Competency Model Research Articles

Developing culturally competent models for inclusive social work and healthcare interventions

Cultural competence has become a cornerstone of effective social work and healthcare practices in increasingly diverse societies. This review explores the development of culturally competent models to enhance inclusive interventions in these fields. Drawing on interdisciplinary frameworks and empirical studies, the paper examines key concepts, such as cultural awareness, humility, and intersectionality, while analyzing their practical applications in various settings. Current models, including the Purnell Model for Cultural Competence and the Cultural Competence Continuum, are critically evaluated to highlight their strengths and limitations. Challenges such as implicit bias, resource inequities, and the absence of standardized assessment tools are identified as significant barriers to implementation. The review also discusses innovative strategies, including technology-assisted training and community-driven approaches, as potential solutions to address these gaps.

3T Leadership Competency Model Evaluation in the HRM Context

3T Leadership Competency Model Evaluation in the HRM Context

A BIBLIOMETRIC OVERVIEW OF COMPETENCY AND CAPABILITY MODELING: RESEARCH CONTRIBUTIONS AND TRENDS (2000–2024)

In almost half a century, competency modeling has become an important movement in Human Resource and talent management. This study aims to identify the characteristics of the research published on competency/capability modeling using bibliometric analysis. To answer the research questions, 367 journal articles were analyzed. The results showed an increasing number of publications in the most recent two decades, and there is a worldwide collaboration in advancing this field while countries such as the United States and Australia are leading. Moreover, there are two competency/capability camps. One camp focuses on individual job performance, while the other focuses on organizational core competencies and capabilities. Capabilities often co-occur with the keywords related to competitive advantage and innovation. Behavioral event interviews and Delphi are among the common methods used to design competency models. Researchers and practitioners can benefit from the findings by gaining insights into the latest trends in this field.

Short distances dominate connectivity patterns of coral communities in the North-West Arabian Sea

Larval connectivity relies on the ability of coral larvae to disperse into the environment following ocean currents. At short timescales, larval connectivity plays a key role in the resilience of coral reefs, as it determines their capacity to regain structure and function after major disturbances. At longer time scales, larval connectivity controls the distribution and, ultimately, the biogeography of species. We used a Lagrangian stochastic model to simulate the transport routes of coral larvae released from the major reef communities of the Arabian Sea and Gulf of Oman. The model used surface currents from two independent global circulation models, and we simulated 120 scenarios, covering four years and three larval competency models. Additionally we determine mean flow fields and LCS structures based on 20 years of reanalysis data from a third model. Connectivity values—the proportion of larvae successfully transported from their natal reef to another reef—varied significantly across reefs and years due to mesoscale variability in ocean currents, yet both circulation models produced similar overall patterns of connectivity. The general flow of larvae was from northwest to southeast in the Gulf of Oman, and from southwest to northeast in the Arabian Sea. The exchange of larvae across Ras Al-Hadd between the coral communities of the Arabian Sea and those of the Gulf of Oman is very low. Local retention (self-seeding) was the most important larval source for most reefs (mean = 32.3% for spawning corals and 70.8% for brooding corals). All reefs received larvae from at least one other reef and several received larvae from as many as five other reefs. ANOVA indicated significant differences between brooding and spawning coral larvae, and between reefs. Differences between years depended on the reef or reproduction type. Some reefs (Daymaniyat Islands in the Gulf of Oman and Mirbat in the Arabian Sea) could be considered sources of larvae, as they proportionally produced more larvae that later settled successfully than the other reefs. The limited connectivity between the Gulf of Oman and Arabian Sea supports their biogeographic distinction based on species distribution.

Thriving Children’s Emotional Self-Regulation in Preschool: A Systematic Review Discussed from an Interactionist Perspective

The primary aim of this article is to investigate and expand the existing knowledge on preschool children’s emotional self-regulation within the preschool setting and to explore how this critical skill can be effectively supported. This study is grounded in an interactionist perspective, viewing education as fundamentally relational. The methodology involved a systematic literature review of contemporary research focused on emotional self-regulation in preschool contexts. The findings indicate a positive correlation between children’s ability to regulate their emotions and their subsequent academic success. These results are discussed through the theoretical lens of’s theory of social bond, alongside the relational competence model. The discussion emphasizes the role of preschool teachers in fostering secure social bonds, with their socio-emotional competence serving as a vital buffer that supports children in developing emotional self-regulation.

