified are, in fact, valid and useful. Offers guidelines for identifying and describing competencies that are important to employees in a specific organization. (JOW)
... Hoffmann (1999) uses the term 'competency' to refer to this 'behavioural' approach, which he suggests is more likely to be used in the private sector. Parry's (1996) definition of a competency is along the lines of the 'standards' approach: … a cluster of related knowledge, skills and attitudes that affects a major part of one's job, that correlates with performance, that can be measured against well accepted standards, and that can be improved via training and development (p. 49). ...
... On the other hand, if competencies are broken down into too many criteria, the list can become unmanageable. The approach taken in some occupations is to identify a small number of key or 'core' competencies as broad statements, which are then broken down into more specific statements relating to aspects of roles, functional areas, or 'domains' to provide evidence of capability (domain-referencing). Parry (1996) suggests that a competency must comprise related knowledge, skills and attitudes to be effective. For example, he suggests that developing competency in effective time management involves knowledge (how much an hour of one's time is worth), skills (how to prioritise, delegate etc) and attitudes ('doing everything isn't as important as doing the 20 per cent that contributes 80 per cent to the organisation's effectiveness') (p.50). ...
... Throughout the competency literature, there is a particular tension as to whether the 'softer' aspects of competence should be included in competency frameworks, or whether the emphasis should be on standards of performance or 'hard' job-specific abilities. For example, while authors such as Parry (1996) suggest the focus should be on competencies that are clearly measurable and that can be targeted in training, other research (see Butler, 2001) highlights the importance of the less tangible, softer attributes necessary to be consistently effective in a role across different contexts and over time. ...
... (백승수, 2020: 12) , 1982;Burgoyne, 1989;Spenser & Spenser, 1993;Parry, 1996;Mirabile, 1997;McCleland, 1993 (White, 1959;Burgoyne, 1989;Rychen & Salganik, 2003 (Boyatzis, 1982;Spenser & Spenser, 1993;Parry, 1996) (White, 1959;Burgoyne, 1989;Rychen & Salganik, 2003)뿐만 아니라 표현된 능력competency (Boyatizis, 1982;Burgoyne, 1989;Spenser & Spenser, 1993;Parry, 1996;Mirabile, 1997;McCleland, 1993 ...
... (백승수, 2020: 12) , 1982;Burgoyne, 1989;Spenser & Spenser, 1993;Parry, 1996;Mirabile, 1997;McCleland, 1993 (White, 1959;Burgoyne, 1989;Rychen & Salganik, 2003 (Boyatzis, 1982;Spenser & Spenser, 1993;Parry, 1996) (White, 1959;Burgoyne, 1989;Rychen & Salganik, 2003)뿐만 아니라 표현된 능력competency (Boyatizis, 1982;Burgoyne, 1989;Spenser & Spenser, 1993;Parry, 1996;Mirabile, 1997;McCleland, 1993 ...
... 뿐만 아니라 표현된 능력competency (Boyatizis, 1982;Burgoyne, 1989;Spenser & Spenser, 1993;Parry, 1996;Mirabile, 1997;McCleland, 1993 ...
... Since this study focused on the competencies required by occupational groups, a more accurate explanation of a competency model would be that it is a selection of competencies required by a specific occupational group at the individual, team and organisational levels (Stevens, 2013). A mere listing of competencies has more value for its users if similar competencies are grouped together to form a model (Parry, 1996). For the purpose of this study, a competency model was defined as a set of competency domains, with their associated competencies, required by a specific occupational group. ...
... The third step is to specify the design considerations for the competency model. This depends, according to Parry (1996), on how the competencies will be used in the organisation. The fourth step is to define the requisite levels of work applicable to the organisation. ...
Copyright: © 2014. The Authors. Licensee: AOSIS OpenJournals. This work is licensed under the Creative Commons Attribution License. Orientation: No comprehensive, integrated competency model exists for central bankers. Due to the importance of central banks in the context of the ongoing global financial crisis, it was deemed necessary to design and validate such a model. Research purpose: To craft and validate a comprehensive, integrated global central banker competency model (GCBCM) and to assess whether central banks using the GCBCM for training have a higher global influence. Motivation for the study: Limited consensus exists globally about what constitutes a 'competent' central banker. A quantitatively validated GCBCM would make a significant contribution to enhancing central banker effectiveness, and also provide a solid foundation for effective people management.
... These may be referred as competencies later. Considering the competency definitions, knowledge, capability and ability which are effective on the performance are seen to be prominent in this context (Athey and Orth, 1999; Campion et al. 2011; Soderquist et al. 2009; Chen and Naquin, 2006; Parry, 1996). Thus, comptenecy modelling refers to the sum of knowledge, ability and capabilites necesitated to demonstrate performance in a job. ...
... Thus, comptenecy modelling refers to the sum of knowledge, ability and capabilites necesitated to demonstrate performance in a job. (Kochanski, 1997; Mansfield, 1996; Mirabile, 1997; Parry, 1996; Rodriguez, et al. 2002). According to Boyatzis (1982: 21), who is referred to in any study on competency and who became utmost influential in the spread of the concept of competency in the academic and business circles, competency is comprised as the features of an individual as motives, specifications, abilities, self images and social roles to make him/her demonstrate high performance in the work. ...
The aim of this study is to determine the perceptions on “strategy” of the executives in the public institutions, as well as to define the strategic decision making competencies of them through a case study method. To this end, 168 executives were asked to indicate a critical incident about the behaviors - antecedent of succesful strategic decision making- of an executive/leader whom they accept as successful strategic leader. It was also aimed to determine what these executives understand from the term of strategy. The interview forms were interpreted by two researchers seperately through the content analysis method and the management competencies related to a succesful strategic decision making and the perceptions of managers toward the term of strategy were determined. According to the results of analysis, 8 strategic decision making competencies and the frequency table of the perceptions towards the the term strategy (definitions of strategy)
were derived.
... Ashton, (1996) also have similar opinions on the competence of the knowledge, skills, attitudes and abilities or skills necessary to achieve effective performance. Some researchers, such as Hogy, 1989; Klemp, 1980: Brown, 1993 Parry, 1996; Spencer, 1993; Sangi, 2004 are also have the same opinion. ...
... In performance of educational facilities, the organization should be in a situation conducive to good work to improve the quality of learning outcomes (Lackney, 1999). Therefore, to produce a situation that individuals should have the competence to manage the facilities required for him to do the work so as to achieve the desired performance (Klemp, 1980; Parry, 1996; Sanghi, 2004) Accordingly, the definition of competencies for higher education institutions is not necessarily as same as the definition given by the business organization. According to Frederickson and Pratt, (1990) the teaching method is an independent variable primarily responsible for forming competence in all education level. ...
