Competency Development Framework Research Articles

Assessment of the competency of learner-centered teaching of clinical preceptor using the augmented Stanford Faculty Development Program Questionnaire (SFDPQ): a cross sectional comparative study

BackgroundEducation is an important part of the work of most doctors. Clinical preceptors act as role models and supervisors. Preceptors’ quality of supervision strongly influences the learning quality of clinical interns (Bartlett et al. BMC Med Educ 20:165, 2020). To ensure a consistent approach to every preceptorship experience, the competency of clinical preceptors should be assessed to ensure that the desired outcomes are achieved. This study aims to evaluate clinical preceptors’ competency in learner-centered teaching, to provide constructive feedback to develop the preceptors’ competency and improve supervisory skills and internship quality at Kunming Medical University (KMU) in Kunming of China.MethodsThis is a cross-sectional study with a quantitative self-administered online questionnaire. The convenience sampling technique was employed. In the undergraduate internship stage of KMU, clinical preceptors (N = 340) and interns (N = 487) were invited to use the augmented Stanford Faculty Development Program questionnaire (SFDPQ) (Stalmeijer et al. Med Teach 30:e272–e277, 2008), to (self-) assess the preceptor’s competency of learner-centered teaching on a five-point scale (1 = strongly disagree, 5 = strongly agree).ResultsTwo hundred twenty-eight preceptors and two hundred thirty-six interns completed the questionnaire correctly. Overall, the assessment was positive, but the preceptors’ self-assessment significantly higher than the interns’ (p < 0.00). The overall mean of each category of preceptors’ self-assessment was greater than 4.5, with no difference based on educational qualification. Male preceptors scored significantly higher in two categories than female preceptors. Preceptors under 30 years of age with less than 5 years of teaching experience rated “Teacher’s knowledge and attitude” lower than those over 40 years of age with more than 5 years of experience (p < 0.05). There were statistically significant differences in the four categories across disciplines (p < 0.05). Undergraduate interns rated “Teachers’ knowledge” as the highest category and “Learning climate” as the lowest, and interns of different genders are evaluated without distinction in all categories of SFDPQ.ConclusionsEmploying the augmented SFDPQ to evaluate learner-centered teaching competency of clinical preceptors, offers potentially useful information for delivering constructive feedback. Combining self-evaluations with learner evaluation data can contribute to exploring preceptor competency development framework to guide them in targeted learner-centered teaching skill and acquisition and improvement, finally improving the overall quality of internships.

The Necessary Skillset Based on the Use of Artificial Intelligence in Czech Top Organisations

Purpose: The rapid advancement of artificial intelligence (AI), is transforming the required skills in the workforce. This article presents research findings from large organisations that have adopted AI. Methodology/Approach: The aim is to identify the skills driven by the utilisation of AI. The paper pinpoints the key skills for effective AI implementation and creates a model that delineates the specific groups related to AI utilisation. The data were obtained from the Top 100 organisations in Czechia, focusing on those actively leveraging AI. Findings: The outputs show the orientation of the use of AI skills in marketing and human resources and basic administrative tasks. A significant gap was found in relation to emotional and interpersonal skills, which has not yet been emphasised in studied organisations. Research Limitation/Implication: This paper formulates future-oriented, successful approaches to skill development with the wider use of AI. The limitation is first approach to technologically oriented Czech top organisations and limited sample due to a specific approach and early phase of AI use in operations. Originality/Value of paper: The results yielded a new framework of AI-required skills, reflecting the changing competency requirements for effective AI utilisation. This research contributes to the academic domain by providing an integrated and fundamental framework for competency development that incorporates technological advancements.

Exploring competency: Corporate framework, learning theories, and a cognitive development model

This review paper delves into the cognitive aspects of corporate learning and competency development, focusing on various theories and models explaining neurocognitive and behavioral psychology. This paper explores “Maslow's hierarchy of needs”, “Affective, Behavioral, and Cognitive (ABC) Model of Attitude”, “Expectancy Value Theory”, “NLP Communication Model”, “Social Cognitive Learning Theory”, “Knowles' theory of Andragogy”, “NLP Neurological Levels”, “Theory of Planned Behavior”, "Cognitive Load Theory", "Cognitive Learning Principles Underlying the 5E Model", and "Constructivism Theory". While these theories individually address specific aspects of human behavior, they have limitations in their individual scope when applied to the corporate competency development process. This paper constructs the "Cognitive Competency Development Model (CCDM)", which integrates the examined theories and models, providing a cohesive framework for understanding competency development within organizations. This paper briefly discusses the meaning of competency and a typical competency development framework used by corporates. The CCDM emphasizes the multifaceted nature of competency development. It considers the intricate interplay of individual, social, and environmental factors in shaping competency development. It begins with the mental filtering of learning stimuli by various expectancies, neurological factors, and hierarchies of needs. This filtered information forms a perception and knowledge construct, leading to competency development. Competency may affect attitudes and intentions, resulting in behavioral change and better performance at work. The paper concludes by highlighting the potential of the model to inform the design of more effective learning and development interventions. By understanding how the brain influences learning and development, organizations can improve their training programs and create a culture of continuous learning.

