Core Competency Model Research Articles

Developing and Refining The Core Competency Model for Research-focused University students: Validation and Importance Study Based on Faculty’s perspective

Developing and Refining The Core Competency Model for Research-focused University students: Validation and Importance Study Based on Faculty’s perspective

Development and implementation of a self-directed violence prevention training program for correctional behavioral health providers: a clinical trial study protocol

BackgroundSelf-directed violence (SDV) comprises both suicide and self-injury and represents a pressing problem among incarcerated persons. Negative impacts of SDV in correctional settings also extend to behavioral health clinicians (BHCs) (e.g., job turnover). Correctional SDV risk assessment and management standards include staff training as part of the comprehensive approach. The Core Competency Model for Corrections (CCM-C) is a novel, evidence-informed training program for BHCs covering both clinician self-management and clinical care skills.MethodsThis pilot trial is a type 3 hybrid implementation–effectiveness approach. It will employ a wait-list control sequential cross-over design. Participants (N = 50–100) will be BHCs employed by the North Carolina Department of Adult Corrections. Following stratification for years of clinical experience, BHCs will be randomly assigned to (1) a training group that receives CCM-C immediately and (2) a wait-list control receiving CCM-C approximately 6 weeks later. Electronically administrated survey evaluation will occur across baseline and two follow-up (i.e., 2 weeks after each training session) time points.DiscussionThe primary outcome is feasibility assessed through collaboration with a Corrections Advisory Panel and feedback from BHCs. Secondary effectiveness outcomes that will be evaluated over time include SDV-related knowledge, attitudes, stigma, and intent to use training content. We will examine a tertiary outcome, namely compassion fatigue. Clinical trial limitations and impacts are discussed.Trial registrationClinicaltrials.gov, NCT06359574. This study was registered on 04/05/2024.

Corporate Governance Practices and Performance of Imarisha Sacco in Bomet County Kenya

The problem in the Savings and Credit Cooperative Organisations industry, particularly in the teaching industry in Bomet County, is the presence of challenges related to corporate governance and organizational performance. There are issues with accountability, transparency, and risk management practices. Additionally, low levels of financial literacy among members, limited access to finance, and inadequate technology and systems further contribute to the performance-related challenges faced by these Savings and Credit Cooperative Organisations. The study was on the effect of Corporate Governance practices on the performance of Imarisha Savings and Credit Cooperative Organisation in Bomet County. The purpose of this study was to investigate how board competence, legislation, roles and responsibilities and internal controls affects performance Imarisha Savings and Credit Cooperative Organisation. The literature review focused on various theories which include core competence model, regulatory capture theory, legalistic theory, attribution theory and the balanced scorecard theory. The study design adopted was descriptive in nature considering a total population of 65 senior management, middle management, and support staff of which a complete census will be considered. Stratified sampling was used since the population was already broken down into the respective categories. Data was gathered using questionnaire and it was tested for validity and reliability. Content validity was tested with a content validity index threshold of 0.8 or higher. Reliability was tested with a Cronbach's alpha threshold of 0.70 or higher. Data was analysed using both descriptive and inferential statistics. Findings revealed that board competence, legislation, roles and responsibilities, and internal controls had a positive and significant effect on performance, that is, β= 0.469, p < 0.05), β=0.022, p < 0.05, β=0.404, p < 0.05) and β=0.045, p < 0.05 respectively. The study concluded that board competence, legislation, roles and responsibilities and internal controls improve performance. The study recommended that board members should continue to have strategic thinking skills and front the vision of the organization. Imarisha SACCO should have adequate internal policies that help to govern SACCO activities. Duties of board members at the organization should continue being properly described. The oversight committees should continue to meet regularly to oversight SACCO activities. The study recommended that further studies should be conducted on effect of corporate governance practices on performance of Imarisha SACCO in Bomet County. Indicators of corporate governance practices adopted in the study are board competence, legislation, roles and responsibilities and internal controls. The study recommends a similar study to be conducted on the subject matter but should be conducted on SACCOs’ in other Counties in Kenya.