Incorporating maintainability during the building design is essential to increase overall performance of the building including quality and cost as; the management and operation process of facilities can have a significant impact on cost, health and safety, energy and quality. As a result, a more effective and efficient building facility will be turned over during the post occupancy stage. Literature review reveals that there is a need to implement maintainability during the building design phase; mainly due to the increasing life-cycle cost of the building facilities. A critical review of the literature has been carried out to explore the consideration of maintainability during the building design and subsequently identifies a set of criteria and indicators to be applied during the building design phase to achieve cost effective building maintenance. Thus, this paper opted a four-round Delphi questionnaire survey to identify the relevant design for maintainability criteria and indicators to achieve cost effective building maintenance. 8 designs for maintainability criteria along with the indicators for each of the criterion have been identified. These design for maintainability indicators help the building architects to incorporate maintainability practice during the building design phase and thus help to achieve cost effective maintenance. This paper aims to address the long pending quest of incorporating maintainability during the building design phase and consequently achieve cost effective building maintenance.
... These included poorly executed competency studies. They were poor for a variety of reasons: 1 focused too narrowly on a specific job title 2 ignoring one of the three cognitive, psychomotor or affective components of learning 3 not including major components of the job 4 not measurable 5 including components that cannot be improved by training and development (Parry, 1996). ...
... Invoking work done by Vroom (2000) who reaches all the way back to Tannenbaum and Schmidt (1958) and their seminal discussion of choosing a leadership pattern, Silzer points out some of the strengths and weaknesses of competency models in use. Traditional efforts have focused on the current problems and development of the capability to address those problems (Newhard, 2010; Oravis, 1982; Parry, 1996; Wood, 2009; Xanthos, 2006). Infrequent references couple future problems to the current efforts to improve competency models (Kurz and Bartram, 2008; Hammer et al., 2011; Seiler and Pfister, 2009). ...
Systems of Systems (SoS) require organisational components to have staff with abilities appropriate to the challenges within SoS. Large organisations frequently use competency models as a tool to ensure that their staff have the proper skills to deal with these challenges. Competency models have been used for 40 years to select, train, promote or separate employees. While competency models represent an improvement on their primary predecessor, intelligence tests, weaknesses have been noted in the literature and challenges have been made to improve them. Most improvement efforts have been evolutionary adjustments or insertion of more elements. This research presents a completely new way to create, assess or transform a competency model. This framework can be used to design, assess or transform an existing competency model. This paper represents a significant expansion of a conference paper presented at SOSE 2014 in Adelaide, South Australia in June 2014.
... Spencer and Spencer (1993) suggested that competency is a potential characteristic of individuals who perform effectively according to specific criteria in any task or situation [19] (pp. [11][12][13][14][15]. Parry (1996) and Lee (2002) viewed competency as a collection of knowledge, skills, and attitudes that can aid performance [20] (p. 50), [21] (pp. ...
... Spencer and Spencer (1993) suggested that competency is a potential characteristic of individuals who perform effectively according to specific criteria in any task or situation [19] (pp. [11][12][13][14][15]. Parry (1996) and Lee (2002) viewed competency as a collection of knowledge, skills, and attitudes that can aid performance [20] (p. 50), [21] (pp. ...
This study of 1780 college students in Korea explored gender differences in perceptions of competency certification programs in order to enhance sustainability in higher education. Structural equation modeling explained the optimal validity of the two-factor structure of perceptions between female and male students, and the structural relations between the two factors of competency were invariant across gender groups. A significant difference in latent means was found as well. The findings suggest that, for sustainable development, universities should develop systematic competency certification policies to accommodate students’ needs, as well as those of society, and help bridge the gender gap in the job market.
... 1. Development of concepts, skills and attitudes (formation) - Boyatizis (1982), Parry (1996, Boog (1999), Becker (2001), Spencer and Spencer (1993), Hipólito (2000), Dutra et al (1998), Sandberg (1996; 2. Capability (aptitude) - Moscovici (1994), Ruas (1999), Dutra et al (1998) ...
... ; 3. Work Practices, ability to mobilize resources, which distinguishes it from the concept of potential (action) - Sparrow and Bognanno (1994), Ruas (1999), Moscovici (1994), Boterf (1997), Perrenoud (1998), Fleury and Fleury (2000), Davis (2000), Zarifian (2001); 4. Combination of resources (mobilization) -Boterf (1997); 5. Search for better performances (results) - Boyatizis (1982), Sparrow and Bognanno (1994), Parry (1996), Becker et al (2001), Spencer and Spencer (1993), Ruas (1999), Fleury and Fleury (2000), Hipólito (2000), Dutra et al (1998), Davis (2000), Zarifian (2001); 6. Permanent questioning (dynamic perspective) -Hipólito (2000); 7. Individual learning process in which the higher responsibility should be attributed to the individual him/herself - Bruce (1996); 8. Relationship to other people (interaction) - Sandberg (1996). ...
Current stage of development of economy and society is characterized by general customization, increasing role of consumers and their needs;and today only those companies can lead the global fi erce competition which have unique intellectual resources. First of all, these resources include personnel competence. In this regard, the modern theory of human resource management actively developsthe competency-based approach. However, the existing competency models do not take into account all aspects of modern management and economy intellectualization, among which knowledge management has a special place due to the dependence of quality of goods and services on managers’ skills; hence the competitiveness of the business as a whole depends on the knowledge of managers at various levels. This paper deals with the implementation of the principles of modern client-oriented management andoff ers the competency model for managers developed by the author.The model meets the requirements of the new economy, in which the key role is played by professional knowledge and skills of employees in the production of quality goods and services. This model is based on existing and proven developments in the fi eld of human resource management.The author based the model on ”20 faces” model of manager’s competencies, but redesigned it completely, supplemented, extended and specifi ed levels of development for each of the features in this model. The proposed model can be an eff ective tool for human resource management and knowledge management in the transition to the production of goods and services with high consumer value.
... A literatura também pode ser avaliada por meio das correntes predominantes seja por abordagens, seja em um espaço territorial como a divisão dos debates em "americano e europeu". Parry (1996) destaca que no primeiro, competência é considerada input, tratada como um conjunto de características que venham afetar as ações dos sujeitos, enquanto que, na Europa, competência é considerada output, ou seja, o indivíduo demonstra competência a partir do momento que consegue assimilar e superar os resultados de suas ações. ...
... Trazendo as três outras visões, voltadas para competências output, todas remetem ao conceito de competências a partir dos resultados. Parry (1996) destaca que a competência é analisada a partir do momento que o indivíduo consegue assimilar e superar os resultados de suas ações, sem enfatizar o conjunto de aspectos individuais. O que mudam nas três visões também são as perspectivas de interculturalidade, aqui, baseadas em Walsh (2009). ...
