Competence Building Research Articles

Kajian Faktor Kinerja Sumber Daya Manusia Kontraktor Terhadap Kualitas Mutu Pekerjaan Proyek Kontruksi Jalan di Kota Sungai Penuh

Infrastructure development in the regions is the key to creating an advanced and prosperous society, with a focus on road infrastructure as the engine of economic growth. In Sungaipuh City, the implementation of human resources in road construction projects from 2018-2022 has not been optimal. Of the 60 projects reviewed, around 50 projects demonstrated inadequate quality of human resource performance. The aim of the research is to explore human resource performance factors that influence project quality and strategies to improve them. The results show 37 variables that affect performance, including motivation, experience, compensation, human resource management, loyalty, discipline, work environment, competency, and capacity building and corporate image. This last factor has the greatest influence. To improve performance, the strategy includes comprehensive training, identification of training needs, selection of participants, application of technology in training, collaboration between stakeholders, overcoming employee turnover, and efficient budget management.

Immersive simulations to teach infodemic management: WHO global infodemic manager trainings

Abstract Background When teaching infodemic management (IM) to health professionals and emergency response staff, teaching only technical skills is not sufficient because infodemics affect health workers both professionally and personally. Infodemic response also requires lateral thinking to problem-solve and thus requires experiential learning to teach IM competencies. WHO has developed, delivered and continuously improved a simulation-based training approach to teach IM to health workers and public health practitioners. Objectives To deliver an effective immersive IM simulation the following components must be considered: Designing the simulation world; Designing the tasks in the simulation world; Introducing humor and causing infodemic experience; Teaching cultural humility and ensuring psychological safety; Providing support to trainees; Considerations for virtual vs in-person delivery; Preparing and assembling the delivery team; Delivering the performance and simulation experience. Results WHO has designed delivered and evaluated teaching immersive simulations in in-person, online and hybrid formats, in English and French, with over 1400 trainees in 4 online and 4 offline trainings. Building and delivering an immersive world requires a team of people with different skills but a common vision and training philosophy. The facilitator team must build rapport between trainees quickly and offer multiple ways how trainees can ask for help, and encourage experience sharing and encourage further diffusion of materials, concepts and training approaches within the trainee community. Conclusions WHO immersive teaching simulations for infodemic management competence building have used human-centered design and flipped classroom approaches in design and delivery of the learning and teaching programmes. Simulations have been adapted to other languages, topics, and adapted to regional cultural contexts. Key messages • Simulation teaches trainees how information overload and infodemics impact both health workers and communities they serve. • Immersive teaching simulations providing a wrap-around experience that is fun and safe for experimenting and learning by participants.

Optimal investment decision for industry 4.0 under uncertainties of capability and competence building for managing supply chain risks

This study analyses a risk-averse firm’s decision to invest in Industry 4.0 (I4.0) in the presence of supply chain risks (SCR). Literature suggests that I4.0 assists the firm in mitigating SCRs by enhancing its capability and competence. However, due to SCRs associated with I4.0, building only capability and competence does not necessarily help the firm to improve its resilience from any uncertain fluctuations in ex-post net profit from the long-term return. Therefore, it is essential to investigate how a risk-averse firm makes an optimal investment decision in implementing I4.0 when SCRs impair capability and competence, where we determine a firm’s optimal investment decision in terms of utility defined over the expected value and variance of its ultimate random profit from investing in I4.0. This study employs a mean-variance decision-theoretic model to examine I4.0 investment risk-return trade-offs under uncertainties stemming from two types of SCRs, namely system and operational risks, influencing the firm’s capability and competence achievements, respectively. The model demonstrates that under certain sufficiency conditions on the relative risk-return trade-offs, higher variation in capability or competence, or greater congruency between the SCRs, may lead to a lower optimal investment decision in I4.0. However, the optimal investment may increase with higher expected capability or competence for a given level of these SCRs. Finally, we conduct a simulation of the theoretical model, using vignette-based experimental data as the benchmark parameter values, to quantify the predictive ability and analytical merits of our model by identifying risk-return trade-offs.

