Development Of Individual Competencies Research Articles

Development of individual competencies and team performance in interprofessional ward rounds: results of a study with multimodal observations at the Heidelberg Interprofessional Training Ward.

Interprofessional training wards (IPTW) aim to improve undergraduates' interprofessional collaborative practice of care. Little is known about the effects of the different team tasks on IPTW as measured by external assessment. In Heidelberg, Germany, four nursing and four medical undergraduates (= one cohort) care for up to six patients undergoing general surgery during a four-week placement. They learn both professionally and interprofessionally, working largely on their own responsibility under the supervision of the medical and nursing learning facilitators. Interprofessional ward rounds are a central component of developing individual competencies and team performance. The aim of this study was to evaluate individual competencies and team performance shown in ward rounds. Observations took place in four cohorts of four nursing and four medical undergraduates each. Undergraduates in one cohort were divided into two teams, which rotated in morning and afternoon shifts. Team 1 was on morning shift during the first (t0) and third (t1) weeks of the IPTW placement, and Team 2 was on morning shift during the second (t0) and fourth (t1) weeks. Within each team, a tandem of one nursing and one medical undergraduate cared for a patient room with three patients. Ward round observations took place with each team and tandem at t0 and t1 using the IP-VITA instrument for individual competencies (16 items) and team performance (11 items). Four hypotheses were formulated for statistical testing with linear mixed models and correlations. A total of 16 nursing and medical undergraduates each were included. There were significant changes in mean values between t0 and t1 in individual competencies (Hypothesis 1). They were statistically significant for all three sum scores: "Roles and Responsibilities", Patient-Centeredness", and "Leadership". In terms of team performance (Hypothesis 2), there was a statistically significant change in mean values in the sum score "Roles and Responsibilities" and positive trends in the sum scores "Patient-Centeredness" and "Decision-Making/Collaborative Clinical Reasoning". Analysis of differences in the development of individual competencies in the groups of nursing and medical undergraduates (Hypothesis 3) showed more significant differences in the mean values of the two groups in t0 than in t1. There were significant correlations between individual competencies and team performance at both t0 and t1 (Hypothesis 4). The study has limitations due to the small sample and some sources of bias related to the external assessment by means of observation. Nevertheless, this study offers insights into interprofessional tasks on the IPTW from an external assessment. Results from quantitative and qualitative analysis of learners self-assessment are confirmed in terms of roles and responsibilities and patient-centeredness. It has been observed that medical undergraduates acquired and applied skills in collaborative clinic reasoning and decision-making, whereas nursing undergraduates acquired leadership skills. Within the study sample, only a small group of tandems remained constant over time. In team performance, the group of constant tandems tended to perform better than the group of random tandems. The aim of IPTW should be to prepare healthcare team members for the challenge of changing teams. Therefore, implications for IPTW implementation could be to develop learning support approaches that allow medical and nursing undergraduates to bring interprofessional competencies to team performance, independent of the tandem partner or team.

Link And Match Strategy of Islamic Banking Vocational High School Human Resources with the Islamic Banking Industry

The purpose of this study is to determine the strategy used for Link and Match between Islamic banking vocational schools and the Islamic banking industry. The research method uses a qualitative descriptive analysis, by conducting interviews with the Patriot BPRS in Bekasi City and SMK Negeri 5 Bekasi City, the Islamic Banking Study Program. The analytical technique used in this research is an in-depth technique, namely examining problems on a case-by-case basis because qualitative methodologies believe that the nature of a problem will be different from the nature of other problems. The results of this study indicate that the link and match strategy with Islamic banking has been going well in several fields, namely the curriculum sector, the field of industrial relations recruitment and the field of IQF certification. These three fields aim to train the development of individual competencies in order to keep abreast of developments in the Islamic banking industry. Meanwhile, according to the Islamic banking industry, it is very important to carry out a link and match strategy in order to be able to compete with other competitors who have considerable opportunities in other Islamic financial institutions.