Predicting career success in the hospitality industry of Cyprus: a competency-based approach

ABSTRACT In today’s highly disruptive business environment, the development of a new set of specific key competencies is crucial for career and organizational success. Based on a survey study carried out within the context of the hospitality industry of Cyprus, this paper proposes a novel framework for competency development, grounded in the insights of hospitality industry professionals. The study addresses the gap in existing competency frameworks in light of recent technological advancements and sectoral restructuring. The proposed model encompasses six key core competency categories: communication, operational knowledge, cultural diversity, human resource management, leadership, and information technology; each integral to organizational performance and individual career success. The resulting framework offers invaluable guidance for educators, hospitality industry managers, and government institutions in designing effective educational programs, thereby equipping hospitality management graduates with the necessary competencies for a successful career in a turbulent digital globalized economic realm.

Towards a world-class bureaucracy: Corporate University’s contribution to state civil apparatus talent development

This study aims to explore the application of the East Java Corporate University (Jatim CorpU) which is used as a talent management instrument for the state civil apparatus in East Java province in relation to realizing the governor's vision and mission as outlined in the nawa bhakti satya program. Thus, the right type of research to answer this is qualitative research. This research will concentrate on the perspectives of key stakeholders, namely BPSDM (Human Resources Development Agency) of East Java Province, which oversees East Java CorpU, and BKD (Regional Civil Service Agency) of East Java Province, responsible for talent management. Based on the research, it is evident that the implementation of CorpU in East Java, in the form of East Java CorpU, is well-established and has significant ramifications for talent management in East Java Province. An effective and efficient strategy adopted in the direction of East Java CorpU to bolster talent management is the application of the 70:20:10 competency development framework. The rationale behind this choice lies in its ability to provide flexibility for the extensive scope of SCA competency development in East Java Province, involving a substantial workforce of approximately 80,000 SCAs. Moreover, the 70:20:10 competency development method proves instrumental in addressing the intricacies associated with SCA competency development across various organizational tiers.

Taiwan’s Experience in Promoting Competency-Based Medical Education and Establishing Entrustable Professional Activities for Radiographers

&lt;p&gt;勝任能力導向醫學教育(Competency-Based Medical Education, CBME)是近年來國際醫學教育趨勢，而可信賴專業活動(Entrustable Professional Activities, EPAs)是將CBME精神具體實行的方法之一。中華民國醫事放射師公會全國聯合會為落實醫事放射職類以勝任能力為導向的訓練，提供教師與時俱進的師資培育活動，遂擬定「醫事放射職類CBME訓練計畫三部曲」，透過三階段的方式推廣並落實能力導向醫學教育：「醫事放射學員的能力進展架構」-臺灣醫事放射職類可信賴專業活動的建置、「為勝任能力量身打造的教學與學習經驗」-CBME師資培訓推廣、「計畫性、系統性的評估設計與能力進展的行程」-醫事放射職類CBME訓練計畫全國執行。本會期望輔導各級教學醫院全面推廣台灣醫事放射職類CBME訓練與落實EPAs職場直接觀察教學，並建置執業模式下的能力進展架構與系統化評估，確保醫事放射師專業能力發展和教育品質提升。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;Competency-based medical education (CBME) has become a trend in global medical education. Entrustable professional activities (EPAs) are one of the means to implement CBME. To provide up-to-date teacher training for implementing radiographers&amp;rsquo; CBME, the Taiwan Association of Medical Radiation Technologists has organized a Three-Stage Radiographer CBME program. The three stages are as follows: (1) Competency development: establishing EPAs for radiographers. (2) Competency-oriented teaching and learning experience: promoting CBME teacher training. (3) Planned and systematic competency development and assessment: promoting and implementing the CBME teacher training program nationwide. Through the promotion of CBME, teaching based on direct EPA observations, as well as the establishment of a competency development framework and a systematic assessment model for in-service radiographers, the Association expects to improve the competency development of and education quality for radiographers in Taiwan.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

The development and validation of a global advanced development framework for the pharmacy workforce: a four-stage multi-methods approach.