Resumo Competências interculturais na educação superior, em especial brasileira, constitui um tema incipiente apesar de sua importância longínqua e de ser um espaço indiscutivelmente composto de um rico arcabouço cultural. Ambiente com a predominância da perspectiva funcional da interculturalidade (CANDAU, 2012; WALSH, 2009), ainda carece de reflexões acerca do desenvolvimento de saberes sobre as temáticas que a permeiam. Este artigo buscou uma interlocução conceitual acerca de competências interculturais na educação superior, a partir de uma pesquisa bibliográfica do tipo qualitativa e exploratória, apropriando-se das principais publicações nacionais e internacionais a respeito do tema. A reflexão conceitual partiu de discussões acerca de competências e interculturalidade , bem como a junção dos dois construtos (competências interculturais) na educação superior. Portanto, foi possível realizar uma releitura com base nos conceitos de competências na ótica de inputs (corrente predominante norte-americana com ênfase no conjunto de características do sujeito) e outputs (corrente predominante europeia com foco nos resultados) e da interculturalidade (interação entre culturas) com concepção de classificação como relacional, funcional e crítica de Walsh (2009). Entende-se que a partir desta pesquisa sejam incitadas novas discussões e olhares acerca do tema, bem como estudos empíricos que venham agregar os resultados aqui apresentados, além de incentivar a busca por didáticas a serem implementadas que visam ao desenvolvimento de competências interculturais na Educação Superior.
... Mas, além da dificuldade em transferir conhecimentos, é necessário fazer surgi-los, criá-los para que possivelmente transformem-se em competências. Ademais, as competências não se restringem à dimensão do conhecimento: ainda na definição organizada por Parry (1996) competência individual seria um agrupamento de conhecimentos, habilidades e atitudes (CHA) relacionadas que afetam grande parte do trabalho de uma pessoa (um papel ou uma responsabilidade), e que se correlaciona com seu desempenho no trabalho, podendo ser medida em comparação com os padrões estabelecidos e ser passível de melhoras, por meio de treinamentos e desenvolvimento. ...
A transformação das organizações dá-se através da transformação dos indivíduos que nelas atuam
(Hanashiro, Teixeira, & Zaccarelli, 2008). Ainda, a estratégia organizacional é uma ferramenta necessária
para definição das competências organizacionais que orientam as empresas ao seu sucesso. Entretanto,
a competência organizacional precisa desdobrar-se nas competências individual requeridas,
e aqui se encontra uma lacuna que precisa ser superada. Assim, o objetivo do estudo foi demonstrar
uma alternativa para o alinhamento entre as competências organizacionais e as competências individuais,
bem como a importância da aprendizagem organizacional nesse processo, utilizando-se do modelo
de Fleury e Fleury (2004). Para elucidação, efetuou-se um estudo de caso no grupo Nova Energia,
ao tomar por base seu modelo de avaliação de desempenho. Utilizou-se neste artigo um modelo de
pesquisa exploratória e descritiva, de natureza qualitativa. Como resultado, obteve-se que apesar de o
grupo possuir um modelo estruturado e planejar o desenvolvimento de suas competências, a inter-relação
dinâmica sugerida por Fleury e Fleury (2004) não é completa.
... ertente, de origem anglo-americana, representada por autores como Boyatzis (1982), Sparrow & Bognanno (1994) e Parry (1996, está voltada a uma perspectiva tecnicista, focada em resultados, e concebe competência como um conjunto de características intrínsecas ao sujeito, que lhe permite realizar um trabalho ou lidar com uma situação de forma eficaz. Parry (1996) compreende o termo como a integração de conhecimentos, habilidades e atitudes que afetam o desempenho em uma tarefa ou responsabilidade no trabalho, podendo ser medido em padrões e aperfeiçoado por meio de treinamento e desenvolvimento. A segunda vertente, de origem francesa, defendida por autores como Le Boterf (1995; 2003) e Zarifian ...
As Instituicoes Federais de Ensino Superior (IFES) realizam concursos publicos para o cargo de Secretario Executivo desde 2006. Apesar da quantidade significativa de profissionais da area atuando nesse contexto (1.478 cargos ocupados) (Brasil, 2013) e das multiplas contribuicoes que a flexibilidade do seu perfil e suas competencias lhes permitem oferecer, poucos estudos demonstram como suas atribuicoes foram adequadas as IFES. Este estudo tem o objetivo de analisar as competencias secretariais requeridas pela UFSC em comparacao ao perfil profissiografico do Secretario Executivo, no contexto da Gestao por Competencia. O perfil profissiografico foi levantado por pesquisa bibliografica e documental, entrevistas semiestruturadas com representantes dos orgaos de classe e com a coordenacao do curso de Secretariado Executivo da UFSC. As competencias secretariais requeridas pela UFSC foram identificadas por entrevista semiestruturada com a Secretaria de Gestao de Pessoas e aplicacao de questionario em 91,30% dos ocupantes do cargo. Os dados foram sistematizados e analisados por analise de conteudo qualitativa e quantitativa. Foi caracterizado o panorama do profissional no âmbito da UFSC, bem como os campos do conhecimento imprescindiveis para o bom desempenho de suas funcoes: principios administrativos e organizacionais; gestao secretarial; psicologia organizacional; lingua vernacula (redacao de documentos); tecnologia da informacao e comunicacao. Os principais resultados apontam que, apesar das dificuldades, a perspectiva de atuacao para esses profissionais no contexto da UFSC e altamente promissora, devido ao aumento do nivel de complexidade dos processos organizacionais e do perfil profissiografico do secretario executivo, assim como do alto nivel de formacao e capacitacao dos atuais ocupantes do cargo. O estudo permitiu ampliar a compreensao acerca das competencias requeridas dos secretarios executivos pela UFSC e podera fomentar discussoes que favorecam o estabelecimento de politicas voltadas ao desenvolvimento de competencias secretariais. DOI: 10.7769/gesec.v5i3.289
... The map produced in the exercise described in this article presents a first picture of how things should be, in the context of education in Quebec, in order for professional practices to be informed by RBI. The development of a competency framework should be based on a rigorous process and include several sources and methods of data collection (Parry 1996; Lucia and Lepsinger 1999; Rodriguez et al. 2002; Campion et al. 2011). The next phases will include, as a first step, a more in-depth survey of the scientific literature on RBI use in order to triangulate and supplement the information obtained through CM. ...