“The <em>Internet of Life</em>”

“The <em>Internet of Life</em>”

Methodological support of management decisions in innovative activities of industrial enterprises based on the use of intellectual property

The article reflects that intellectual property management, carried out under conditions of uncertainty and significant financial risks, is currently gaining special importance in innovation activities. The impact of taking into account potential risks is mainly manifested at the early stages of innovation activity the stage of scientific research, the initiation of innovations, the selection of alternatives to innovative projects. In the proposed model of analysis and assessment of innovation risks, it is necessary to take into account such factors as: the presence of copyrights, the presence of patent protection, the availability of licenses for certain types of activities, the target orientation of the innovation project, the experience of implementing certain stages of the project, etc. These factors significantly affect the degree of risk of an innovative project and the probability of obtaining a positive result during its implementation. In addition, taking into account risk factors allows you to increase the efficiency of the project. The article substantiates that the essence of organizational and methodological support for the management of intellectual activity of industrial enterprises is the formation and use of new technologies and new business models of production, taking into account the intellectual property objects available on them. In this case, methodological support consists in the development of individual competencies of the company's personnel, the provision of new opportunities for the organization of innovative activities within the structure of the enterprise, the availability of intellectual property, the development of management competencies. The effectiveness of methodological support of management decisions in the innovative activity of an industrial enterprise based on the use of intellectual property is determined by the effectiveness of managing directly the objects and results of intellectual property, which are considered as the main tool for ensuring innovation, a prerequisite for all the activities of the enterprise, its sustainable development and increasing competitive advantages. Consequently, the methodological support of management decisions in the field of intellectual property greatly contributes to the development and achievement of new results of innovative activity.

Critical sociology in the development of HOTS-oriented cognitive assessment instruments

The current curriculum focuses on three domains, one of which is cognitive. Cognitive abilities are very important for the development of individual competencies so that instruments to measure them must be carried out. High quality cognitive instruments are needed in the assessment. Assessment with High Order Thinking Skills (HOTS) orientation as an effort to implement 6c, namely communication, collaboration, critical thinking, creative thinking, also computational logic and concern by developing cognitive instruments in Sociology scientific assessment. The method used is Research and Development which is focused on development. Cognitive instruments were compiled and carried out content validity from 4 experts for Sociology, Education and Law which were then tested on 93 students through a questionnaire in the form of google form. Analysis of the data used is by using software iteman 4.3. The results of this study are cognitive instruments with 15 HOTS questions in the form of multiple choice using content validity with Aiken's count obtained a score of 0.75 to 0.9375 so it is included in the medium and high categories. The instrument has an Alpha score of 0.558 so it is included in the reliable category. For items that have a difficulty level of 0.637, it means that the difficulty of the questions is moderate and the positive discriminatory power with a number of 0.243 is in the medium category. Then the distractor on the answer choices in the question items can function well because most of them are 0.05.

Enhancing workplace competence acquisition through a persuasive system

The continuous development of individual competences is a fundamental instrument for organizations aiming to achieve long-term competitive advantage. Digital technologies can play a pivotal role in competence acquisition by facilitating the learning process. This paper describes the design, development, and evaluation process of a competence acquisition mobile app incorporating persuasive systems principles. A pilot study involving managers from an IT consulting firm was used to evaluate the artifact. This was followed by a full-scale deployment of the mobile app with management and staff of a supermarket chain. The results indicate that the use of the mobile app effectively improved users’ learning process outcomes, as well as their ability to deploy the new competence. Theoretical and practical contributions are discussed.

Methodological and Theoretical Foundations of Educating a Cadet’s Readiness to Evaluate Information in the Process of Professional Training

Problems and purpose. At present, the readiness of a cadet to assess information in the process of professional training is based on the knowledge and experience that is gained in the process of professional training, is guided by the independent participation of the individual in the educational and cognitive process and is aimed at the productive inclusion of the individual in professional activities. But as practice shows, the educational process of a military institute is not aimed at educating a cadet’s readiness to evaluate information in the process of professional training. The purpose of the article is to consider the principles of functioning, as well as the methodological and theoretical foundations for educating a cadet’s readiness to assess information in the process of professional training in the conditions of training in military higher educational institutions of the National Guard. Methodology. The theoretical foundations of the work were studies of the problems of educating a cadet’s readiness to evaluate information (S. Yu. Manukhina, Z. Sprinskaya), aspects of assessing the quality of information obtained by investigative means (O. I. Dolgacheva, N. N. Potapova), psychological foundations of professional adaptation and choice of profession (V. V. Kirichenko). Psychology in the operational activities of law enforcement agencies (Yu. V. Chufarovsky). Results of the study. The article describes the features of educating a cadet’s readiness to perceive information. The term “readiness” itself and its correlation with the education of cadets are considered. In addition, approaches to the issue of perception of information are analyzed. In conclusion, the tentative structure of measures for developing the readiness of cadets to evaluate information is revealed. The author considered the basics and possibilities of applying various methods of the problems of educating the readiness of a cadet to evaluate information on the basis of various methodological approaches that can be actively used in the conditions of vocational training. In conclusion, an indicative structure for constructing an educational process for developing the readiness of cadets to assess information based on the phased development of individual competencies is proposed.