Coaching from a Place of Grounded Uncertainty: Richard Rorty’s Neo- Pragmatism and the ICF’s Core Competency Model

Coaching from a Place of Grounded Uncertainty: Richard Rorty’s Neo- Pragmatism and the ICF’s Core Competency Model

유아교사들이 인식하는 교사의 핵심역량에 관한 연구

Objectives This study aims to investigate early childhood teachers' perceptions of what core competencies are required for effective job performance in the field of early childhood education, and to identify the future com-petencies of early childhood teachers according to rapidly changing social situations.
 Methods Research participants were 12 current teachers working at early childhood education institutions, and three focus interviews were conducted, and the 52 transcripts were analyzed according to a qualitative analysis process.
 Results First, the participants wanted to compose professionalism/personality in teaching profession as a com-petence and emphasized basic skill and quality. Second, they insisted that infants and toddlers’ developmental stage need to be segmented, and thus the developmental stage by age of months and the details on devel-opmental characteristics after seven years of age should be added. Third, they argued that the teachers need to enhance their competences as a play supporter so that the 2019 revised Nuri curriculum can be operated. Lastly, they demanded the development of programs for interpersonal relations and the communication competences and the evaluation method improvement in evaluation and accreditation. The Although the importance of eco-logical transformation education, democratic citizenship education, and digital literacy reflected in the 2022 ele-mentary, middle and high school curriculum revision as core competencies for future education of early childhood teachers is recognized, there is a lack of understanding of the practice method in the field of early childhood education.
 Conclusions The results of this study can be reflected in the composition of the curriculum for pre-service early childhood teachers and the training contents of in-service teachers, which can enhance the core competence of teachers for future education. As a follow-up study, it is necessary to explore a core competency model for fos-tering early childhood teachers that reflects the core competency required in the field of early childhood education and responding to changes in the future society.

Core Competency Quantitative Evaluation of Air Traffic Controller in Multi-Post Mode

In order to quantify the core competency of air traffic controllers (ATCO) in multi-post mode, and analyze the ATCO competency-post fit (CPF) degree, this paper proposes the AFE-TOPSIS evaluation method based on the analytic hierarchy process (AHP), factor analysis (FA), and entropy weight method (EWM). Through the analysis of job tasks, it preliminarily develops an evaluation index library of ATCO core competency. Then, it constructs an improved adaptive multi-dimension core competency model divided into four types of post modes. It proposes a method for determining the combined weight of core competency indexes, where the weights are determined subjectively through AHP, combined with the objective method of FA and EWM. Furthermore, it constructs a comprehensive evaluation model based on AFE-TOPSIS and analyzes the CPF degree by calculating the relative closeness degree of each evaluation index. The empirical analysis results show that the four types of core competency models in General, TWR, APP, and ACC post mode include seven dimensions, such as situation awareness, and workload management, which are also graded into the pyramid hierarchical structure of basic, advanced, and high-level. The calculation of the ATCO CPF degree based on the proposed AFE-TOPSIS method can scientifically assist in the fit of ATCO and multi-post mode.

Evolving Project ECHO: delivery of pediatric pain core competency learning for interprofessional healthcare providers.

Healthcare providers (HCPs) practicing in community settings are critical to improving access to pain care, yet there are significant gaps in training opportunities designed for interprofessional learners. Project Extension for Community Healthcare Outcomes (Project ECHO®) is an established model for delivering online HCP education through virtual clinics and cultivating a community of practice. However, to our knowledge, the integration of pain core competency education into the ECHO® model has not been previously attempted. This innovation could enhance the ECHO® model while also addressing the growing calls for more accessible interprofessional pain curricula. This paper describes efforts to implement and evaluate core competency curricula within the context of Pediatric Project ECHO for Pain, one of the first pediatric-pain focused ECHO programs in the world. Needs assessments informed curricula development. The first delivered core competency model consisted of synchronous webinar-style sessions while the second model included a mixture of asynchronous (eLearning course) and synchronous (virtual clinical debrief) elements. A convenience sample of HCPs was recruited from ECHO program registrants. Participants completed baseline and follow-up surveys to assess core competency acceptability as well as impact on knowledge and self-efficacy related to managing pediatric pain. Usability of the eLearning platform (model 2 only) was also evaluated. Surveys used 5-point Likert scales to capture outcomes. A priori targets included mean scores ≥4/5 for acceptability and ≥80% of learners reporting knowledge and self-efficacy improvements. The study received local research ethics approval. The core competency was found to be highly acceptable to interprofessional learners (n = 31) across delivery models, surpassing a priori targets. Specifically, it was characterized as a worthwhile and satisfactory experience that was helpful in supporting learning. The core competency was also associated with improvements in knowledge and self-efficacy by 97% and 90% of learners, respectively. The eLearning platform was reported to have high usability with clinically realistic cases (100% of respondents) that were helpful to inform care delivery (94% of respondents). The integration of core competency learning within the Project ECHO® model was a successful approach to deliver pediatric pain education to interprofessional HCPs.

