Competence Profile Research Articles

Обоснование и апробация технологии проектирования компетентностного профиля современного специалиста технических направлений

Обоснование и апробация технологии проектирования компетентностного профиля современного специалиста технических направлений

Competency Model and Competency Measurement Position Holder in the Human Resources Department of PT TCO

This study develops a competency model for the HR Department of PT TCO and measures the competence of incumbents to determine employee competency profiles to identify competency gaps. The designing process of the competency model used the Behavioral Event Interview (BEI) technique to find out the critical of each job description. Competency measurement is carried out using behavioral indicators that have been compiled in the competency model. The rating scale method using a multi-rater was chosen to measure incumbents' competence. From the formulation of the competency model, four (4) core competencies, fifty-three (53) behavioral competencies, and 130 technical competencies were obtained. The competency level standards can apply to anyone holding the relevant position if the job description does not change. In addition, it is also obtained an overview of the same job cluster; different levels of positions tend to have the same competency model but different levels of competency standards. The results of the preparation of the competency model above; the company is recommended to implement the same process in other departments or divisions so that a comprehensive competency model can be arranged for all positions in PT TCO. The company is also expected to constantly update job descriptions linked to the entire series of competency models and explicitly carry out core competencies, especially by top management, so that they can be seen by all employees, even at the grassroots level.

"The Influence of Schools’ Principal Management Profile on Students’ Achievement "

"The expectations of the services provided by schools and the managerial skills and competencies of educational leaders are constantly undergoing changes. Educational management has proven to play a key role both in terms of student outcomes and in influencing teachers’ motivation and professional performance by creating and consolidating the climate and the organizational culture in each school. There are real concerns in all the OECD countries that the skills and occupational profile designed previously for the school’s principal, today no longer meet the current needs of the educational environment, which is strongly influenced by social dynamics and is characterized by unpredictability. On the other hand, the pandemic coronavirus crisis has further deepened the crisis of school governance, triggered by heavy workload, lack of interest from young human resources in moving to positions of principals or deputy principals due to the exhausting responsibilities, insufficient initial training, limited career prospects after the end of the manager’s term and unattractive wages. Within this context, educational management, governance adjustment and professionalization have become essential. This study aims to identify, within the educational network in Iași County, which are the data that can shape the competence profile (what they can do) and the occupational profile (what they have to do) of a successful manager, so that the managerial behaviour of the principal generates positive effects on students’ school achievement."

The teaching of good obstetric practices from the Residency preceptors' perspective.

The aim of this study was to understand how the topic of good obstetric practices is taught in residency programs according to the preceptors' perception. This is a descriptive, exploratory study, with data triangulation, with a qualitative approach. A total of 35 professionals participated in the study, of which 21 were physicians and 14 nurses. Data were collected from March to June 2018. The analysis was supported by NVivo software. The nuclei of meanings and categories were identified in the different stages, in pedagogical projects: the structuring aspects, competence profile and guiding policies for normal childbirth; in the interviews: theoretical-practical approach and the practices present in the training and, in participant observation: aspects related to the structure of the scenarios and the use of practices. Possibilities and limits were observed in the role of preceptors in the training process, constituting an area that requires continuous attention, aimed at the strengthening of the pedagogical processes in order to expand the disruptive potential of new health professionals.

O ensino das boas práticas obstétricas na perspectiva dos preceptores da Residência

Abstract The aim of this study was to understand how the topic of good obstetric practices is taught in residency programs according to the preceptors’ perception. This is a descriptive, exploratory study, with data triangulation, with a qualitative approach. A total of 35 professionals participated in the study, of which 21 were physicians and 14 nurses. Data were collected from March to June 2018. The analysis was supported by NVivo software. The nuclei of meanings and categories were identified in the different stages, in pedagogical projects: the structuring aspects, competence profile and guiding policies for normal childbirth; in the interviews: theoretical-practical approach and the practices present in the training and, in participant observation: aspects related to the structure of the scenarios and the use of practices. Possibilities and limits were observed in the role of preceptors in the training process, constituting an area that requires continuous attention, aimed at the strengthening of the pedagogical processes in order to expand the disruptive potential of new health professionals.