Human resource management for the resilience of public organizations: a model based on macro-competences

PurposeThis paper proposes a model composed by macro-competences developed to contribute for the resilience of public organizations.Design/methodology/approachTo propose the model, a literature review in the area of organizations resilience was carried out, and the structural equation modeling (SEM) approach was used. The setting used to validate the proposed model was the Brazilian Federal Institutions of Higher Education.FindingsThe results present five dimensions of action seen as macro-competences that contribute for organizations’ resilience: human resource management, development of individual competencies, risk management, preparedness for response, and responsiveness. The results also point at competences that can be developed in each of those dimensions with a view toward resilience.Practical implicationsCompetences of strategically planning the workforces, of testing the risk hypotheses continuously, and applying the action plans proposed by risk management in response to crises can improve individual and organizational resiliencies.Originality/valueGuided by the proposed model, public organizations will be better prepared to withstand adversities, such as resources cutbacks and staff shortages.

Exploring typologies of consultation performance using authentic clinical experiences to support learning and assessment in postgraduate medical training

Objective: To validate and refine typologies of consultation performance from previous research to identify learning needs associated with each typology. Methods: We performed a qualitative study in a General Practice Specialty Training programme, using a two-stage design. First, we selected four exemplars from 80 videotaped consultations of 7 first-year and 6 third-year trainees that reflected the four typologies. We subsequently held individual interviews with clinical supervisors (N = 20) who observed these consultations to identify recurrent trainee behaviours. Results: The ‘doctor-patient interaction’ dimension from previous research was specified to encompass relationship-building, exploring, structuring, and shared decision-making competencies. Medical expertise was a moderating factor. The attitude and consultation behaviours included in the typologies were validated and we formulated directions for learning based on learning needs identified per typology. Conclusion: Supervisors have a shared frame of reference for the behaviours reflecting proficient consultation performance. Serving as a developmental road map, all learning needs emphasised contextual adaptation, calling for an improved balance between patient-centred relationship building and application of medical expertise. Practice implications: By providing rich and tailored feedback on consultation performance, the refined typologies – albeit subject to additional refinement in future research – may promote the monitoring of individual competence development over time.

Building back better after COVID-19: public health competencies for health workforce preparedness

Abstract Background The COVID-19 pandemic is raising new questions on public health competences and leadership and on health workforce preparedness for global public health emergencies of this magnitude. This study aims to explore the new demand and opportunities for innovation in public health competencies, which were caused by the COVID-19 crisis. Methods We draw on secondary sources and critically review the public health competency framework recently launched by WHO and ASPHER through the lens of COVID-19. Results The WHO-ASPHER Competency Framework for Public Health Workforce illustrates an interdisciplinary, inter-professional and lifelong learning approach to public health. Five critical competency areas can be identified in relation to global public health emergencies: (1) flexibility, adaptation, motivation, communication, (2) research, analytical sensitivity, ethics, diversity, (3) epidemiology, (4) preparedness and (5) employability. However, this may not be enough. New models of public health leadership and changes in the health workforce are needed, which transform the silos of professions and policy. Such transformations would include learning, working, leading and governing differently and must stretch far beyond the public health workforce. Innovating public health competences stretches far beyond individual competence development. Moreover, it is about resilience and preparedness and calls for learning, working, leading and governing differently. Critical public health competences are not limited to the public heath workforce, but must become relevant for all healthcare professions. Conclusions To achieve transformative capacity, critical public health competences must be considered for all healthcare workers on all levels of policymaking, thus becoming the ‘heart' of health workforce resilience and pandemic preparedness. Key messages Innovating public health competencies calls for learning, working, leading and governing differently. Public health competences must be considered for all healthcare workers and transform professional silos.

Legal education at the crossroads of social responsibility and the development of individual competencies – experience at the University of Szeged (Hungary)

Legal education at the crossroads of social responsibility and the development of individual competencies – experience at the University of Szeged (Hungary)

Змістовно-організаційні особливості технології формування життєвої компетентності майбутніх психологів

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Artificial intelligence in the workplace – A double-edged sword