Development of a Core Competency Model for Training Intellectual Property Experts

이 연구의 목적은 특성화 고등학교‘기계일반’과목의 내용 영역 요소‘기계설계 및 제작 과정’의 STEM 기반 수업을 설계하는 데 있다. 이 연구는 내용 영역 요소인‘기계 설계 및 제작 과정’의 STEM 기반 수업을설계하는데 타일러의 수업 설계 4단계를 재구성하여 적용하였으며, 각 단계별세부절차는 다음과 같이 개발하였다. 첫째, 교육 목표의 설정 단계에서는 2015 기계 전문 교과 교육과정의 성취기준에 부합한 ‘기계 설계 및 제작 과정’ STEM 기반 수업의 목표를 진술하였다. 둘째, 학습경험의 선정 단계에서는‘기계 설계 및 제작 과정’STEM 기반 수업의 학습경험 선정 기준을 설정하여 학습경험을 선정하였다. 셋째, 학습 경험의 조직 단계에서는 ‘기계 설계 및 제작 과정’STEM 기반 수업의 주제 조직, Web diagram 작성, 전략 및 방법 선정이 이루어졌다. 넷째, 학습 성과의 평가 단계에서는 STEM 기반의 수업에서 학생들이 수업목표를 달성하는 전반적인 과정을 총평하는 총평기법을 선정하였다. 모든 단계는 전문가를 통해 검토하며 수정·보완이 이루어졌다. 연구 결과 ‘기계 설계 및 제작 과정’의 성취기준을 달성하기 위한 STEM 기반 수업은 ‘기계 설계와 제작 과정의 이해’를 위한 STEM 기반 수업 7차시, ‘기계 공장의 조직과 공정의 이해’를 위한 STEM 기반 수업 4차시의 총 11차시의 수업으로 이루어진다.

The core competency model for corrections: An education program for managing self-directed violence in correctional institutions.

Self-directed violence (SDV), comprising both suicide and self-injury, presents a continued public health challenge for correctional institutions. In fact, correctional settings are one of four primary targets for the reduction of SDV by leading professional organizations. This article presents a public health solution to SDV in correctional settings, namely the Core Competency Model for Corrections (CCM for Corrections), an educational program for correctional mental health providers. Grounded in the general CCM of Suicide Prevention, we proffer an evidence-based sample curriculum covering 10 SDV prevention competencies in correctional settings. These competencies address both clinical care (e.g., enacting evidence-based treatment plans, using best practice documentation standards) and provider-focused (e.g., managing personal attitudes about SDV and incarcerated persons, engaging in self-care and debriefing) skills. We further espouse the underlying social-cognitive theory of CCM for Corrections toward the goal of identifying mechanisms of action for improved SDV prevention skills. Finally, we highlight considerations in the initial design and testing of CCM for Corrections. These recommendations address (a) utilization of a community-academic partnership approach and corrections SDV advisory panel, (b) selection of an in-person or online training modality, and (c) measurement of sample educational program outcomes. The CCM for Corrections represents a promising approach to SDV reduction and management in correctional settings ripe for collaborative pilot testing. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

A school of public health responds to the pandemic: A case study from Washington D.C.