Development and Pilot Psychometric Testing of the Cancer Nurse Self-Assessment Tools for Early and Metastatic Breast Cancer.

To develop and psychometrically test two newly developed Cancer Nurse Self-Assessment Tools for early and metastatic breast cancer (CaN-SAT-eBC and CAN-SAT-mBC). Instrument development and psychometric testing of content validity, reliability and construct validity. A three-phase procedure was conducted. Phase 1: An expert working group was formed to design and develop each tool using Benner's Model of Clinical Competence. Phase 2: The Content Validation Index (CVI) was used to assess the relevance and clarity of each item on the tools with breast cancer nurse experts and nursing educators. A CVI ≥ 0.78 was required for an item to be included in each tool. Phase 3: The tools were tested for internal consistency using Cronbach's alpha and construct validity using principal component analysis (PCA). The Guidelines for Reporting Reliability and Agreement Studies were followed in reporting this study. Each tool underwent two rounds of content validation. Ten experts were involved in the content validation for the CaN-SAT-eBC and 12 experts involved for CaN-SAT-mBC. The final versions comprised 18 (CAN-SAT-eBC) and 22 elements (CaN-SAT-mBC). All items obtained a satisfactory CVI of 0.83-1.0. Data from 159 and 126 nurses were analysed to evaluate reliability for CaN-SAT-eBC and CaN-SAT-mBC, respectively. The Cronbach's alpha coefficients for all elements were between 0.83 and 0.98. The PCA supported that each element was unidimensional and composed of internally correlated items, with the exception of the 'Diagnostics' element of practice which has a two-component structure measuring basic and advanced diagnostic tasks. The two CaN-SATs are comprehensive, valid and reliable. They can be used for self-assessment by nurses in relation to breast cancer care and for identifying learning needs for long-term professional development. The self-assessment tools can also be used to develop education initiatives for specialised breast cancer nurses. No patient or public contribution.

Research on 4E Model of Successor Competencies in Family Business

Research on 4E Model of Successor Competencies in Family Business

Promoting Competence: Multistage Conceptualization, Empirical Evidence, and Current Controversies on Licensure to Inform a Future Research Agenda

ABSTRACT This article examines the role of social work licensure in the promotion, assessment, and oversight of professional competence in social work practice. We ground our discussion of licensure and competence within a broader conceptualization of professional competence. The article (a) presents conceptual and assessment models of a multistage competence, (b) considers the extant empirical evidence on the assessment of competence at each stage, (c) discusses the role of state regulatory and licensing bodies in credentialing and upholding entry-level and continuing competency in social work practice, and (d) presents recommendations for future empirical research to inform best practices. The article engages with contemporary debates around licensure, including evidence of structural racism in the licensure process. The unique challenges associated with articulating, assessing, and regulating competence in a broad-based, values-driven profession practiced in complex and diverse settings are considered throughout.

Competence Modelling From the Perspective of Complex Systems Theories: A Systematic Literature Review

This article aims to investigate how the notion of competence is conceptualised and modelled from the point of view of complex systems theories. Although the importance of competences and competency-based education is widely acknowledged, the concept of competence keeps evolving and it remains difficult to define it in today's constantly changing and uncertain VUCA world. Therefore, this study explores how the approach of complex systems, which is increasingly more often applied in educational research, can contribute to the definition of competence. The article presents a systematic review of 21 articles published in various databases in 2000-2023, revealing that from the perspective of complex systems, competence can be conceptualised both at the individual level and at the level of the whole system or organisation; it can follow a functionalist or contextual approach. Based on the research findings, it is assumed that in certain cases competence can be treated as emergence or even as an entire complex system, characterised by such properties as non-linearity, chaos, emergence, feedback loops, etc. Finally, this article reviews the variety of complexity-informed mathematical/computational and theoretical models utilised in the reviewed studies, the application of which opens up new avenues in overall educational research.