Sense-making of Digital Game Technologies (DGT): Positive Instances of Children-led Engagement with Chess

The Game of Chess, a drosophila of reasoning, is a unique opportunity for nurturing children into systemic thinking approaches that naturally embrace the higher-order thinking skills required for STEM aspiration.
 In this paper, we conceptualise chess from a digital game technology perspective to nurture a rich system thinking experience and illustrate the various attempts to introduce a digitally immersive classroom experience for children using a generation of digital chess infrastructure. We continue to illustrate a few positive hands-on experiences of deploying generations of digital chess infrastructure for group learning in the classroom environment for nurturing both the learning and the social imagination of children working together to expand their quest for chess. We examined what brought the attention, advocacy, and achievement to build an agency for chess. With no prior value claim existing for the advocacy of technology deployment with chess in classrooms, the present framework shows how the attention to chess is progressively enriched.
 Further, the positive instances of children-led engagements demonstrate the goal of steadily integrating digitally immersive chess experiences into classroom learning environments. We make sense of the social imagination of classrooms and make in-vivo observations on children-led empowerment, shared aspiration, competency building, and the evolution of contemporary practices in chess leading to the agency for chess. We conclude that a transformative opportunity exists through deploying a digitally immersive chess environment within the classroom for nurturing systemic thinking in children with chess.

Enhancing English Learning: Self-Determination in Indonesia Digital Classrooms

This study explored the experiences of students with technology-integrated English language instruction at two Indonesian universities, Universitas Borneo Tarakan (UBT) and Universitas Sawerigading Makassar (UNSA). The primary aim was to understand the influence of perceived autonomy, competence, relatedness, and motivation levels on English language learning outcomes. Utilizing a mixed-methods approach that combined survey data and thematic analysis of interviews, we found that students generally reported high levels of these factors. Minor differences were observed between UBT and UNSA in terms of perceived autonomy and competence-relatedness. Positive correlations were identified between these factors and improved performance in English language learning; for example, autonomy positively correlated with English learning outcomes (r = 0.60*), as did competence (r = 0.65*), relatedness (r = 0.62*), and motivation levels (r = 0.70*). These findings highlight the importance of fostering learners' sense of autonomy, competence building, and relatedness in technology-enhanced instruction settings to promote intrinsic motivation according to Self-Determination Theory (SDT). Further research is recommended to explore other potential influencing factors such as individual attitudes towards technology or external factors like teaching quality or course design.

Informal Game Play in the Classroom: Utilisation and Integration of the Metalanguage of Games

This paper discusses a case study of a 28 children in a middle years (11-15 year old) classroom and the use of the "third space" between the classroom and the home as an area of play for consolidation of both the learning at school and the informal learning of the games played at home. The research aims to look at whether the third space could be a vehicle to enable participants who have identified themselves as competent in the gaming world to link those learning strategies to classroom learning and therefore transfer that success to the classroom. The research took place at an International Baccalaureate school in Perth, Western Australia and utilises the third space as a gaming server and Discord chatrooms. Data was collected from the servers, questionnaires, researcher observations, game walkthrough videos and through interviews with the participants. Being an International Baccalaureate school the children take part in a “cognitive curriculum” which is part of the metacognitive learning of the International Baccalaureate. The participants were applying these strategies to their reflections on their action within the server and these reflections then informed their further participation within the “informal” game. In this way it could be theorised that children who were skilled “shapeshifters” could be at an advantage both communicating within the collaborative group work and moving between the informal and formal spaces. The analysis of the data focuses on the ways in which the students unpacked, utilised and discussed the formal classroom learning whilst participating in the Java Minecraft server game space. The metalanguage of learning and building competence in digital games informally through play outside of the school appears to link well to the metalanguage of the International Baccalaureate curriculum. The paper investigates whether linking children’s understanding and use of the gaming metalanguage to the International Baccalaureate metalanguage enables children to traverse the metalanguage of the classroom more successfully. The analysis of the data is utilised threefold in this presentation to: Identify that there is a linkage between gaming language and International Baccalaureate curriculum elements make these links apparent and show how they would apply in the classroom.