The emergence of COVID-19 immediately affected higher education, and the closure of campuses at the start of the pandemic in March of 2020 forced educational institutions to quickly adapt to changing circumstances. Schools of public health faced challenges not only of shifting to remote learning and work environments, but also uniquely redirecting public health research and service efforts toward COVID-19. This paper offers a case study of how the Milken Institute School of Public Health at the George Washington University (GWSPH), the only school of public health in the nation's capital, initially adapted to the COVID-19 pandemic. Using a modified version of the Public Health Preparedness and Response Core Competency Model created by the Association of Schools and Programs of Public Health and the Centers for Disease Control and Prevention, we analyze how GWSPH worked in three areas-research, education, service/operations. We reviewed this initial response across four domains: model leadership; communication and management of information; planning and improving practice; and protecting worker (and student) health and safety. The adaptation of the model and the analysis of GWSPH's initial response to the pandemic can be useful to other schools of public health and health sciences in the United States and beyond, in preparing for all hazards. We hope that such analysis also informs the current concerns of schools such as return to in-person education as well as planning for future public health crises.

Development of a Core Competency Model for Training Intellectual Property Experts

Development of a Core Competency Model for Training Intellectual Property Experts

Conceptual Core Competency Model for Halal Executives in Food Manufacturing Companies

A competent halal executive is essential and an integral part of the Halal Management System in Halal-certified companies. Core competencies in general are linked with job productivity, job performance, and organisational performance. In Malaysia, initiatives are currently underway to produce competent and professional Halal executives. As for now, the competencies of halal executives are yet to be defined. Defining and identifying the core competencies is pivotal as the Malaysian Halal industry needs to appoint more competent halal executives to serve the halal-certified companies. Thus, this article aims to identify the set of competencies for halal executives via a literature review. This would allow for the further development of the Halal executive core competencies conceptual model. In addition, the background of Halal executives in the Malaysian Halal industry is also discussed to provide context for this review article. The conceptual model proposed is useful in discussing and developing the idea of core competencies, especially in the halal manufacturing industry context. A comprehensive core competencies model is useful for preparing future halal executives, evaluating halal executives' practises in the workplace, and for their lifelong professional development. Other countries could use the same core competencies framework to inform the development of the human resource related to Halal.

해결중심 단기치료의 코칭 적용에 관한 연구: ICF 핵심역량의 8가지 주제를 기반으로 한 코칭 질문의 다각화를 중심으로

Based on the preceding research and theoretical background of coaching and solution-based short-term counseling, this study examines the context and commonalities in the philosophy, perspective, and content of the two fields, and how coaching and solution-based short-term counseling can be practically used in the field of coaching. An exploratory study was conducted. This study constructed a core concept by exploring the core topics of coaching and solution-oriented short-term counseling. In addition, the revised ICF core competency model, which is the main basis for the philosophy and direction of coaching, were analyzed in-depth to find the point of contact between coaching and solution-oriented short-term counseling, and a model was built by integrating them dialectically. As a result of the research, it was confirmed that coaching and solution-oriented short-term counseling were derived into four key themes:'resource discovery', 'customer-centered cooperative relationship','goal-centered', and'achieve change'. In addition, the possibility of exchange and utilization of clinical evidence using coaching and solution-based short-term counseling, and the expansion of coaching for families and various communities using the philosophy of solution-based short-term counseling and a systematic review of coaching, were applied in terms of prevention and education. The study is significant in that it attempted to discuss and examine the aspects of interdisciplinary use of coaching and solution-oriented short-term counseling, and the application of questions based on models derived from the research results.

An Evaluation of the Core Competency Suicide Prevention Training Program for University Health Service Providers

ABSTRACT Despite advances in suicide risk assessment and intervention, evidence-based suicide prevention training for university health service providers is still lacking. This study evaluated the core competency model of suicide prevention training for an interdisciplinary sample of university counseling and student health providers (N = 21). Training was delivered in a half-day workshop format. Participants completed a pre-post training assessment survey. Student health provider risk screening practices were also assessed in the time-period preceding and following training implementation. Consistent with expectations, training yielded significant and robust improvements in providers’ perceived suicide prevention skills and suicide prevention knowledge. However, suicide prevention attitudes and clinical response recognition did not reliably improve. Training was also associated with a greater frequency of student health service providers’ mental health screening administration. The core competency model demonstrates promise as an evidence-informed training program for university counseling center and student health providers.