A New Minimal Relocation Framework for Shade Mitigation in Photovoltaic Installations Using Flower Pollination Algorithm

Array reconfiguration has emerged as a possible solution to enhance power generation from photovoltaic (PV) power plants under dissimilar irradiation conditions. However, the practicality of such solutions is often questioned as it requires many relocations for its real-time implementation. In this context, the proposed work demonstrates that utilizing optimization algorithms to attain the optimal relocation solution does not always guarantee minimal relocations, and thereby, mandates a high number of switching during electrical array reconfiguration process. To address this issue, an attempt has been made via a flower pollination algorithm (FPA) in this article for implicit shade dispersion along with an additional minimal relocation framework to enhance power generation and reduce the switching complexity. The proposed value-added mathematical progression assists FPA to reproduce competent and concise shade dispersion profiles with minimal relocations. For validation, simulation analysis is performed for a 9 × 9 PV array and the results attained pertinent to row currents, bypass voltages, and power generation are quantitatively assessed and compared with the conventional total cross tied method and particle swarm optimization technique. Also, another notable contribution of this article is that the proposed relocation framework can be applied to both physical and electrical reconfiguration techniques.

Education of Teachers for the Implementation of the Citizenship Education in Finland and Estonia

The paper analyses the education of teachers for the implementation of Citizenship education in Finland and Estonia included in the IEA International Civic Education Survey - ICCS 2016. The analysis of the approach to the teacher education for implementation of Citizenship education is based on three theoretical concepts – initial teacher education, teacher competence profile, and teacher professional development. The goals of the analysis are to determine the framework of initial education, the structure of the competence profile, and the modalities of professional development of teachers for implementation of the CE in analysed countries. Research is based on qualitative methodology and method of document analysis. In Finland, initial teacher education for implementation of the CE is based on the assumption and practical support for the principles of democracy and human rights, and in Estonia future teachers are educated for the implementation of the CE through a dual path. Professional development of the teachers is realized through joint action of state agencies and civil society, and the impact ratio of these actors varies between analysed countries with actors of civil society having a dominant role. The teacher competence profile for the implementation of the CE in case of the Finland is explicit and it combines methodical, pedagogical, didactic, social, and moral competence. In case of Estonia some elements of competence profile are implicitly present in the Estonian Qualifications Framework.

Naturopathy, complementary and integrative medicine in medical education – position paper by the GMA Committee Integrative Medicine and Perspective Pluralism

Background: A large part of the population in Germany makes use of naturopathic, complementary and integrative medical treatments. There are now numerous scientific studies that provide evidence of efficacy for certain indications. At German medical faculties, selected procedures and their application are taught within the cross-sectoral unit called QB 12 and some elective courses, with a focus on specific aspects are offered. So far, however, there has been no structured curriculum that longitudinally anchors teaching across medical studies and enables all students to consider naturopathic and complementary medical options for patient care later on and to integrate them effectively into the diagnostic and treatment process.Objective: The aim of this position paper is to show the relevance of this topic for medical education, to clarify terminology and to present core competencies and possible implementation options for training.Method: The Integrative Medicine and Perspective Pluralism Committee of the German Association for Medical Education developed this position paper in a multi-stage consensual process, in cooperation with the Forum of University Work Groups on Naturopathic Treatment and Complementary Medicine.Results: First, different umbrella terms were discussed and an existing definition of integrative medicine and health was chosen for subsequent use. Building on this step, the status of education and its scientific foundation in Germany was considered in an international context. In the next step, a competency profile for medical training, consisting of seven areas of competency, was developed and described in detail with regard to naturopathic, complementary and integrative medicine. Implementation options were identified using possible starting points in the curriculum and using established examples of best practice.Conclusion: Despite different priorities at each faculty, it was possible to find an agreement on the development of competencies and anchoring them in medical education on the basis of a common definition of terms. Currently, the implementation in the mandatory and elective areas is very heterogeneous. As part of the current revision of the Medical Licensure Act, there are many possible starting points for the integration of naturopathic and complementary medical teaching content, especially in interprofessional and general practice courses. The implementation and accompanying research of targeted teaching settings should lay the foundations for a long-term and binding integration into medical education. Overall, it is clear that medical education in the field of naturopathy and complementary and integrative medicine has the potential to develop comprehensive core medical competencies.