Recognition and Assessment of Digital Scholarly Outputs in the Humanities

Watch VIDEO. In recent years we have observed an increase in digital practices and outputs in scholarship, which should be understood as a standard evolution of scholarly practices to take advantage of digital technologies. And although written genres, such as the monograph or essay, remain dominant in the humanities, the range of technological possibilities allow scholars to redefine those forms of expression and enrich them with other media or genres. However, as the opening example showed, this innovation is not supported by the assessment system, or even sometimes takes place in spite of it. A change in attitude requires recognition of three key aspects of digital humanities work: (1) its interdisciplinarity in borrowing tools and methods from ICT or social sciences; (2) the new research practices which should be recognised as valid scholarly work; (3) innovative scholarly outputs that go beyond the traditional genres but provide valid research results. This presentation discusses the recommendations of the ALLEA E-Humanities Working Group with regards to the assessment of novel scholarly communication genres in the humanities. The work is based on the group’s previous report, Sustainable and FAIR Data Sharing in the Humanities, which provided recommendations on data practices in the humanities. The current focus is on attuning institutional policies to emerging scholarly needs in connection to current research assessment reform (CoARA). The recommendations are prepared in close cooperation with stakeholders and the research community. It underwent an open consultation whereby we collected more than 200 comments from the public. The final draft is under preparation and will be published in fall 2023. The ALLEA E-Humanities Working Group recommendations are meant to serve as guidance for institutions and evaluators to embrace innovative outputs in the humanities and thus create space for their development. The Working Group has prepared tailored recommendations which could be divided into two main groups. First, the group focuses on the cross-cutting issues pertinent to digital practices in the humanities, which are (1) linking studies with underlying data, (2) updating and versioning of the outputs, (3) collaboration and authorship, (4) training and competence building, and (5) reviewing. Next, we discuss particular case studies of innovative outputs where cross-cutting issues manifest themselves, such as digital scholarly editions, extended publications, databases, visualisations, code and blogs. The overall conclusions provide some general remarks on recognising and evaluating digital practices in the humanities.

Competency building in a busy working day for librarians and for libraries

Medical librarians know very well that they must build new competencies to offer relevant services and develop new library services. In a workshop at the EAHIL conference 2023, suggestions for competency building, and how libraries can build competency, were discussed. Positive and enthusiastic participants came up with many ideas: different types of clubs, webinars and courses, knowledge sharing with colleagues, regularly block out time, or just solve your tasks in a new way. The experiences showed that competency building in a busy work schedule is possible. The initiatives have in common that they portray an attitude to learn more, but also the willingness to organise activities and share competency with colleagues.

A novel autonomous container-based platform for cybersecurity training and research.

Cyberattacks, particularly those targeting systems that store or handle sensitive data, have become more sophisticated in recent years. To face increasing threats, continuous capacity building and digital skill competence are needed. Cybersecurity hands-on training is essential to upskill cybersecurity professionals. However, the cost of developing and maintaining a cyber range platform is high. Setting up an ideal digital environment for cybersecurity exercises can be challenging and often need to invest a lot of time and system resources in this process. In this article, we present a lightweight cyber range platform that was developed under the open-source cloud platform OpenStack, based on Docker technology using IaC methodology. Combining the advantages of Docker technology, DevOps automation capabilities, and the cloud platform, the proposed cyber range platform achieves the maximization of performance and scalability while reducing costs and resources.