A core competency model for clinical informationists.

Objectives:Access to high-quality information improves the quality of patient care, but lack of time and sufficient skills in information seeking can prevent access to information by clinicians. To solve this problem, clinical informationists can provide high-quality, filtered information for clinical team members. This study identified the core competencies that clinical informationists need to effectively fulfill their roles on clinical teams.Methods:Participants were selected purposefully from clinicians and medical librarians. Data were collected through semi-structured interviews and analyzed using qualitative content analysis.Results:The authors identified six competencies—communication, research, education and training, domain knowledge, information services, and technology—which together were used to develop a “CREDIT” model of core competencies for clinical informationists.Conclusions:The CREDIT model can be used as criteria for evaluating the performance of clinical informationists as well as for developing and assessing clinical informationist educational programs and curriculums.

Assessment of Patient Safety and Cultural Competencies among Senior Baccalaureate Nursing Students.

This descriptive, correlational, cross-sectional study examined nursing students’ educational experiences on self-reported perceptions of patient safety and cultural competence in terms of curriculum content and learning venues. We performed descriptive analyses and a one-way analysis of variance with a sample of senior-year nursing students (N = 249) attending three state universities in the United States. We used the Nurse of the Future Nursing Core Competency Model, the Patient Safety Competency Self-Evaluation Tool for Nursing Students, and The Cultural Competence Assessment Instrument. Overall, participants reported that patient safety and cultural competencies were addressed in their curricula primarily through classroom activities as opposed to laboratory/simulation or clinical settings. Among the required patient safety knowledge topics, elements of highly reliable organizations were covered the least. For patient safety competency, participants reported higher scores for attitude and lower scores for skill and knowledge. For cultural competency, participants scored much higher for cultural awareness and sensitivity than behavior. There was no statistically significant difference between scores for patient safety and cultural competencies by nursing school. The results support the need for curriculum development to include all important aspects of patient safety and cultural competencies in various teaching/learning venues.

The Development of the Core Competency Model for Early childhood teachers based on 2019 Nuri Curriculum

The Development of the Core Competency Model for Early childhood teachers based on 2019 Nuri Curriculum

Towards a competency-based undergraduate qualification in risk management

PurposeThe purpose of this paper is first to determine the competencies required of risk managers and second to consider the implications of such competencies in determining modules for inclusion in the curriculum framework of an undergraduate qualification in risk management.Design/methodology/approachA qualitative research approach was followed, involving risk management professionals in a focus group and making use of interactive qualitative analysis (IQA).FindingsThe competencies identified are managerial and risk management knowledge, attributes such as assertiveness and steadfastness and ethical values, as well as people and technical skills. These are explained in greater detail in this paper.Research limitations/implicationsThe unique contribution of the current research was the innovative use of IQA for data collection, the removal of subjectivity and the rigour in analysing and presenting the results. The results provide a starting point for designing a curriculum that will both meet the requirements of the professional body and will equip graduates with the best possible combination of knowledge, attributes, values and skills needed by the risk management profession. The implications for further research include that a comparative IQA study of the competencies of risk managers using academics from the field could be undertaken, as well as a study of the design, benchmarking and validation of a proposed curriculum for an undergraduate degree in risk management. The purpose of this study was not to compile a curriculum for a new BCom (risk management). However, this was beyond the scope of the current study. IQA uses rigour and eliminates the bias of the researcher, and the one limitation of this research lies in the use of a focus group, which resulted in the findings not being generalizable as the case would have been with a representative sample used in the positivist paradigm and using appropriate statistical analysis. However, this study was exploratory and could serve as a valuable starting point for further research in this area to perform a comprehensive curriculum development.Practical implicationsThis study found that constituents of the focus group perceived that the following competencies are required of risk managers, namely, knowledge, skills, attributes and values. These competencies correspond closely with the competencies indicated in the Risk and Insurance Management Society (RIMS) Professional Core Competency Model, except that RIMS subdivides knowledge into three categories, namely, business, organisational and risk management knowledge. Similarly, RIMS distinguishes between management skills and technical skills. The attributes identified by the focus group of this study were similar to those identified by RIMS. However, the focus group emphasised values such as integrity, ethical conduct, respect and accountability. However, unlike RIMS, these were not perceived as one of the five core competencies, but rather as a stand-alone competency in its own right, which risk managers need to be successful. RIMS could consider reviewing its core competencies by allocating three closely related aspects, namely communication, collaboration and consultation to technical skills. Core competencies may be replaced by core values, which are literally at the centre of all the competencies required. Such core values are enhanced by the RIMS Code of Ethics (2019) and significantly contribute to the professionalization of risk management. RIMS could also consider providing guidelines to universities for those competencies that could be taught or learnt, to be included in their curricula and to accredit universities who meet such requirements.Social implicationsThe findings of this study also serve as a starting point for the reintroduction of a BCom (risk management) degree by Unisa. Despite the requirements of the South African Qualifications Authority (SAQA) and the Council for Higher Education (CHE), this study demonstrated that a specialised degree in risk management needs to be offered to meet the need expressed by IRMSA for professional risk managers in Southern Africa, and such a degree should ideally be curriculated based on the competencies identified in this article. The implication for public policy is that SAQA and the CHE need to reconsider their rigid stance about the composition of specialised qualifications, and rather set a range of 33-50% for subjects from the field of specialisation that must be included in the curricula of specialised degrees. As indicated by this research, a combination of subjects from different disciplines is required to enhance the competencies and employability of risk management graduates.Originality/valueThe use of IQA is a novel way of ensuring rigour and objectivity in arriving at the required knowledge, attributes, values and skills of risk managers, and aids in the compilation of a new curriculum for an undergraduate qualification in risk management, thus ensuring the qualification will provide a competency-based qualification that will meet the needs of the profession.