Studies have indicated that a generalisable and translatable global framework is a useful tool for supporting career progression and recognising advanced practice. To develop and validate a global advanced competency development framework as a tool to advance the pharmacy profession globally. A four-stage multi-methods approach was adopted. In sequence, this comprised an assessment of initial content and a cultural validation of the advanced level framework. Following this, we conducted a transnational modified Delphi followed by an online survey sampling the global pharmacy leadership community. Finally, a series of case studies was constructed exemplifying the framework implementation. Initial validation resulted in a modified draft competency framework comprising 34 developmental competencies across six clusters. Each competency has three phases of advancement to support practitioner progression. The modified Delphi stage provided feedback on framework modifications related to cultural issues, including missing competencies and framework comprehensiveness. External engagement and case study stages provided further validity on the framework implementation and dissemination. The four-staged approach demonstrated transnational validation of a global advanced competency framework as a mapping and development tool for the pharmacy professions. Further study is needed to develop a global glossary of terminologies on advanced and specialist practice. Also, developing an accompanying professional recognition system and education and training programmes to support framework implementation is recommended.

FORMULATION A MODEL OF COMPETENCY DEVELOPMENT FOR NURSES IN THE CONTEXT OF VIETNAM: FROM EXITING TO NEEDED COMPETENCY

The purpose of this article is to share the experiences of the development and describe the contents of the model framework for competency development of nurses within the context of Vietnam. A qualitative study, ethnographic approach was conducted on 41 participants who are nurses, other healthcare professionals and relevant stakeholders. Data collection methods were participant-observation, in-depth interviews and focus group discussion. Qualitative content analysis model was used for analyzing the data. The Model of Competency Development of Nurses was developed from the results generated from research that identified the gaps among the three competencies, including needed competencies of clinical practice nurses, core competencies of Vietnamese nurses which is considered as national competency standards, and existing competencies of clinical practice nurses; factors influencing competency development; and journey of competency development of nurses. The Model is expected to provide process of changing competencies of nurses practicing in clinical context from existing competencies to needed competencies, which considered the ultimate goal of competency of nurses.

An evidence-led review of the FIP global competency framework for early career pharmacists training and development.

The International Pharmaceutical Federation (FIP) Global Competency Framework (GbCF) for early career pharmacists is an evidence-driven guide for pharmacist professional development. First published in 2012, the FIP GbCFv1 contains a structured assembly of competencies for pharmacists in four broad areas: pharmaceutical public health; pharmaceutical care; organisation and management; and professional/personal. FIP is committed to support the advancement of pharmacy around the world, and in light with the expansion of the type of services that pharmacists may provide to their patients and the advances in technology and therapeutics, revising and updating the GbCF is imperative. The aim of this project was to revise and update the first published iteration of the FIP GbCFv1 (2012) to ensure currency and continued relevance. This is a qualitative study that employed four rounds E-Delphi method. A group of international experts (n=29) was convened to revise the GbCFv1 through an iterative approach with repeated and synchronised rounds of analysis and revision focusing on the currency of the competency areas and associated behavioural statements. The revision was conducted between January to August 2020. The number of behavioural statements increased from 100 to 124 behavioural statements, with 23 competency domains, but remain structured within the competency clusters. Three new competencies were added to the GbCF (emergency response, digital literacy, and interprofessional collaboration) and one competency was renamed from self-management to leadership and self-regulation. The process undertaken to revise the GbCFv1 are described, resulting in a valid and transnationally relevant GbCFv2. In the GbCFv2, the number of competencies and associated behavioural statements increased due to important additions including emergency response, digital literacy, interprofessional collaboration and an expansion of leadership and self-regulation. This process provides an assurance of relevancy and currency for a 'fit for purpose' early career competency development framework for global implementation.