RDM Compas: Building Competencies for the Professional Curation of Research Data

“RDM Compas: Research Data Management Competence Base”, consisting of an education and training centre with modular online trainings on the one hand, and a comprehensive knowledge base covering all topics of curation-specific RDM on the other hand. In addition, a certification option is envisioned for curation-specific RDM competencies. In the context of our presentation, due to the advanced state of work we want to focus on the knowledge base and present its structure and elements. The structural basis is a slightly simplified version of the Data Curation Lifecycle Model [2] offered by the UK Digital Curation Centre [3]. This lifecycle describes both the basic activities and the sequential process steps of data curation and therefore provides a helpful schema for teaching the necessary RDM competencies.

Towards Industry 5.0: Developing Knowledge and Skills in a Research and Innovation Lab

The challenging global environmental, economic, and societal transformations urge Norwegian industry to capitalize on all value creation from the manufacturing processes. For many companies, this implies taking manufacturing back to Norway. However, high labour costs do not allow Norway to compete in the global market, and therefore industry needs to take advantage of state-of-the-art technologies. Norwegian society is experiencing a steep learning curve: the acquisition of new knowledge and skills for engineers and managers in companies, while simultaneously transforming and aligning educational programs in universities with Industry 4.0 and Industry 5.0. This research presents a knowledge management perspective of the Industry 5.0 competence platform from the viewpoint of Manulab, a research and innovation lab specializing in Industry 4.0 technologies for the small-scale production of customized products. Located at the Norwegian University of Science and Technology in Ålesund, Manulab collaborates closely with regional industries, including marine, maritime, furniture, and food production, as well as suppliers to these sectors. While Industry 4.0 concepts developed in Manulab have significant potential for value creation, companies and stakeholders have yet to fully capitalize on them. To address this issue, the research adopts Nonaka and Takeuchi's organizational knowledge creation model and applies it to the competence building processes in Manulab, investigating the contribution from different knowledge workers to each phase. The term "knowledge workers" refers to individuals with specialized knowledge and expertise who create value for their organization. The study shows that involving additional knowledge workers in various phases of the Manulab competence building process is crucial for successful implementation of research projects in industry. Furthermore, this human-centric approach can assist companies in transitioning to the Industry 5.0 paradigm. The research is a collaborative effort among researchers, students, and employees holding various positions within industrial companies.

Engagement of Actors in Expert Communities

Recent scientific approaches and practical work-life developments aim to increase actor engagement to form expert communities. Solving common issues motivates stakeholders to collaborate and build trust to enable the co-creation of knowledge. This research is based on reading materials to understand how the engagement of actors in expert communities becomes viewed. The purpose of research-based development is to include actors in co-creation contexts. Gap analysis can be used to aid the planning of training implementation. Development processes are continuous and cyclical in nature. An open mind for change and a desire to learn are key to building competence. A plan for implementing development measures can help select learning methods that promote knowledge sharing and searching for new information. Measuring and evaluating learning can provide valuable feedback, which is needed to identify critical competencies and competence risks, and to promote the creation of a culture of learning.

AN INSIGHT INTO COMPETENCE AND COMPETENCE BUILDING

This paper focuses on the different concepts of competence and the building of competence. Competence is the abilities or skills of employees to perform the job. Competent employees are what organizations yearn for as the success of any organization depends upon the performance and capability of the human capital. Various methods of competence building have also been discussed in this paper. Keywords- competence, competence building, training and development programs

An Analysis of the Factors Impacting Transformational Leadership Competencies: A Case Study of a Vietnamese Security Firm

Purpose: The aim of this study is to examine which factors contribute the most to the transformational leadership competencies in the context of Vietnam. Theoretical framework: Based on previous studies, in this paper, the author emphasizes the relationship among transformational leadership competencies, competitive advantages and firm performance. Design/Methodology/Approach: By conducting a case study of a Vietnamese security firm, this author used The Exploratory Factor Analysis to analyse factors impacting transformational leadership competencies. Findings: Transformational leadership competencies of leaders can be ranked in strongest to weakest as follow: visionary thinking competencies, creativity competencies, adaptability competencies, relationship building competencies and inspirational communication competencies. Research, practical & social implications: More research is needed on Vietnamese securities companies, particularly those experiencing a turnaround, to gain a comprehensive understanding. The study's proposed five factors of transformational leadership competencies are crucial as they enable leaders to develop their leadership competencies. Other securities companies in Vietnam can employ these factors for employee leadership competency training. Originality/value: Visionary thinking competencies, creativity competencies, adaptability competencies are the three most crucial elements of transformational leadership competencies in the context of Vietnam changing economy landscape.