Public health preparedness and response competency model methodology.

The Pandemic and All-Hazards Preparedness Act calls for establishing a competency-based training program to train public health practitioners. To inform such training, the Centers for Disease Control and Prevention and the Association of Schools of Public Health managed groups of experts to produce a competency model which could function as a national standard of behaviorally based, observable skills for the public health workforce to prevent, protect against, respond to, and recover from all hazards. A systematic review of existing competency models generated a competency model of proposed domains and competencies. National stakeholders were engaged to obtain consensus through a three-stage Delphi-like process. The Delphi-like process achieved 84 percent, 82 percent, and 79 percent response rates in its three stages. Three hundred sixty six unique individuals responded to the three-round process, with 45 percent (n = 166) responding to all three rounds. The resulting competency model features 18 competencies within four core learning domains targeted at midlevel public health workers. Practitioners and academics have adopted the Public Health Preparedness and Response Core Competency Model, some of whom have formed workgroups to develop curricula based on the model. Efforts will be needed to develop evaluation materials for training and education programs to refine the model as well as for future training and education initiatives.

Dynamics Model and Simulation of Core Competence of Maritime Logistics Enterprises for Service Innovation

Yang, B.; Xie, L., 2019. Dynamics model and simulation of core competence of maritime logistics enterprises for service innovation. In: Gong, D.; Zhu, H., and Liu, R. (eds.), Selected Topics in Coastal Research: Engineering, Industry, Economy, and Sustainable Development. Journal of Coastal Research, Special Issue No. 94, pp. 891–896. Coconut Creek (Florida), ISSN 0749-0208.The changes in the maritime service market have brought unprecedented challenges to maritime service enterprises. This paper uses the method of system dynamics to study the causal relationship of the core competence of maritime logistics enterprises from the perspective of service innovation by analyzing its influencing factors and evolution process, thus constructs the system dynamics model of the evolution of core competence of maritime logistics enterprises, and then uses Vensim PLE to simulate the model. Through the verification and analysis of the validity and sensitivity of the simulation model, it shows that the model can fit the evolution process of the core competence of the maritime logistics enterprise, reveal the process and mechanism of it, and provide management strategy for the competence's upgrading. So it can improve the overall efficiency of maritime logistics enterprises, guide them to take competitive advantages in the fast and changing market. The construction and operation of computer simulation model provides an effective research method and way for the evolution of core competence of maritime logistics enterprises.