This article examines the efficacy of using concept mapping to identify the key dimensions that influence the use of research-based information by school practitioners, including teachers, educational counsellors, and school administrators. This mapping exercise was the first step in developing a competency framework for translation of research-based knowledge in education. Its aim was to provoke collective reflection of key stakeholders in the education sector who are already playing a role in knowledge transfer in their settings, to find out what should be done to make the scientific knowledge more useful to professional practices in schools. Altogether, the exercise identified eight domains that, according to respondents, influence the use of research in schools. These results were subsequently validated by three subgroups of participants and compared against the scientific literature on the topic to lay the foundation for identifying competencies that should be included in the framework. The map produced in the exercise described in this article presents a first picture of how things should be, in education, in order for teachers, educational counsellors, and school administrators to be informed by research-based information. The concept mapping methodology used in this study combined qualitative and quantitative approaches and was based on the active participation of key stakeholders. In the context of a project to develop a competency framework to foster knowledge translation, we consider this method to be appropriate and compares favourably with other group techniques.
... By enhancing the job competency of fund managers who take decisions to create portfolios to manage clients' wealth, investment management will contribute to increased performance. In other words, job competency directly influences organizational process, procedure, climate, and performance (Parry, 1996). Interestingly, risk management capability does not appear to influence perceived service performance directly, whereas operational capability affects the perception of fund managers' service performance. ...
... Apart from the working environment etc, the performance of any employee of an organisation in a task depends on the level of competency of the employee in the task and 'the competency is a cluster of relevant knowledge, skill and attitude that affects a major part of one's jobs and can be measured against well-accepted standards' (Parry, 1996). Hence, for setting effective criteria for selection of the suitable personnel in a job, it's necessary to identify the relevant knowledge, skill and attitude which could lead to successful performance in each task under the job title. ...
The purpose of this paper is to design a predictably valid selection model for employing the most suitable staff in the public as well as private sector organisations. The proposed selection model has four stages namely job analysis stage, competency level assessment stage, probability of success computation stage and selection indicator determination stage. The process of determining the weighted average scores of probability of success of the applicants in the job responsibilities is developed here in this paper for using the same as a selection indicator for employing suitable staff in the job vacancies of the organisations. In spite of some possible errors in the weighted average scores of probability of success of the job applicants in the job responsibilities, the proposed selection model would enable the employers to select the most suitable staff for the organisations with a prediction of future performances in the job and thereby could give a competitive edge to the organisations.
... There are two main reasons for people who finished their regular education to continue learning when they have found a job. One is that they want to improve their competencies, understood as a combination of knowledge, skills, and attitude (Parry, 1996;Stoof & others, 2001). They want as well to prepare themselves for a career. ...
... Tas (1988) defined competency as performance of duties based on one's ability to accomplish specific job-related tasks and the assumed role of a position. Parry (1996) offered this definition of a competency: a cluster of related knowledge, skills, and attitudes that affects a major part of one's job (a role or responsibility ), that correlates with performance on the job, that can be measured against well-accepted standards, and that can be improved via training and development . (Parry, 1996, p. 50) A review of the literature showed that the definition of the word competency can vary depending on the context in which it is used (Campion et al., 2011; Horng & Lu, 2006; Kay & Russette, 2000; Lin, 2002; Lucia & Lepsinger, 1999; Millar, Mao, & Moreo, 2010; Perdue, Ninemeier, & Woods, 2002; Tas, 1988; Tas, LaBrecque, & Clayton, 1996). ...
Culinology® is the blending of culinary arts and food technology. As of 2016, there are 16 RCA-approved Culinology® degree programs, but there has been no research conducted on the effectiveness of the Culinology® competencies in preparing graduates for employment in the food product development industry. The purpose of this study was to determine whether the Culinology® core competencies prepared graduates for successful employment in the food industry. A sequential explanatory design was used for this research. In the first stage, a survey was used to measure the graduates’ and employers’ perceptions of the importance and frequency of use for each competency. In the second stage, interviews with selected graduates and employers were conducted to gain more insight on the results of the first stage. The results indicated that a gap existed between what the employers and graduates perceived as the most important competency, and graduates are not fully prepared for employment in the food product development industry.
... The necessary internal attributes to perform any activity may be related to mental, intellectual, cognitive, social, emotional, attitudinal, physical, psychomotor etc aspects of the performer (Dubois, 1993;Lucia, & Lepsinger, 1999). In this regard, a generic definition of competency was given by a group of human resources scholars in Johannesburg, South Africa in 1995: 'A competency is a cluster of related knowledge, skill, attitude (K, S, A) that affects a major part of one's jobs (a role or responsibility), that correlates with performance on the job, that can be measured against well-accepted standards, and that can be improved via training and development' (Parry, 1996). Here the knowledge and skill are visible attributes and attitude represents all other hidden attributes of the Iceberg model of competency (Spencer, & Spencer, 1993) and the cluster of relevant knowledge, skill and attitude is a measure of competency in terms of internal attributes. ...
In order to simplify the system for assessing competency or competency level, this paper is aimed to establish a mathematical relation of competency level with relevant knowledge, skill and attitude levels. The hypotheses stated for this purpose have been verified with Null Hypothesis Statistical Testing method for a model activity of solving the ordinary problems of the 'Applications of Trigonometry in Real Problems' exercise of trigonometry syllabus of class ten under the West Bengal Board of Secondary Education (WBBSE), West Bengal, India. Total 726 students of tenth standard from ten different secondary schools under the WBBSE had undergone the test. Competency level has been found as a product of relevant knowledge, skill and attitude levels. The relation would provide a uniform measure of competency level irrespective of scales where the components of competency are assessed. This paper is first in its category to develop a mathematical relation of competency level with relevant knowledge, skill and attitude levels which would help Human Resource professionals to design more effective training programmes and employers to make more effective recruitment processes, etc.
... In other words, we believe that lacking a positive attitude towards the teaching profession, knowledge and skills, even if they are formed at a very high level, they will not express coherence. Otherwise, the definitions of many authors (Parry, 1996, Mirabile, 1997, Dooley, et al., 2004 Bocoú, 2008; Potolea & Toma, 2010) converge to consider competence as a whole not only of knowledge and skills but also integrating attitudes which selected, interacted and used properly, allow the successful achievement of tasks in professional and social contexts (Andronache, 2013). Furthermore, we consider important to point out that if future teachers have a positive attitude towards their profession, they may more easily develop their future students' intrinsic motivation for learning, they will be able to establish a more efficient communication with them and they will be more involved in the diversification and personalization of learning situations. ...