The Comprehensive Instructional Language Learning Model: Exploring its Feasibility and Characteristics

The necessity for a comprehensive theoretical framework is underscored, given that current theories, such as behaviorism, cognitivism, or constructivism, concentrate on distinct facets of language learning. Scholars contend that language learning and teaching necessitate a comprehensive theoretical framework. The theory under consideration is characterized as possessing descriptive, instructional, and evaluative qualities, thereby offering a pragmatic framework for practitioners in English language teaching. This article introduces a comprehensive theoretical framework for language learning that seeks to encompass all the elements inherent in language learning, namely cross-linguistic applicability, psychological adequacy, contextual variables, and a comprehensive and cooperative learning process that is initiated with input, followed by competency building, and ends with engagement. The theory is expounded upon through the utilization of the Evaluative Matrix of a Comprehensive Instructional Language Learning Theory (EMCILLT), which evaluates the various aspects of the teaching-learning experience, utilizing Grice’s maxims (1975) quantity, quality, manner, and relevance. This comprehensive model that encompasses all the aspects of the learning process serves as a basis for comprehending and delineating the intricate nature of language learning. Moreover, it assists teachers in engaging in self-evaluation of their instructional strategies and practices and/or in evaluating methods, approaches, and techniques to enhance the overall teaching-learning experience.

Improving Management of Absconsion in Forensic Mental Health Through Simulation-Based Education

BackgroundManaging patient absconsion events within the forensic mental health population has been a challenging issue for healthcare providers working within the forensic mental health system. Poor adherence to and understanding of how to manage an absconsion can impact patients, family members, health care providers, as well as community partners and the community at large. Timely responses to these incidents are critical to mitigate any adverse events. Absconsion events in the forensic mental health population are a rare, but significant occurrence. Building staff confidence and competence in managing these incidents can be challenging due to their infrequency. Method & ResultThe simulation education was delivered while implementing a redeveloped forensic absconsion procedure. The participants well received the education, and eLearning enhancing virtual reality had created a broader staff education due to Coronavirus disease 2019 (COVID-19) restrictions. ConclusionSimulation-based approach was effective in disseminating the new procedure and improved confidence in absconsion management.

A Guideline for Building Competency for Digital Entrepreneurs in Thailand

A previous study showed an opportunity for Thai entrepreneurs to expand their businesses into the global market. This research proposes a guideline to build competency for digital entrepreneurs in Thailand. This qualitative research collected data from an online focus group and consensus measurement by fuzzy set theory from the opinions of 21 experts. The findings revealed that to be competent, digital entrepreneurs in Thailand must have these abilities: 1) digital awareness and creativity: digital entrepreneurs in Thailand should be trained or studied on the ability to develop digital content, market, forecast, and create new ideas so they have adequate knowledge and skill in developing digital contact and creating a marketing campaign. 2) Data and strategic analysis: government agencies responsible for digital business should host a training for digital enterprises on planning and analysis using digital content as a basis. The program example can be the ability to do a strategic plan and create the vision, the ability to analyze the business digitally, the ability to analyze the market correctly and interpret the market behavior, or the ability to solve the problems digitally. 3) digital communication skills: Thai digital entrepreneurs should create the ability to achieve proper network capacity so they can collaborate with other teams or other people and adjust their presentation, the ability to motivate other people, and 4) Digital problem-solving skills: Thai digital entrepreneurs should upskill their reading knowledge in order to use digital tools effectively. Additionally, the government agencies responsible for promoting digital businesses can use this model to develop an appropriate training program for digital business entrepreneurs.