Developing Hospitality Management Core Competencies Framework

Developing a unique set of Core Competencies should be of primary concern to any business operating in the hospitality industry. This paper presents a framework for competency development, which is based on the views of both educators and industry professionals. By integrating knowledge from a variety of contexts and countries around the world, a set of generic core competencies has been derived via a systematic classification process. Specifically, forty competency statements have been posited taking the form of questions given to both educators and industry professionals. Subsequently, the responses have been analysed and, using taxonomy, a framework of seven core competency categories has been developed. The competency categories involve aspects of Human Resource Management (HRM); Professional Image; Operational Knowledge; Leadership; Communication; Information Management; and People Relationship Management. Specific competency items include essential capabilities for the hospitality industry such as: communicating effectively with clients and customers, identifying and solving problems, making decisions under pressure or in a crisis situation, and understanding the factors that influence the profitability of the hospitality enterprise. The proposed framework is meant to serve as a basis for developing a set of core competencies suitable for creating a sustainable competitive advantage for the hospitality industry. Further, the framework would be useful to educators, professionals and graduate students as a guide for cultivating a set of key competencies for success in the hospitality sector.&#x0D;

Giving feedback in the new CBME curriculum paradigm: Principles, models and situations where feedback can be given

The new competency based medical education represents a paradigm shift from a teacher centered to a student centered learning of outcome competencies paradigm and so both the students and the teachers are unfamiliar with it. Giving and receiving feedback is central to the competency development framework. Only through frequent, timely and appropriate feedback there will be effective development of cognitive competence in its lead up to performance of competence. These concepts are illustrated to convey the importance of giving feedback to students. As the teachers are expected to practice giving feedback to students, they were opportunistically asked prior to a faculty development workshop what their priority learning needs about giving feedback are. Based on this a focused review of literature was done to collect the information on the various models of giving feedback, the principles for giving feedback, the possible situations in curriculum delivery where teachers can and should give feedback to students.The literature revealed some good practice models for giving feedback to the naïve as well as the mature students in ambulatory and clinical teaching settings as well as on their performance as revealed by their test results. Models of counseling which has strong element of feedback on the learner’s performance and helping them choose the way forward after identifying the problem is also shared.

Competency-Based Education: Developing an Advanced Competency Framework for Indonesian Pharmacists.

Introduction: Pharmacists need to be adaptable, flexible, and capable of advancing their practice to adapt to rapidly changing population health needs. We describe an educational approach to pharmacy workforce transformation in Indonesia through an advanced practice competency framework development using an “adopt and adapt” methodology.Methods: The competency framework development process comprised a translation phase, an adopt and adapt phase, validation through a nationwide mapping survey, and a completion phase through leadership consensus panels. We conducted a forward-backwards translation of a previously validated Advanced to Consultancy Level Framework (ACLF) to yield the Indonesian Advanced Development Framework (IADF) draft. The subsequent adoption and adaptation process was conducted through a series of consensus panels. We validated the IADF through a nationwide workforce survey. The final phase included leadership consensus panels with the professional leadership body in Indonesia. We analyzed the qualitative data thematically and the quantitative data using a Multiple Correspondence Analysis (MCA) technique.Results: We identified conceptual challenges in adopting and adapting the existing ACLF, which were addressed by providing a national glossary and concrete examples. A total of 6,212 pharmacists participated in the national workforce survey, of which 43% had <2 years of post-license (post-registration) experience. The MCA results showed that practitioner self-assessment to the IADF could discriminate their career development stages. The results also indicated a four-stage career model (including early years career training). Embedding this model in a structured national training program will enhance the professional workforce development through a more structured career journey.Conclusions: We describe the first validation of an advanced competency development framework for the pharmacy workforce in a non-Anglophone country, showing the possibility of transnational applicability of this framework. We argue that this methodology can be used in Low and Middle-income countries (LMICs) for the more rapid advancement of pharmaceutical care practice.

Improving of the Mechanic Qualification Standard Related to Customer Satisfaction at Leading Heavy Equipment Distributor Company in Indonesia

Product support services have an important role in the heavy equipment business because they are long-term relationship builder with customers which affects sales of heavy equipment. In product support services, mechanic has a dominant influence because apart from being a service provider, mechanic is also front liner who shapes customer perceptions regarding product support services. It makes mechanic as a top priority in the company's competency development programs. The main problem is how to align the mechanic development program with customer satisfaction. This study aims to arrange a competency development framework in the form of qualification standard which confirmed with customer satisfaction using the Quality Function Deployment (QFD). The correlation between qualification standard with customer satisfaction is analyzed by regression analysis on the Structural Equation Model (SEM) using the Ωnyq software. The finding of this research is the qualification standard with comprehensive requirements in Technical Operating Competency (TOC), Business Management Competency (BMC) and Behavior Competency (BC) has better and consistent impact on customer satisfaction.