Attitude towards teaching profession paper aims at achieving a correlational study to identify attitudes towards teaching profession of the prospective teachers. The sample of subjects involved in this study is comprised of graduate students in educational sciences. For the substantiation of this study, an analysis of the specialized literature was made. Particularly the studies of social psychology established that generally the concept of attitude is approached from the perspective of Gordon Allport theories. Thus, most definitions consider attitude as an individual predisposition to evaluate a social element (concept, event, person) considering it favorable or unfavorable, and thus showing a certain behavior to it (Kartz, 1960, Eagly & Chaiken, 1993, Doron & Parot, 1999). To identify the level of attitudes towards the teaching profession to prospective teachers, we used a research method based on questionnaire investigation. A Likert scale with five points was used, containing 34 items. To explore attitudes towards teaching profession of the future teachers, a correlational design was elaborated aiming at identifying the relationship between the components of attitude (cognitive, affective and behavioral). The data obtained show that there is a significant positive correlation between the cognitive and the affective dimension. At the same time, the study demonstrates that there is no significant correlation between the size of the behavioral and cognitive dimensions and also emotional dimension. Therefore, the conducted study hypothesis is partially confirmed.
... 1). Our model is based on a model for HR practitioners (Parry, 1996), which has been adapted for the supply chain management context. In Parry's (1996) model, employees must have competencies (knowledge, skills, and abilities) that are applied in the form of behavior, which produces outputs that yield results; in other words: ...
The role of human capital as a source of competitive advantage has long been recognized; however, there has been little research into the competencies required in the supply chain management system. This paper strengthens the ties between supply chain and human resource management by examining the competencies inherent in successful supply chain management systems. Using structural equation modeling we assess the linkages between individual, network and inter-organizational competencies, investment in strategic partnership and firm performance. The findings reveal that both organizational awareness (competency at the individual level) and supply network competency (competency at the organizational level) have significant and positive effects on collaborative awareness. The importance of inter-organizational competencies is supported by the significant positive effect that collaborative awareness has on investment in strategic planning. Implications for human resource managers and supply chain managers are also provided.
... Each group is described by specific combination of standardized mean scores on factors used in the analysis and can be treated as a prototype. Usually, competency is defined in terms of the " knowledge, skills, abilities and other characteristics (KSAOs) that are needed for effective performance in a job " (Campion et al., 2011, 226, see also Mansfield, 1996 Parry, 1996; Kochanski, 1997; Mirabile, 1997; Green, 1999; Lucia and Lepsinger, 1999; Shippmann et al., 2000; Rodriguez et al., 2002). However, Shippmann et al. (2000) stress the fact that these models are implemented in organizations without validation procedures. ...
Competency models provide insight into key skills which are common to many positions in an organization. Moreover, there is a range of competencies that is used by many companies. Researchers have developed core competency terminology to underline their cross-organizational value. The article presents a theoretical model of core competencies consisting of two main higher-order competencies called performance and entrepreneurship. Each of them consists of three elements: the performance competency includes cooperation, organization of work and goal orientation, while entrepreneurship includes innovativeness, calculated risk-taking and pro-activeness. However, there is lack of empirical validation of competency concepts in organizations and this would seem crucial for obtaining reliable results from organizational research. We propose a two-step empirical validation procedure: 1) confirmation factor analysis, and 2) classification of employees. The sample consisted of 636 respondents (M = 44.5; SD = 15.1). Participants were administered a questionnaire developed for the study purpose. The reliability, measured by Cronbach’s alpha, ranged from .60 to .83 for six scales. Next, we tested the model using a confirmatory factor analysis. The two separate, single models of performance and entrepreneurial orientations fit quite well to the data, while a complex model based on the two single concepts needs further research. In the classification of employees based on the two higher order competencies we obtained four main groups of employees. Their profiles relate to those found in the literature, including so-called niche finders and top performers. Some proposal for organizations is discussed.
... 21)Brophy and Kiely (2002)Skills, knowledge behaviour and attitudes required to perform a role effectively (p. 167)Parry (1996)A cluster of related knowledge, attitudes, and skills that: (1) affects a major part of one's job, (2) correlates with performance on the job, and (3) can be improved via training and development (p. 60)Tell et al. (2000)An identifiable aspect of prospective work behaviour attributable to the individual (p. ...
Purpose: The research objective was to examine to what extent line manager competencies are linked to intelligence, and more specifically, three types of intelligence: analytical (fluid), practical and emotional.
Methodology: The research was carried out with line managers (N=98) who took part in 12 Assessment Centre sessions and completed tests measuring analytical, practical and emotional intelligence. The adopted hypotheses were tested using a multiple regression. In the regression model, the dependent variable was a managerial competency (management and striving for results, social skills, openness to change, problem solving, employee development) and the explanatory variables were the three types of intelligence. Five models, each for a separate management competency, were tested in this way.
Findings: In the study, it was hypothesized that practical intelligence relates to procedural tacit knowledge and is the strongest indicator of managerial competency. Analysis of the study results testing this hypothesis indicated that practical intelligence largely accounts for the level of competency used in managerial work (from 21% to 38%). The study findings suggest that practical intelligence is a better indicator of managerial competencies among line managers than traditionally measured IQ or emotional intelligence.
Originality: This research fills an important gap in the literature on the subject, indicating the links between major contemporary selection indicators (i.e., analytical, practical and emotional intelligence) and managerial competencies presented in realistic work simulations measured using the Assessment Centre process.
... According to the various definitions of oral communication competency defined by researchers (Wieman and Buckland, 1980;Duran, 1983;Bygate,1991 ), they refer the competency as "an individual"s ability to form abstract sentences that are produced and adapted to circumstances at the moment of speaking, by making rapid decisions and contributions that adequately fit the given situation". Competency can be measured according to the levels of established standards (Fletcher, 1991;Parry, 1996). The definitions are in accordance with the concept of communicative competence proposed by Hyme (1992) that ".Any use of language involves the attribute of communication. ...
Abstract
The English Oral Communication Competency of Thai Engineering Students
The mission of preparing qualified graduates to serve the need of workplace in Asian Economic Community leads to the challenge of a language teacher of English to develop their student language ability’s profiles. The study investigated and identified levels of English oral communication competency of civil engineering students at a Thai university of Technology with proposing informal standard in civil engineering context constructed on the ESP theory. 20 final year civil engineering students were assessed their levels of English oral communication competency with tasks composed of structured interviews with pictures to draw out the linguistic features of language structured in specific work context using the rubrics of the proposing standard. Recording data were transcribed and rated with expected performance checklist according to the model to indicate the level of proficiency in linguistic competence assessed. Finding revealed that Thai civil engineering students are in Novice and Intermediate levels. Analyses of English oral competency deficiencies showed the lack of using appropriate language structures, having difficulties with ending ‘s’ sound and incorrect pronunciation for specific words, and the interference of L1 to communicate. However, the interaction aspect indicated that the students are able to interact and communicate in the specific work context if they have the technical content schema. Implications for developing higher levels of English oral communication competency of Thai civil engineering students were discussed.