Compilation of the model of professional competences among the coaches of racket games in Iraq

The general purpose of this research was to develop a model of professional competencies in the coaches of racket games in Iraq. The present research method was qualitative; which was used to build the conceptual model of the research based on Strauss and Corbin's data theory method. The research community was conducted through in-depth interviews with professors and expert academic faculty members, managers of racket sports federations, and theoretical saturation (16 interviews) was obtained from this collection. For sampling in this research, the purposeful snowball sampling method was used, and the tool of the current research was in-depth interviews. The interview questions were open-ended. The categories of coach-athlete challenges, educational challenges and challenges as intervening factors were identified; The categories of interest in sports, coach capabilities and performance drivers were identified as background conditions; The categories of personal knowledge development, attention to training and training sessions, and the growth and development of athletes were identified as strategies; The categories of sports development, improving the quality of life and Nurturment of moral traits were identified as the consequences of improving the professional competences of coaches in Iraq's racket sports.

From Online Learning to Clinical Practice: An Investigation on the Factors Influencing Training Transfer Among Physicians.

Introduction: Massive Open Online Courses (MOOCs) are an agile context for workplace training, which can provide physicians with needed knowledge and skills related to their clinical practice. From an organisational standpoint, their effectiveness can be assessed on physicians' intention to transfer what they learn through them in the workplace. Despite the Theory of Planned Behaviour (TPB) standing among the more solid models in explaining individuals' behavioural intention, its adoption in investigating the training transfer process among physicians is notably underdeveloped, limiting its contribution to enhancing the transfer rates of MOOCs content. Method: Based on such a consideration, the present study adopted an extended TPB model to investigate the potential psychosocial factors affecting the intention to transfer knowledge and skills learned through MOOCs in the workplace among 217 Italian physicians who completed an online self-report questionnaire. Results: Hierarchical regression analyses were performed, showing that among the TPB variables, perceived behavioural control and attitude significantly predicted transfer intention. The inclusion of training satisfaction and job autonomy in the model significantly increased the explained variance in intention. Conclusions: These findings have valuable implications for human resource development (HRD) in healthcare as they suggest the need to design MOOCs based on a flexible competency model in order to promote physicians' engagement and commitment to adopting new knowledge and skills. Finally, interventions aimed at recognising physicians' efforts in transferring learned content as well as empowering their ability to shape how they perform their professional duties could further enhance the impact of workplace training.

Pengaruh Kompetensi Guru Pendidikan Agama Islam dan Model Pembelajaran terhadap Pembentukan Karakter Siswa di SMA Islam Parlaungan Waru Sidoarjo

Students must have character in accordance with norms and ethical values, to shape the character students need to apply learning models that can support student character formation. Teachers of Islamic education are required to master the competencies aimed at providing quality learning so that students can be accepted with maximum. The competencies that teachers of Islamic education and the model of discharge used are important factors to be able to realize students with character. The purpose of this research is to find out the influence of PAI teacher competence and learning models on student character formation, the type of research used in this study is quantitative research. The total number of samples used for this investigation is 64 respondents, the method of sampling this study is Purposive Sampling. The analysis test used for this study is a double linear regression technique with the help of a statistical program tool such as SPSS 26. The results of the test and interpretation in this study can be concluded, Teacher's Competence in Islamic Education (X₁) have a significant and positive influence on Student Character Formation (Y) with a score of 0.316 with t-statistics 2.959 and p-values 0.004 < 0.050. The Learning Model (X₂) has a significant, positive impact on Students' Characters Formation with a value of 0.672 with a t-static of 5.422 and a p- values of 0,000< 0.050.

Model of competencies of subjects of psychological and pedagogical support of professional self-determination of an individual

Introduction. The problem of self-determination is one of the most complex and creative ones, since there is no universal personal meaning in professional activity – each person, on the path to self-determination, has a unique one. In this regard, there is a need for qualified assistance from a specialist who can guide and support in the process of choosing a profession. In particular, this is relevant for future educational psychologists, who must not only be aware of their own professional priorities, but also be able to help others in their search. The study was aimed at performing scientific research, theoretical substantiation and experimental verification of psychological and pedagogical conditions that contribute to the formation of competencies of subjects engaged in psychological and pedagogical support of the process of professional self-determination of an individual. Materials and methods. The respondents were 106 second-year students of the Department of Theoretical and Applied Psychology of the South Ural State Humanitarian and Pedagogical University (Russian Federation), studying in the direction of “Psychological and Pedagogical Education”. The study used a set of psychodiagnostic methods: motivation of the individual to avoid failures by T. Ehlers, motivation for success by T. Ehlers, communicative and organizational skills (COS) by V.V. Sinyavsky and B.A. Fedorishin, emotional response scale by A. Mehrabyan and N. Epstein; methods of mathematical statistics: Pearson's chi-squared test. Results. The ascertaining stage of the experiment confirmed the problem of insufficient development of professional competencies in future educational psychologists. The authors developed a program for building professional competencies of subjects of psychological and pedagogical support for professional self-determination of an individual – a set of interrelated psychological and pedagogical measures aimed at achieving the goals of professional education. Repeated psychodiagnostic examination using the same tools – psychodiagnostic methods at the formative stage of the experiment – showed an increase in the indicators of most respondents. In particular, on the scale “Motivation to avoid failures”: χ 2 = 14.6; p <0.01. Conclusion. Practical experience in systematizing the process of building the competencies of subjects of psychological and pedagogical support for professional self-determination of an individual using the modeling method can be introduced into the practice of the educational process at the psychology faculty of pedagogical universities, into the process of course training of students of the system of additional professional education; into centers of independent assessment of qualifications.

