Abstract
Abstract Competence management is a discipline that recently has regained popularity due to the growing demand for constantly higher competences of employees as well as graduates. One of the main implementation challenges of competence management is that, as a rule, it is based on experts’ implicit knowledge. This is the reason why the transformation of implicit knowledge into explicit knowledge practically is unmanageable and, as a consequence, limits the ability to transfer the already existing knowledge from one organisation to another. The paper proposes an ontology-based competence model that allows the reuse of existing competence frameworks in the field of non-formal education where different competence frameworks need to be used together for the purpose of identification, assessment and development of customers’ competences without forcing the organisations to change their routine competence management processes. The proposed competence model is used as a basis for development of competence management model on which IT tools that support a competence management processes may be built up. Several existing frameworks have been analysed and the terminology used in them has been combined in a single model. The usage of the proposed model is discussed and the possible IT tools to support the competence management process are identified in the paper.
Highlights
The necessity to manage competences as a measurement of ability to complete assigned tasks has been introduced in [1] and later supported in [2]
The ontology based universal competence model proposed in the paper has been developed for the purpose of the use by a non-formal education provider being involved in competencebased training and offering other competence management services
The model is intended as a usable tool for the nonformal education and competence management service company without compromising the existing procedures defined by its customer companies
Summary
The necessity to manage competences as a measurement of ability to complete assigned tasks has been introduced in [1] and later supported in [2]. Empirical findings often indicate that both employees and managers of companies consider competence assessment to be entirely subjective and linked to the individual interpretation of the assessment maker They indicate that there is certain dissatisfaction within the ranks of employers who expect a certain level of competence from the graduates of schools and universities that could be readily applicable to work situations, yet the graduates show inability to complete their tasks which is attributed to the lack of required competence. If a non-formal education provider wishes to offer competence development solutions that would integrate IT and entrepreneurship competences, they would need to figure a way of how to treat them in the same way This is why a clearly formulated basis for the use of different competence management approaches and different frameworks at the same time is needed. The paper ends with some conclusions and the outline of future work
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