Key Words: English oral communication competency, civil engineering work context, performance assessment
... -Competency‖ means a -condition or quality of being competent; ability; fitness; legal capability, power, or jurisdiction‖ Fleishman et al (1995) Competency is a mixture of knowledge, skills, abilities, motivation, beliefs, values and interests. Parry, (1996). ...
... As to personal competency, a person's professionalism or personal work performance affects innovation critically. Thus, innovation is of utmost importance in relation to individuals' work performance in a relevant organization [19]. In addition, organizational competency such as the CEO's talents, organization, workforce, and resource procurement may be affected [20] and such factors as new product development, research capability enhancement, and market competitiveness, as part of technical competency, can induce corporate innovation [21,22]. ...
Recently many enterprises have been in need of design outsourcing services through which they can form creative ideas and innovations. In this respect, the innovation competency of design consulting firms is unprecedentedly regarded as a deciding competitive edge. This study examines the effects of design innovation competencies as personal innovation competency, organizational innovation competency, and technological innovation competency on the competitiveness of the design outsourcing service in meditating design innovativeness. Data were collected through a survey conducted among 392 design consulting enterprises by way of random sampling over seven regions in Korea. As a result of hypothesis verification, it turned out that the personal innovation competency of designers at design consulting enterprises and technological innovation competency, which represents their design methods and skills, had significant effects on design innovativeness. In contrast, organizational innovation competency showed no significant effects on design innovativeness. For a design consulting enterprise to become an innovative one with better outsourcing service competitiveness, it needs to pursue a strategic direction of strengthening designers' personal innovation and technological design innovation.
This paper investigates how humans adapt next learning activity selection (in particular the knowledge it assumes and the knowledge it teaches) to learner personality and competence to inspire an adaptive learning activity selection algorithm. First, the paper describes the investigation to produce validated materials for the main study, namely the creation and validation of learner competence statements. Next, through an empirical study, we investigate the impact on learning activity selection of learners' emotional stability and competence. Participants considered a fictional learner with a certain competence, emotional stability, recent and prior learning activities engaged in, and selected the next learning activity in terms of the knowledge it used and the knowledge it taught. Three algorithms were created to adapt the selection of learning activities' knowledge complexity to learners' personality and competence. Finally, we evaluated the algorithms through a study with teachers, resulting in an algorithm that selects learning activities with varying assumed and taught knowledge adapted to learner characteristics.
Nosso objetivo consiste em abordar conceitos e definições de Ética e como se aplicam à Sistemas de Informação, tanto do ponto de vista prático como da pesquisa. Para isso, serão conduzidos os temas de ética aplicada à pesquisa em Sistemas de Informação e ética aplicada à engenharia de Sistemas de Informação. São apresentados e discutidos casos reais e perspectivas atuais e futuras e interação. Cobrimos a relação entre a Ética e Sistemas de Informação, incluindo tópicos recorrentes e essenciais tanto ao pensar quanto ao fazer sistemas de informação, proteção de dados e privacidade, crimes cibernéticos, propriedade intelectual, ética profissional, plágio, consentimento, comitê de ética, entre outros.
Businesses are increasingly adopting competency models, which have proven their value as a human resources (HR) management tool. Specifically, this paper aims to investigate what types of job competencies are required for store managers, how selection criteria are made to find high performance store managers by retailing specialists and store managers themselves. But the influences between criteria have not been clearly shown. Are the perspectives of competent criteria between store managers and retailing HR specialists different? And what is the gap between them? To solve the issues involving the surface of human judgment and different view of points by implementers (store managers) and specialists (aspired level), we propose an effective method based onMCDMwith DETAMEL.
Facility management competency plays an important role in providing conducive facilities for higher education institutions. This study will examine the selection of measurement items for facility management competencies in higher education institution. Variables examined in this study are leadership and management, managing people, understanding business organization, operation and maintenance, managing premises, managing services, managing resources, and managing the working environment. Respondents consisted of 646 individuals who manage the facilities of higher education institutions. Data was analysed by using SPSS version 20 software. Results showed that the stated variables were categorized into five areas of facility management competencies with Eigenvalues above 1.0. The value of the Kaiser-Meyer-Olkin Measure of Sampling Adequacy 0.966 > 0.6 was adequate for inter-correlation, while Bartlett’s Test was significant (Chi Square = 23069.264, p <0.05). Hence, factor analysis was carried out and the results formed five constructs that were able to explain 71.78% of the polytechnic facility management competencies. In terms of reliability, the Cronbach’s Alpha value classification was very high, exceeding 0.7. Accordingly, the findings obtained reveal that the instrument can identify facility management competencies required to manage facilities in the polytechnics.
This short course aims to provide a panoramic view of the fundamental steps of acquiring and managing data practice in data journalism. It will be conducted using MySql databases resources and query language basic structures. Through the introduction of anonymization, cleansing, and transformation techniques, participants will be encouraged to practice these techniques in order to increase students’ data literacy. A real case of data acquisition and management of violence against women will be applied to foment flashes of inspiration to this short course in order to amplify students’ critical view and empathy about data journalism’s social issues.
A number of engineering education programs have defined learning outcomes and course-level competencies, and conducted assessments at the program level to determine areas for continuous improvement. However, many of these programs have not implemented a comprehensive competency framework to support the actual delivery and assessment of an individual course. This paper highlights how a competency framework can be used across the life cycle of a course to effectively deliver and assess course content, and give valuable, timely feedback to students thus, improving teaching, student motivation and learning. A framework for leveraging course competencies during course design and delivery is presented, and addresses the following five phases of a course, namely, content design, assessment design, content delivery and assessment, assessment results analysis and feedback, and content review. Using a large first-year core course of the BSc (Information Systems Management) program, at School of Information Systems, Singapore Management University, Singapore—called Information Systems Software Foundation (ISSF)—as an example, this paper shows how course competencies support the framework’s five phases. Data from a student survey indicates that the framework has contributed to enhancing their motivation to learn, provides enhanced learning experiences in terms of helping students prepare for each assessment, providing better feedback by raising awareness of what they know and do not know, and revisiting topics that relate to competencies that have not been fully acquired. Results from interviewing instructors revealed that the competency framework provides valuable and timely feedback on how students are performing, and additionally what changes are required to both the content and method of delivery in order to improve teaching. This contributes towards more effectively closing the “teaching and learning loop”.