Critical Competences for the Management of Post-Operative Course in Patients with Digestive Tract Cancer: The Contribution of MADIT Methodology for a Nine-Month Longitudinal Study.

There is a high postoperative morbidity rate after cancer surgery, that impairs patients’ self-management, job condition and economic strength. This paper describes the results of a peculiar psychological intervention on patients undergoing surgery for esophageal, gastric and colorectal cancer. The intervention aimed to enhance patients’ competences in the management of postoperative daily life. A narrative approach (M.A.D.I.T.—Methodology for the Analysis of Computerised Text Data) was used to create a questionnaire, Health and Employment after Gastro-Intestinal Surgery—Dialogical Questionnaire, HEAGIS-DQ, that assesses four competences. It was administered to 48 participants. Results were used as guidance for specific intervention, structured on patients’ competence profiles. The intervention lasted nine months after surgery and was structured in weekly to monthly therapeutic sessions. Quality of Life questionnaires were administered too. At the end of the intervention, 94% of patients maintained their job and only 10% of patients asked for financial support. The mean self-perception of health-related quality of life was 71.2. The distribution of three of four competences increased after nine months (p < 0.05). Despite economic difficulties due to lasting symptoms after surgery, and to the current pandemic scenario, a structured intervention with patients let them to resume their jobs and continue activities after surgery.

Too hunky to help: A person-centered approach to masculinity and prosocial behavior beliefs among adolescent boys

Boys’ beliefs about prosocial behavior toward other boys may be negatively affected by masculine norm adherence, and there is evidence that early adolescence is a time when boys feel heightened levels of pressure from multiple sources (e.g., friends, family, and self) to adhere to masculine norms like emotional restriction (e.g., appearing stoic and uncaring). However, the relation between boys’ masculinity and their prosocial behavior beliefs is likely further affected by boys’ social competency. Generally, boys’ social competency is positively associated with prosocial behavior, but this is not the case for “tough” boys (boys who adhere to many traditionally masculine norms). We expected that analyzing the relation between early adolescent boys’ pressure to adhere to masculine norms and boys’ unique social profiles (created using adherence to masculine norms and aspects of social competency) would further illuminate boys’ patterns of prosocial behavior beliefs toward other boys. A latent profile analysis estimated profiles of masculinity and social competence among 260 early adolescent boys (59% White, M age = 11.45 years old, Range age = 10–12) in the southwestern U.S. Three profiles emerged which we labeled socially precarious (50%), socially self-confident (41%), and socially avoidant (9%). R3Step and BCH procedures indicated that higher levels of felt pressure from all three sources resulted in a significantly higher likelihood of being in the socially precarious profile compared to the socially self-confident profile and that boys in the socially self-confident profile had significantly higher mean levels of prosocial behavior beliefs toward other boys ( M = 3.22) compared to boys in the socially precarious profile ( M = 3.01). Overall, this study encourages the socialization of social competency while simultaneously discouraging the perpetuation of certain masculine norms among adolescent boys.

488 Translational Science Competencies in a Virtual CTSA Internship Program

OBJECTIVES/GOALS: The Workforce Development Core of the New Jersey Alliance for Clinical and Translational Science (NJ ACTS) has developed an internship program for students to engage in virtual research projects across the CTSA Hub. We sought to evaluate how intern projects within NJ ACTS align with the competencies needed for translational science. METHODS/STUDY POPULATION: Core leads and researchers within NJ ACTS developed 34 projects that were completed by individual interns or pairs of interns. Forty-two professional, undergraduate, and graduate students across the 3 Hub institutions have completed semester-long intern projects. Intern mentors mapped their projects to the C-COMEND competency profile for translational scientists which were further aligned with the seven fundamental character traits defined by Translation Together. RESULTS/ANTICIPATED RESULTS: More than 75% of intern projects addressed the C-COMEND competencies in Personal Development, Communication and Dissemination, Project Management and Time Management. Few projects (&lt; 10%) focused on skills related to preclinical or clinical research. The competencies needed for development as a Rigorous Researcher were most consistently addressed in the intern projects. Additionally, intern projects fostered a number of skills needed for becoming a Domain Expert and Skilled Communicator. DISCUSSION/SIGNIFICANCE: Taken together, a virtual internship program can be designed to introduce and/or refine the competency skills needed for translational science.