Evaluating e-learning integration: Impact on academic standards and strategic importance of higher education in Oman as a competency model for the gulf region

In order to assess the effects of e-learning integration on university performance and competitiveness, this study uses Oman as a model for the Gulf. Analyzing how e-learning impacts technology integration, diversity, community engagement, infrastructure, financial strength, institutional reputation, student outcomes, research and innovation, and academic quality can reveal whether universities are effectively incorporating digital tools to enhance teaching and learning. By offering a framework for comparable institutions in the Gulf area, this study provides insights into optimizing e-learning techniques to improve university performance and competitiveness. This study uses the Structural Equation Modeling (SEM) with a dataset comprising 424 participants and 55 indicators, analyzed using both measurement and structural models. The results of the hypothesis testing, which indicate that e-learning has a positive effect on factors like student outcomes (B = 0.080, t = 2.859, P = 0.004) and institutional reputation (B = 0.058, t = 2.770, P = 0.005), lend credence to these beliefs. Omani universities need culturally sensitive e-learning, stronger institutional support, and training to enhance diversity (B = 0.002, t = 0.456, P = 0.647) and technology integration (B = −0.009, t = 0.864, P = 0.387). These improvements increase the visibility of Gulf institutions abroad, attracting the best students from all around the world and fostering an inclusive learning atmosphere. Financially speaking, e-learning offers reasonably priced solutions such as digital libraries and virtual laboratories, which are especially beneficial in a region where education plays a major role in socioeconomic development.

Gerontology counseling competency model: exploring model elements through the lens of experienced counselors

Counselors play a vital role in supporting the mental health and well-being of older adults by recognizing and respecting their unique needs. This research marks a significant milestone in developing a gerontology counseling competency model aimed at enhancing counselors' professional proficiency. In this qualitative phase, interviews were conducted with fifteen counselors registered with the Malaysia Board of Counselors, selected using purposive sampling to identify essential elements for the model. By analyzing detailed narratives from semi-structured interviews, the study seeks to uncover key elements that support effective counseling practices for older adults. These elements, grounded in the counselors' experiences, include a wide range of qualities crucial for managing the complexity of counseling older adults. The data analysis revealed that counselors require several essential elements in their practice, including professional knowledge, counseling skills, techniques and tools, attitude and values, spirituality, and counseling ethics. Upon the culmination of this research, the gerontology counseling competency model is expected to elevate the standards of professionalism among counselors specializing in this field, thereby fostering the mental health and overall well-being of older adults, in alignment with Malaysia’s National Policy for Older Persons.

К проблеме разработки концепции организации социальной и психолого-педагогической работы с подростками в сети Интернет

<p style="text-align: justify;">Modern childhood and adulthood take place in a new social situation of development. The rapid development of digital technologies and the banalisation of the Internet in the practice of everyday life of children and adolescents provide not only new opportunities for self-realisation, but also confront new threats and risks in the digital environment. Such socially significant problems as cyberbullying, online sexual grooming, Internet addiction and other manifestations pose complex tasks for professionals to build work with clients not only offline but also online. In this regard, it is necessary to comprehend new aspects of professional activity related to the need to provide assistance in the Internet environment. The article presents the concept of organisation of social and psychological-pedagogical work with adolescents in the Internet, based on the empirically verified author’s model of competences of a specialist in working with online risks and resources and developed on the basis of the scheme of activities proposed by U. Engeström. Engeström. Based on the typology of online risks, the aim and objectives, preventive orientation of the activity are substantiated, and the organisational aspects of such work are described.</p>

A Multilayer Network Model for Motor Competence from the View of the Science of Complexity.