Discutir competências interculturais na educação superior brasileira pressupõe um olhar para os aspectos culturais e desenvolvimento de competências nesse contexto, conceitos diretamente entrelaçados com discussões acerca da qualidade. A predominância de “formatos monoculturais arcaicos” que reproduzem diversas formas de racismo ou ainda um ambiente que se fundamenta em uma interculturalidade funcional nos instiga a nutrir reflexões sobre a evolução do contexto da educação superior na América Latina. Além disso, competências é um tema fundamental no ambiente educacional, visto que, preparar os discentes para o mundo global já é mais do que uma realidade. Essa pesquisa buscou analisar a percepção dos discentes quanto ao conceito de competências e competências interculturais e suas práticas em uma universidade pública brasileira. O caminho percorrido foi uma pesquisa de campo, qualitativa, estudo de caso, com uso de questionário e da Análise Textual Discursiva (ATD). Os principais resultados trouxeram confirmação teórica da predominância no Brasil do conceito de competências como input, o conceito de competências interculturais como uma ramificação deste e polissêmico, bem como os elementos (contexto, atores sociais e práticas) como essenciais para o desenvolvimento de competências interculturais na educação superior.
The introduction and application of NCS(National Competency Standards) into college education seeks for competency-based human resource development and management, which targets what to do rather than what to know in terms of employees` performing jobs, duties and tasks in their work environments. The focus of the study is to redesign an educational curriculum of the field of Advertising Production for college students from a perspective of NCS. The field of Advertising Production related competency unit groups, competency units and competency elements were selected followed by the process of developing the curriculum. Using survey questionnaires and FGIs, data were collected from advertising industry experts, field practitioners and college students. The redesigned NCS-based curriculum is expected to link college education into industrial needs for human resources and thus to enhance the quality of college education.
This study is aimed to identify environmental management expert’s competencies, to analyze educational need, and to improve curriculum of Global Environmental Management major of ‘Seoul National University’. Environmental experts are divided into three groups through ‘the right people’ of the Global Environmental Management major: environmental management businessman, environmental management policy maker, environmental management international cooperator. This study selected three high-performers of each categories through recommendation and made them build a competency model for what the high-performer’s behavioral characteristics is. And the educational needs analysis was carried out by practitioners in environmental management field. This study ordered the priority of educational needed competencies
by method of Borich’s proposal. The high priority of competencies that should be educated preferentially are as follows: responding to environmental policy, analyzing domestic & foreign environmental policy and design international environmental
cooperation project. To be secure the consistency with the field need and university curriculum, it is needed to find various interventions in environmental management education and to improve curricula focused on specific competencies
National Competency Standards or NCS is an educational system that emphasizes developing job-related abilities. Therefore it will be an effective solution in training field-oriented work forces if properly applied. However, in the department of social welfare, it is not easy to apply NCS to the curriculum since most academic subjects concerning social welfare focus not on practice but on theory and in addition, most of social welfare departments in junior colleges have an accredited curriculum for the 2nd degree of the social worker qualification. This means it is preposterous if NCS is applied to the curriculum without prior changes in the existing qualification system. So, this paper proposes a draft model to apply NCS to the already-accredited curriculum for the 2nd degree social workers in the junior colleges and details are as follows. Firstly, the competency units will be customized for the existing academic subjects in the curriculum rather than developing new subjects in accordance with NCS competency units. Secondly, some client-related competency units including children, seniors, the disabled are newly developed and then applied to the curriculum, which are crucial for the career development at the junior college level. Thirdly, the competency units are categorized into three types in accordance with the degree of job relevancy - type 1, type 2, type 3. Fourthly, four out of 11 basic job abilities are selected and then developed into academic subjects. Fifthly, all competency units concerning the main job market are regarded as one virtual competency unit and then arranged in the order of type 1s, type 2s and type 3s and then the scope of their study is adjusted to the job abilities required at the main job market.
The purpose of this research is to build an effective model for communities of practice (CoPs) in higher education. This research was designed to a) investigate core factors facilitating organizational learning process among CoP members and b) propose a systematic CoP model for higher education from a learning organization standpoint. A thematic analysis approach was used based on the open‐ended responses of 212 CoP program participants at a South Korean university. The results showed that self‐regulated learning activities, positive learning perception, and self‐participation were found to be core elements for successful CoP activities at the individual level. At the group level, problem‐based learning, facilitator, and collaborative learning environments were revealed as key factors for effective organizational learning. Administrative support, systematic learning support, and overall learning culture were found to be the most important influential environmental factors at the organizational level. The study findings imply that the goals, learning processes, and evaluation systems at the higher education level are fundamentally different from those in industrial settings, and conclude that more customized approaches and supporting efforts should be considered in facilitating CoP activities. Research limitations and future research suggestions are proposed based on the study findings.
Changing ways in work think and act effectively are requirements for all high performance in organization today. Moreover as a result of government's transformation policy under the Tenth Malaysia Plan (RMK-10) has changed the pattern of governance and public sector organizations in Malaysia. Thus, human capital is seen as the most important asset to drive the changes and causes the demand to recruit competent, dynamic and innovative employees to be added values into the organization. Recognizing this fact, psychology officers public service contribute to achieve the aspirations and vision. Job performance has become a priority, and scholars in the field of organizational performance have proposed an adaptive performance model. Coinciding with the scenario and current organizational change, this study is aimed to test the direct influence of personality factors, adaptive performance competence and personality factors influence indirectly on Adaptive Performance through competency as intermediaries. Instrument used are Personality test IPIP (International Personality Item Pool), Performance Adaptive that has been translated into Bahasa Malaysia to measure adaptive performance and competency measurement item built on fixed Form PSD (Performance) 3/2002. Data collected from 162 psychology officials were analyzed using factor confirmatory analysis (CFA-Confirmatory Factor Analysis) and structural equation modeling (SEM-Structural Equation Modeling) with SPSS 18 and AMOS 5.0. Three measurement models were tested with CFA and the congruence of hypothesis model with predictors of adaptive performance data were tested by SEM. Results showed performance predictor model adaptive hypotheses have good fit index with five fit indices of CMINDF, GFI, TLI, CFI and RMSEA. Therefore, the performance based adaptive model of three measurement models has a good fit (good fit) with 162 data of psychology officers in public service. Sub factor Agreeableness results showed significantly affect adaptive performance and competence. Sub factor Agreeableness Openness and Neuroticism showed a significant indirect influence on the performance of adaptive work when competencies serve as mediator. Thus, the results showed that the performance of adaptive predictor