The Profile of Professional, Pedagogical, Social, and Personal Competence of Elementary School Teacher Education Graduates

The purpose of this study is to provide an overview of 4 (four) competencies that must be possessed by teachers, namely Professional, Social Pedagogic, and Personality from graduates of the Open University (UT) S1 Study Program Elementary School Teacher Program (PGSD) from various regions in Indonesia. . The research method used in this research is descriptive evaluative. This research was conducted in 112 (one hundred and twelve) elementary schools (SD), both public and private. The total number of graduates who became respondents in this study was 182 (one hundred and eighty-two). Data was collected by distributing questionnaires to the principals of these schools. The results of this study indicate that 4 (four) competencies possessed by UT graduates generally fall into the good category. The four competencies that need to be paid more attention to are professional, especially those related to research/scientific works and as resource persons in educational activities. This is a recommendation for UT to prepare teachers for the competencies that need attention.

Readiness for learning ability through experiences

Learning through experience is a process that facilitates the ability to experience in observing, thinking, feeling, doing and experimenting for the formation of a 4Cs-based student competency profile (communication, collaboration, creativity, critical thinking and problem solving) which is the basis for the needs of the 4.0 revolution era. The level of student learning readiness through experience is largely determined by the teacher's ability to implement pedagogic knowledge and pedagogical competency models. The purpose of this study was to examine the readiness of students' learning abilities through experiences that were formed through the contribution of the level of pedagogical knowledge abilities and pedagogic competence models from teachers. Quantitative research with data collection instruments using Likert scale questionnaires, data analysis techniques using smart PLS, the population is 220 teachers and 220 students of public and private elementary schools in the region which is in area II of the West Jakarta Municipal Education Sub-Department, DKI Jakarta Province. The sampling technique was done by purposive side. The results showed that: (1) there was a positive and significant contribution to the ability to implement pedagogic knowledge on the pedagogical competency model, (2) there was a positive and significant contribution to the ability to implement pedagogic knowledge on learning through experience, (3) there was a positive and significant contribution to the ability to implement the model. pedagogic competence on learning through experience, and (4) there is a dominant factor from each indicator as a construct forming variables that contribute to learning through experience.

Staff competencies and patient care effectiveness in primary healthcare (pilot study)

Background: The aim of the study was to determine the correlation between hard and soft competences of primary care physicians and the effectiveness of patient care, which may be of significant importance both in the process of managing medical entities and in order to take appropriate actions aimed at increasing the effectiveness of care. Methods: The population studied in this study were primary care physicians employed at the Medical and Diagnostic Center (MDC) in Siedlce, Poland. In the study, doctors' qualifications were measured by the number of specializations held by a physician, and experience was measured by the total number of years of work as a doctor and the length of work as a specialist at MDC (in years). The data was collected in a questionnaire survey. Physicians' social competences were measured by the Social Competence Profile (PROKOS). As there are no measures of treatment effectiveness at the level of individual workplaces, apart from measuring patient satisfaction, its original definition was adopted and 14 indexes were developed, which were calculated on the basis of anonymized data from CMD information systems. Results: The social competences of the surveyed primary care physicians were clearly lower than the competences of the doctors surveyed in the standardization study. The exception was social activism. The scales of individual dimensions of social competences were characterized by very high reliability. The individual dimensions of soft skills of all surveyed primary care physicians were strongly correlated with each other. The overall work experience and work experience of primary care physicians at MDC, analyzed under hard competences, showed no correlation. The factor analysis performed for 14 original indexes of effectiveness showed that 5 of the original indexes created a very reliable scale. Conclusions: The selection of a strong scale consisting of five original effectiveness indexes is a step towards the development of a uniform index of the effectiveness of patient care in primary care, which will be a significant contribution to science.