PurposeThe aim of this paper is to outline how artificial intelligence (AI) can augment learning process in the workplace and where there are limitations.Design/methodology/approachThe paper is a theoretical-based outline with reference to individual and organizational learning theory, which are related to machine learning methods as they are currently in use in the workplace. Based on these theoretical insights, the paper presents a qualitative evaluation of the augmentation potential of AI to assist individual and organizational learning in the workplace.FindingsThe core outcome is that there is an augmentation potential of AI to enhance individual learning and development in the workplace, which however should not be overestimated. AI has a complementarity to individual intelligence, which can lead to an advancement, especially in quality, accuracy and precision. Moreover, AI has a potential to support individual competence development and organizational learning processes. However, a further outcome is that AI in the workplace is a double-edged sword, as it easily shows reinforcement effects in individual and organizational learning, which have a backside of unintended effects.Research limitations/implicationsThe conceptual outline makes use of examples for illustrating phenomenon but needs further empirical analysis. The research focus on the meso level of the workplace does not fully refer to macro level outcomes.Practical implicationsThe practical implication is that it is a matter of socio-technical job design to integrate AI in the workplace in a valuable manner. There is a need to keep the human-in-the-loop and to complement AI-based learning approaches with non-AI counterparts to reach augmentation.Originality/valueThe paper faces workplace learning from an interdisciplinary perspective and bridges insights from learning theory with methods from the machine learning community. It directs the social science discourse on AI, which is often on macro level to the meso level of the workplace and related issues for job design and therefore provides a complementary perspective.

Criterion Approach to the Development of the Communicative Culture of Future Teachers by Means of Interactive Technologies

The relevance of the chosen topic is conditioned upon a qualitatively new approach to the training of future employees of the pedagogical sphere based on the development of individual competencies, communicative and interactive in particular, in the context of the development of their communicative culture. The purpose of the article is to analyse the criterion component in the context of the development of the communicative culture of future teachers by means of interactive technologies. The goal of the study was achieved using general research methods based on criteria and component approaches. The paper defines the role of communication as one of the most important tools for the professional activity of future teachers. Notably, the development of the communicative culture of students of the pedagogical direction in a higher education institution is a complex and multidimensional process, the effectiveness of which is conditioned upon the interrelated components of the communicative culture of future teachers: value-oriented; emotional-personal; speech-communicative, interactive-activity. The semantic load of each individual component of the communicative culture of future teachers is justified, according to which the value-orientation component influences the choice of professional activity of the student based on established and experienced value and moral and ethical attitudes; the emotional-personal component assumes the ability to regulate one’s own emotional state in the conditions of a student-centred space; the speech-communication component is responsible for communication skills and abilities; the interactive-activity component determines the use of interactive technologies in the process of training future teachers. The practical value of scientific work lies in the application of a criterion approach in the context of studying the communicative culture of teachers, which actualises the systematic training of future teachers

Performance Incentives To Increase Motivation; Potentials Of Meaningful Activities In Project Management

Authors: Dirk Zwerenz, ORCID: https://orcid.org/0000-0001-8677-6050 PhD Candidate, University Kaposvár, Hungary; Head of Major Project Service, German Doka formwork technology GmbH, Maisach, Germany Pages: 95-118 Language: English DOI: https://doi.org/10.21272/sec.4(4).95-118.2020 Download: Views: Downloads: 57 31 Abstract Performance incentives to increase motivation; potentials for meaningful activities in project management, the author will concretize this with meaningful activities in project management. The ideal project leader is described by Mark Twain in his novel “The Adventures of Tom Sawyer” (Twain, 1876) in the episode of Tom Sawyer painting the fence. Tom is able to motivate his friends for the actually boring activity in a way that they are willing to support him voluntarily. Regarding the law of human action discovered by Tom Sawyer, Mark Twain states: “To awaken a person’s desire, all that is needed is to make the object difficult to reach” (Twain, 1876). In 2006 Ariely, Loewenstein and Prelec examined the rules of irrational action described by Twain. They conclude that individuals make decisions based on their intrinsic motivation and sometimes not on “what is reasonable” (Ariely, Loewenstein, & Prelec, 2006). This enthusiasm of a project leader is transformed in this article and is reflected as a component “project brand strength” in the performance assessment of a project leader (Zwerenz, 2019). The author’s experience as a project leader in the implementation of several major projects also takes up this enthusiasm and expands it to include the identification of the project teams with themselves and the aspect of meaningful activities as an incentive in project management. That identification and motivation are on the one hand necessary to enjoy one’s profession seems understandable, on the other hand the boundaries between vocation and exhaustion are quickly crossed. Schmalenbach describes this in the article “Sacrifice of passion” in “DIE ZEIT”, issue 2-2019 with the provocative sentence “If you break down, you are a better person”. Committed project managers develop a very similar passion for “their” project and thus a comparable identification with their profession. The tension between income, recognition and prosperity is discussed. Furthermore, the dependencies of meaningfulness, recognition and income are derived from the literature and presented as factors influencing personal well-being. Finally, this article contributes to the design of a motivating variable remuneration system for project managers and other exposed occupational groups. Keywords: variable compensation, value management, development of individual competences, knowledge management, team management, management of individuals – development, motivation and reward, leadership, management of stakeholders, management of human resources, engineering and construction, research theory on project management.