Motor competence is related to a large number of correlates of different natures, forming together a system with flexible parts that are synergically and cooperatively connected to produce a wide range of motor outcomes that cannot be explained from a predetermined linear view or a unique mechanism. The diversity of interacting correlates, the various connections between them, and the fast changes between assessments at different time points are clear barriers to the study of motor competence. In this manuscript, we present a multilayer framework that accounts for the theoretical background and the potential mathematical procedures necessary to represent the non-linear, complex, and dynamic relationships between several underlying correlates that emerge as a motor competence network. Exploring motor competence from a new perspective that could be operationalized through multilayer networks seems promising, and allows more accurate inspection and representation of its topology and dynamics. This new perspective might also improve the understanding of motor competence structure and functionality over the developmental course. The use of the proposed approach could open up new horizons for the broad literature comprising motor competence.

Доказательное социальное проектирование в сфере детства: модель компетенций cпециалиста некоммерческой организации

<p>The article describes the results of studying the needs of specialists of non-profit organizations dealing with the topic of family and childhood in the development of professional competencies in the field of social service design. The study has confirmed the relevance of professional and advanced training among social service professionals. The study made it possible to identify the main priority areas in project skills training in the non-profit sector and develop on their basis a model of professional competencies of a social service professional, including 9 clusters in three main areas: “Project Community”, “Project Cycle” and “Project Infrastructure”. The competence model presented in the work formed the basis of a 72-hour advanced training course, and is also implemented within the framework of the master's program "Evidence-based design and evaluation of projects in the field of social risk management in social service" of the Moscow State University of Psychology and Education.</p>

Sprach- und Sprachmittlungskompetenz in Translationswissenschaft und Sprachdidaktik

In this article, I will compare the concept of mediation competence, its modelling and its relationship to language competence in Translation Studies and Language Teaching. While competence modelling has a long tradition in Translation Studies and focuses on describing the competences of professional translators (often opposed to bilinguals’ competence), mediation is a relatively new concept in Language Teaching, which was put on the map in the CEFR 2001. For my analysis, I will first describe areas of interest and relevant models in each discipline and then analyse the overlaps and differences as well as areas of contention.

Developing institution-specific admission competency criteria for prospective health sciences students

BackgroundGiven the critical role of health professionals in societal health, the development of robust and effective selection methods is of fundamental concern for educational institutions within the field of health sciences education. Conventionally, admission competencies have been determined by institutional authorities. Developing institution-specific competency criteria enables an admission process that is mission- and value-aware, evidence-based, and strategically adaptable. However, few schools have established their admission competency criteria, although the majority possess their own models of graduation competencies. This study reports the process of developing and validating an institution-specific admission competency model that addresses the need for evidence-based and mission-aligned selection processes that are distinct from standardized models.MethodsThis study was conducted in two phases, using both qualitative and quantitative analyses. Phase I involved constructing an admission competency model through a qualitative approach facilitated by workshops with 17 faculty members and 92 first-year pre-doctoral students of a dental school. Through constant comparative analysis, this phase focused on the extraction and refinement of competencies for entering dental students. In Phase II, a questionnaire developed from the workshops asked respondents to rate the importance of 47 attributes across 10 constructs on a 5-point Likert scale. A total of 301 individuals participated in the survey. Exploratory Factor Analysis (EFA) identified the factor structure, and Confirmatory Factor Analysis (CFA) examined construct validity and assessed the model fit with the data.ResultsThe EFA of the 47 attributes identified 10 factors, and the CFA results indicated a good-to-acceptable level of fit for the ten-factor model. Aligned with the American Association of Medical Colleges Premed competencies, this study identified unique attributes specific to the institution, such as confidence, leadership, and entrepreneurship. These findings highlight the importance of developing tailored competencies reflecting the unique needs of institutions and their fields.ConclusionsThis study demonstrates the feasibility and value of creating institution-specific admission competency models, offering a methodology that aligns with evidence-based mission-driven selection processes. The distinct competencies identified emphasize the need for educational institutions to consider unique institutional and field-specific requirements and move beyond standardized models to enhance the selection of medical students.