Online Education and Assessment: Profiling EFL Teachers' Competency in Saudi Arabia

The expanding digital era, emerging geopolitical dynamics, and the birth of the new ‘normal’ that the world has witnessed in the recent times have made the urgency of revamping the academic arena obvious to all. These developments have also made it essential for teachers to be technologically and pedagogically ready to cater to individual needs by being adaptive. This calls for identification of gaps between current pedagogical practices and best practices for the new age classrooms based on the premise that certain competencies in the teachers are essential to ensure the achievement of projected learning objectives in the paradigm of the online learning process. The study uses Ally’s (2019) Competency Profile for the Digital Teacher (CPDT) to determine the level of competency of the English Language Instructors at the ELI, Jazan University, Saudi Arabia in the online teaching-learning and assessment process. The study is quantitative in nature using a questionnaire with thirty-five items factoring to nine major themes for online teaching and eight assessment strategies (Best, 2020) that are seen by experts as competencies that teachers will need by the year 2030. The participants are 67 EFL teachers affiliated to the English language Institute, Jazan University, Saudi Arabia. An exhaustive 35 item questionnaire with a section each devoted to teachers’ general, digital, and assessment competency. Results indicate that EFL teachers at the ELI, Jazan University are competent, digital literate and use online assessment at high levels. The study found only one significant difference attributed to teachers' use of technology across gender. The study recommends EFL teachers at the ELI, the university to cope with the new and emerging needs of the digital learners.

Competences of University Teachers: Systematic Literature Review

The transformation of tertiary education faces challenges that go hand in hand with growing requirements on the competences of university teachers. Quality assessment of teachers when it comes to their competences and competence approaches in general is of key importance in this process. However, teachers’ competence profiles are not unified even now, not to mention the absence of competence assessment criteria. The aim of the study is to offer a literature review on university teachers’ competences, with consideration of research methods and tools used. Altogether, through the Scopus and Web of Science electronic databases we summarised 35 studies, 15 theoretical and 20 empirical. Our analysis shows that over the past 10 years studies have primarily focused on digital competences, with the majority of research projects being of quantitative nature using original questionnaires due to the absence of standardised measurement tools in the field.&#x0D; &#x0D; Received: 31 October 2021 / Accepted: 6 January 2022 / Published: 5 March 2022

Improving the legal mechanisms of interaction between national, international and foreign entities in the implementation of the Megascience projects

A present-day scientific experiment requires organized and self-organizing interaction of hundreds and thousands of specialists. We can offer some recommendations for improvement of the legal mechanisms of international scientific and technical cooperation. The creation of a unified national infrastructure supporting international scientific and technical cooperation of Russian organizations and research teams should be singled out as a separate project within the framework of a federal target program. It seems necessary to develop a special contract system for organizations participating in the Megascience projects, as well as a procedure for selection, monitoring and reporting standards. The issues of recruitment and training of the personnel involved in the functioning of the infrastructure of the Megascience projects are of particular relevance: competency profiles of experts in the management of international research projects should be developed, and the issues of their educating should be resolved as well. An important mechanism of interaction between national, international and foreign entities within the framework of the implementation of the Megascience projects is the creation of a single specialized web portal that would combine the resources of all the participants, simplify and accelerate interaction between research teams, and provide users with the necessary methodological support, in the national language as well. The improvement of legal mechanisms for attracting international and foreign entities for the implementation of the Megascience projects should be based on the creation of an infrastructure that provides administrative, financial, organizational, and legal support for research teams. At the same time, this activity should take into account the opinion of scientists themselves and never directly interfere in scientific and technological processes, allowing for a flexible approach to solving various issues.