Changing ways in work think and act effectively are requirements for all high performance in organization today. Moreover as a result of government's transformation policy under the Tenth Malaysia Plan (RMK-10) has changed the pattern of governance and public sector organizations in Malaysia. Thus, human capital is seen as the most important asset to drive the changes and causes the demand to recruit competent, dynamic and innovative employees to be added values into the organization. Recognizing this fact, psychology officers public service contribute to achieve the aspirations and vision. Job performance has become a priority, and scholars in the field of organizational performance have proposed an adaptive performance model. Coinciding with the scenario and current organizational change, this study is aimed to test the direct influence of personality factors, adaptive performance competence and personality factors influence indirectly on Adaptive Performance through competency as intermediaries. Instrument used are Personality test IPIP (International Personality Item Pool), Performance Adaptive that has been translated into Bahasa Malaysia to measure adaptive performance and competency measurement item built on fixed Form PSD (Performance) 3/2002. Data collected from 162 psychology officials were analyzed using factor confirmatory analysis (CFA-Confirmatory Factor Analysis) and structural equation modeling (SEM-Structural Equation Modeling) with SPSS 18 and AMOS 5.0. Three measurement models were tested with CFA and the congruence of hypothesis model with predictors of adaptive performance data were tested by SEM. Results showed performance predictor model adaptive hypotheses have good fit index with five fit indices of CMINDF, GFI, TLI, CFI and RMSEA. Therefore, the performance based adaptive model of three measurement models has a good fit (good fit) with 162 data of psychology officers in public service. Sub factor Agreeableness results showed significantly affect adaptive performance and competence. Sub factor Agreeableness Openness and Neuroticism showed a significant indirect influence on the performance of adaptive work when competencies serve as mediator. Thus, the results showed that the performance of adaptive predictor
Purpose: Although appointed as a national competency standards (NCS) based reserves department, the department of emergency medical technology, an NCS-based emergency department, is mainly focused on subject deduction for a NCS-based curriculum. Methods: Job models were formed and verified by combining the competency unit of NCS and the duty of Developing a curriculum (DACUM) based on the development procedure indicated in the guidelines for a NCS-based curriculum. The mapping method of the subject was performed by deducting necessary competency units (duty) and competency unit elements (task) by connecting with the composition items of NCS and DACUM. Results: Job models combined with job analysis for the NCS and DACUM were reduced to 13 competency units (duty) and 79 competency unit elements (task). A modified method such as the 1:N method was mainly applied as a subject-matching method with consideration of the competency level and size of the competency unit. Conclusion: It would be a desirable direction to develop a NCS-based curriculum in the center of the practice subject in consideration of the size of the competency unit and competency level of the competency unit element. The existing curriculum should be promoted as a field-oriented curriculum at the complementary level.
This study examined the relationships among analytical, practical, and emotional intelligence (EI) and five dimensions of managerial behavior. Two sets of hypotheses were tested: one set examined the relationship of each of the three types of intelligence with each of the behavioral dimensions; the second set examined the unique contribution of each type of intelligence to the prediction of each dimension. Twenty-three one-day assessment center sessions, including tests and simulation exercises, were administered to 163 top managers in Poland. The behavioral dimensions of leadership, initiative, goal orientation, change orientation, and employee development were related to analytical intelligence and practical intelligence, but not to EI. These findings make unique contributions to understanding the relationships of types of intelligence and managerial behavioral dimensions.
A survey of performance management (PM) practices in 101 U.S. organizations explored whether their PM systems, as perceived by human resources (HR) executives, reflect the best practices advocated by researchers to provide a benchmark of current PM practices. Results suggest that many of the PM practices recommended in the research literature are employed across the organizations surveyed, but several gaps between research and practice remain. Results also indicated that the majority of PM systems are viewed by HR executives as effective and fair. Implications for the science and practice of PM are discussed.
This paper aims to examine the mediating effects of client involvement and client utilizing willingness among consultant competency, consultation process and consulting performance. To accomplish the purpose, the analysis was conducted with 446 SMEs which had a consulting experience. The collected data were analyzed with SPSS and AMOS for Windows. This study used several statistical techniques such as descriptive analysis, confirmatory factor analysis, reliability analysis, feasibility analysis, Sobel test and the significance test of indirect effects. All studied factors presented meaningful results(+) except the path of consultant competency and client involvement. The client utilizing willingness presented the mediating role between consultation process and consulting performance. Consequently, it said that consultation process with client utilizing willingness was more important than consultant competency itself.
The resources and applications about ebook have been changing people's way of reading due to the popularization of ebook readers. It also has significantly changed the traditional rules and concepts of publication. Therefore, an important issue we have to face consequentially is how to create qualified digital publications for readers. In fact, there are a lot of excellent e-learning contents have been produced and stored in repositories or management systems. But unlike the convenience of enjoying ebooks with ebook readers, these excellent learning contents have much more complicated design issues and have to be put on specific learning management systems (LMS) due to the conformance of learning strategies and management requirements. Moreover, many excellent learning contents and courses are produced by the teachers who spent a lot of time and energy. They also have the expectation of converting these learning contents to their own private publications. As the result, we propose a file converter which is able to convert the SCORM compliant courses into EPUB publications. The system consist of four modules; Presentation Transforming Module, Metadata Transforming Module, Sequencing and Navigation Transforming Module and Packaging Transforming Module. We look forward to seeing these excellent SCORM learning contents can be wildly distributed and enjoyed with the EPUB format and publications. © 2013 Springer Science+Business Media Dordrecht(Outside the USA).
Research suggests that competencies – collections of knowledge, skills, abilities, and attitudes – are necessary for organizational success. Yet, not all organizations’ successes are reliant on a single set of defined competencies and competencies differ among disciplines, organizations, and industries. Research indicates that the competencies required of vacation ownership management may differ from the traditional lodging segment due to the complexities of the vacation ownership product. Therefore, this study provides a perspective of vacation ownership competency domain clusters. Analyzing data gathered from 331 property-level vacation ownership managers identified consistent competency domain clusters and revealed that the importance and frequency of use of each competency domain cluster varies by type of resort. Further, a surprising result was the discovery of a lack of industry certification among the respondents. This research extends management competency theory to another segment of the hospitality industry and provides practical implications for managers in the vacation ownership segment.
O conceito de competência é tema de diversas pesquisas e apresenta divergência de visões entre os educadores quanto à sua aplicação nas escolas. Essa divergência é tema deste artigo, que teve como objetivo principal de compreender os argumentos favoráveis e contrários ao desenvolvimento de competência na educação. Sua relevância está em oferecer subsídios para conhecer, refletir e se posicionar em relação ao tema. Trata-se de uma revisão de literatura, com abordagem qualitativa e descritiva. Discute-se como a competência pode ser aplicada nas situações-problema cotidianas e em sala de aula e, ainda, a complexidade que o trabalho pedagógico nessa perspectiva implica. Em função dessa complexidade, recomenda-se a implementação de programas de desenvolvimento profissional docente.
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