КОД: УСПЕШЕН. СТЪПКА ПО СТЪПКА КЪМ РАЗВИВАНЕ НА АЛГОРИТМИЧНО МИСЛЕНЕ И ФОРМИРАНЕ НА ЗНАНИЯ ЗА ПРОГРАМИРАНЕ

The article presents examples of the content of a model for individualized and differentiated instruction in computer modelling in grades 5. – 7. Two example topics are presented. The first one is from the 5th grade Computer Modelling and Information Technology curriculum – Creating a computer character in Scratch. The second topic is from the 7th grade syllabus – Using strings in Python. Students work on the same task, structured in three levels of complexity – beginner, advanced and master level. Each level challenges students to develop the next better version of their computer project. The presented model is implemented in students’ book „Code – successful one“. The aim is to support the process of effective building of digital competences at school by applying individualization and differentiation of training.

Perceptions of Primary Care Providers on Public Health Services in Primary Care in Oman: A Qualitative Study.

Background The integration of public health functions in primary care is not well-defined in the literature. This paper examines the perceptions of healthcare workers on public health services in primary care, as well as the challenges and views on strengthening the integration of public health functions in a primary care setting in Oman. Methodology This qualitative study (employing a face-to-face interview) was conducted in a primary healthcare setting in Muscat from January 1, 2022, to May 31, 2022. This study is based on interpretative phenomenological analysis using purposeful sampling. Participants were interviewed to answer the study questions. The targeted participants included directors and other official personnel, physicians, nurses, pharmacists, nutritionists, health educators, and lab technicians. Verbal consent was obtained from the participants before the interview, and all responses were anonymously audio recorded, transcribed verbatim, and analyzed using thematic analysis. Results A total of 10 primary care providers were interviewed once for 30 minutes over a two-week period. All participants were females apart from one male participant. The study included three physicians, five nurses, one pharmacist, and one nutritionist. All participants had over 10 years of experience as primary care providers at the time of the interview. The main themes were a lack of awareness of public health services in a primary care setting, challenges to practicing public health in a primary care setting, and recommendations to strengthen the integration of public health services in primary care. In general, there were inconsistent views on public health services in a primary care setting, and the interactions between the functions were not clear. Participants reported an absence of clear guidelines, training, and competencies for public health in a primary care setting. Building public health capacities and reforming the health system were highly recommended to integrate public health into primary health care. Conclusions Understanding how public health and primary care interact is crucial to improve population health. Building competencies and supportive health systems are required for the effective integration of public health in primary care settings.

Perception of eHealth Programs for Cardiovascular Health: Qualitative Systematic Review and Meta-synthesis.

Despite emerging evidence on the effectiveness of eHealth interventions in improving cardiovascular health, little is known about the perception of use and efficacy of these interventions and real-world application. We sought to develop an in-depth understanding of the perceptions of eHealth interventions in improving cardiovascular health. This is a systematic review and meta-synthesis of qualitative studies. A comprehensive search of multiple databases and a manual search of the references list were conducted. Meta-synthesis of qualitative data was performed to review and interpret the findings. The study report followed the ENTREQ checklist. Four themes emerged regarding perceptions of eHealth interventions: preferred eHealth intervention design features, enabling healthcare professionals' support, eHealth engagement for health benefits, and barriers to eHealth engagement. Intervention design features should integrate motivational elements, use an eHealth literacy lens, and enhance cultural relevance. Healthcare professionals appreciated these new working methods but voiced concern about competency building. Real-world usage initiation was driven by perceived needs and usefulness, whereas persistent engagement was inspired by intrinsic motivation in participants. eHealth interventions were appreciated as a valuable opportunity for providing alternative/supplementary cardiac care for health optimization. Participants commented on the need for more explicit and accurate health information presentation, and they appreciated the motivational elements in empowering them with self-determination over daily self-care behaviors. Professionals raised the need for specific guidance to enhance competency and intervention fidelity when delivering eHealth care.