Validating a Novel Emotional Intelligence Instrument for Resident Physicians

To construct and validate a scale of emotional intelligence (EI) for the medical field, n = 80 resident physicians responded to a 69-item self-report measure during the pilot phase of development of the Scale of Emotional Functioning: Medicine (SEF:MED). Based on multiple-phase item and structural analyses, a final 36-item version was created based on data from n = 321 respondent residents. Initially exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) supported the expected three-factor solution as did additional CFA from a second sample of n = 113 participants. Internal consistency reliabilities obtained from the original n = 321 residents for the three SEF:MED subscales of Interpersonal Skills (IS), Emotional Awareness (EA), and Emotional Management (EM) were 0.81, 0.82, and 0.84, respectively. Alphas for the second CFA data set were 0.89, 0.87, and 0.88 for IS, EM, and EA, respectively. In addition, the SEF:MED was validated by comparing it to related measures (i.e., the Profile of Emotional Competence (PEC) and the Maslach Burnout Inventory-Human Services Survey for Medical Personnel [MBI-HSS (MP)]); Correlation coefficients between the Total EI composite on the SEF:MED and the PEC global scales ranged from r = 0.64 to 0.68. Finally, correlation coefficients from the Total EI composite on the SEF:MED significantly related to the MBI-HSS (MP) Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA) scales (r = -0.50, -0.44, and 0.52, respectively). The SEF:MED may provide useful data to physicians and other medical professionals as they consider their own well-being and how it may affect care of their patients.

Perceived parental warmth, emotional awareness, and positive adjustment profiles in Chinese and Italian early adolescents: A person-centered approach.

Although previous research has documented wide cross-cultural variations in early adolescents'; adjustment problems, less is known about positive outcomes and their contextual and individual correlates among youth from societies emphasizing cultural values of independence/individualism and interdependence/collectivism. The current study used a person-centered approach to explore positive adjustment profiles among Chinese (n = 115, 54.8% girls) and Italian (n = 115, 57.4% girls) early adolescents aged between 10 and 13 years, and examined whether perceived parental warmth and emotional awareness were independently or interactively associated with such profiles in the two cultural groups. Participants completed self-report measures of psychosocial adjustment and perceived parental warmth, and responded to a series of structured vignettes assessing emotional awareness. Latent profile analysis revealed three profiles: "academically competent," "socially accepted," and "well-adapted." Chinese adolescents were overrepresented in the academically competent and well-adapted profiles, whilst Italian adolescents were overrepresented in the socially accepted profile. Results of multinomial regression analysis indicated that youth reporting higher parental warmth and more emotional awareness were more likely to be members of the well-adapted profile. Furthermore, culturally specific associations were found. For instance, the positive link between parental warmth and the well-adapted profile was significant at high levels of emotional awareness in the Chinese group, and at low-to-medium levels of this variable in the Italian group. The findings suggest that youth's positive adjustment profiles reflect broader societal expectations and that the beneficial effect of parental warmth on such outcomes varies as a function of both emotional competence and cultural background.

The Impact of Gender and Academic Degrees on the Performance of Transversal Competencies in Higher Education Students

There is some consensus among academics and employers that transversal competencies are one of the key aspects in training people to adapt to the demands of today's world. Universities make a great effort in the design of training programs, in preparing their teachers in training methodologies and in the evaluation systems to guarantee that their graduates acquire an adequate level of these skills. However, there are few studies that address the impact of gender and academic degrees on the performance of transversal competencies.This study aims to assess whether gender and degree have any impact on the level of transversal competencies obtained at the end of their higher education studies. To this end, we have evaluated 1,614 final year students from 11 higher education centers using a standardized questionnaire on the competencies of Communication, Leadership, Teamwork, Adaptation to change, Initiative, Problem solving, Decision-making, Planning and Organization. We have carried out a Multivariate Variance Analysis to analyze the effect of gender, degree and the interaction between both factors on the students' competence profile. The results show that men perform better in Leadership, Initiative and Decision-making, whereas women score better in Planning and Teamwork skills. Students of Social Sciences degrees have a poorer performance in the competencies than students of Health Sciences and Technical Education. In Planning, women perform better, regardless of the degree, compared to men.