Project Execution: A Research Agenda to Explore the Phenomenon

It is observed in the literature that although project management is considered to be an execution-oriented discipline, the Project Management Body of Knowledge developed by the Project Management Institute provides relatively little detail in the Executing process group compared with other process groups such as the Planning and Monitoring and Controlling process groups. It is further observed that project elements considered essential to the success of the project including project Scope, Cost, Schedule, and Risk are not included within the Executing process group. Likewise, the coverage of project execution in the Project Manager Competency Development Framework authored by the Project Management Institute appears to provide limited insight regarding what actually takes place during project execution. This paper outlines a research agenda to better understand what actually occurs in projects when experienced project managers are carrying out activities within the Executing process group. It proposes a study consisting of a pilot study, project manager interviews, a focus group validation session, and data collected by a survey instrument in order to develop a more complete understanding of the phenomenon of project execution.

The Impact of Executive Coaching on Project Managers’ Personal Competencies

Personal competencies have been shown to be increasingly reliable predictors of successful project managers. This research studies whether executive coaching is effective in strengthening personal competencies in the project management field. An experiment with 30 project managers and 30 observers has been conducted to determine, by means of a quantitative and qualitative approach, the impact of coaching on different competencies based on the Project Manager Competency Development Framework – Third Edition (Project Management Institute, 2017a). The conclusions reveal interesting insights, such as the finding that executive coaching has the greatest impact on behaviors related to leading, managing, and finding strategies for coping with challenging situations.

Towards Development of Software Testing Competency Framework to Empower Software Testers’ Profession

Separation of job functions between developers and testers due to enforcement of Software Quality Assurance (SQA) concept in software development has created worldwide demands for highly skillful software testers. This job function separation is to ensure that the systems or applications being developed are transparent at its testing activities. This will eventually lead to better quality of software products that will minimize impact or issues regarding software or system errors, bugs or faults. The aim of this article is to discuss on the current nature of software testing industry for identification of competencies issues or challenges related to software testers. This paper is intended to propose a software testing competency development framework as a job profiling, competencies assessment, training needs and professional career development for software testers. It is targeted that the proposed competency development framework will benefit software tester as individual, public or private agencies as organizations and education institutions as academia.

Competency Assurance Management System: Enhancement of Assessment and Verification Process

The paper addresses Competency Assurance Management Systems (CAMS): design, developing and implementing of learning programs. Competency Development Framework (DFW) skills profile of a specific job consists of set of components: competencies, levels of proficiency, and Performance Criteria -Behavior Indicators. To implement CAMS DFWs successfully, the learning development programs need to meet the SMART principles. One of which is to be measurable through mapping real work tasks to a specific Key performance Indicator(s) and achievable through mapping them to a specific competence(s). Competencies achievement may be ensured though conducting assessments. The paper explores the quality of assessment and verification (A&V) process that make CAMS DFW implementation more effective and reliable. It focuses on technical coaching as a main stage of the A&V process and how to enhance its quality and the outcome of the CAMS system accordingly.

An integrated framework for competency development: perspectives of risk managers in banks

To succeed, business organisations need comprehensive competency development to continuously churn out talent. However, existing approaches are inadequate because they focus on specific technicalities, people and internal firm matters, rather than tackling the issues in a comprehensive manner. We address this deficiency by testing a framework that integrates three concepts—core competencies, dynamic competencies and learning organisation—in an under-researched context: banks’ risk management functions. Our survey of 135 risk management professionals yielded a five-factor framework. The proposed framework guides competency development more comprehensively in that it integrates the three concepts hitherto studied in isolation. It is also systematic and practical given its overarching and expandable dimensions.

Integrated competency development framework for the Sri Lankan public sector based on an organizational health check approach

Sri Lanka Journal of Development Administration (SLJDA) published annually is a bold initiative of SLIDA to maintain a quality publication to robust knowledge through research and scholarly writings on public administration and public management. We accept scholarly articles based on applied research, manuscripts, peer reviewed articles and advance case studies.

Measuring the Relationship between Intellectual Capital and Project Managers Competency Model in the Project Oriented Organizations

This paper introduces a persuaded and sound method to measure the relationship between project managers competency model (PMCD) and intellectual capital covering human capital, structural capital and relational capital in order to provide an effective conceptual model. Project manager competency base model is IPMA Competence Baseline (ICB) and Project Manager Competency Development Framework (PMCDF) includes knowledge, skill, personality, and industry &amp; organization competence. The final model illustrates results of measurements between the three components of intellectual capital and the five elements project manager competency model. The results are significant because they confirm importance of project managers' competencies. In addition, the study results are so stable and reliable because we use confident instrument to measure indicators.