Assessment of the competence development level of personal agents in the context of relationship marketing

The paper represents novelty and features of the authors’ understanding of relationship marketing. It is scientific and practically new paradigm in science. The paper outlines the purpose of relationship marketing – to build, maintain and develop privileged relationships with the company’s stakeholders in order to obtain mutual benefits and help to society. The authors focus on definition of personal sales and personal sales’ target. The paper describes behavioral indicators characterizing demonstration of competences included in the “Influencing” cluster and proposes stages of assessment of the competence development level of personal agents. The paper reveals the authors’ questionnaire to assess the competence development level of personal agents. The authors propose three formulas for assessment of the individual competence development level.

Environmental training and developing individual environmental sustainability competences in Brazilian chemical sector companies

PurposeThe purpose of this paper is to analyse how the systematisation of environmental training can contribute to the development of individual competences aligned to the environmental dimension of sustainability.Design/methodology/approachA qualitative research approach was used in a multiple case study with three chemical companies: Braskem, Solvay and Beta (fictitious name).FindingsData analysis allowed descriptive characterisation of the phases of environmental training and the identification of individual competencies aligned to the environmental dimension of sustainability in the companies surveyed. The results showed that the systematised environmental training, its phases structured to meet the organisational strategic goals of sustainability, helps to develop individual competences of environmental sustainability in the companies analysed.Research limitations/implicationsThe contribution of the study to the academy is presented in the deepening of the studies taking into account the gaps presented in the theoretical bases on the subject environmental education. This is the first study that seeks to investigate the stages of environmental training in the development of individual competences in the context of three Brazilian chemical industries. It was possible to describe the process of environmental training in a strategic dimension, used by the companies studied that can contribute to the market, assisting professionals in the areas of human resources and environmental management in the development of training actions.Originality/valueThe value of the paper is given by the reflection on the development of individual competencies for sustainability through environmental training, which can guide future public policies of environmental development for companies in the chemical sector.

Function, information, and contributions: An evaluation of national multidisciplinary team meetings for rare cancers.

National virtual multidisciplinary team meetings have been established in Swedish cancer care in response to centralized treatment of rare cancers. Though national meetings grant access to a large multidisciplinary network, we hypothesized that video-based meetings may challenge participants’ contributions to the case discussions. We investigated participants’ views and used observational tools to assess contributions from various health professionals during the multidisciplinary team meetings. Data on participants’ views were collected using an electronic survey distributed to participants in six national multidisciplinary team meetings for rare cancers. Data from observations were obtained from the multidisciplinary team meetings for penile cancer, anal cancer, and vulvar cancer using the standardized observational tools Meeting Observational Tool and Metric of Decision-Making that assess multidisciplinary team meeting functionality and participants’ contributions to the case discussions. Participants overall rated the multidisciplinary team meetings favorably with high scores for development of individual competence and team competence. Lower scores applied to multidisciplinary team meeting technology, principles for communicating treatment recommendations, and guidelines for evaluating the meetings. Observational assessment resulted in high scores for case histories, leadership, and teamwork, whereas patient-centered care and involvement of care professionals received low scores. National virtual multidisciplinary team meetings are feasible and receive positive ratings by the participants. Case discussions cover medical perspectives well, whereas patient-centered aspects achieve less attention. Based on these findings, we discuss factors to consider to further improve treatment recommendations from national multidisciplinary team meetings.

Сопровождающее прогнозирование индивидуального компетентностного развития студента (бакалавра, магистра)

Сопровождающее прогнозирование индивидуального компетентностного развития студента (бакалавра, магистра)

Communication experiences: A constitutive principle in pupils' socialization of agency

Abstract This paper provides a discussion of the Special Issue's content from a socialization perspective. The argument is based on a social constructivist understanding of socialization, which highlights the meaning of communication skills with regard to human agency. In order to illustrate the dynamic interrelations between conversational practices, individual skills and habits in diverse social settings, we present a model of “agency as a gearwheel”. Following the traditions of social–ecological research, we argue that a multilevel and methodologically complex investigation of communication practices helps to understand not only the development of individual competencies, but also their context-sensitive impact on educational inequality.