Development Of Managerial Competencies Research Articles

Управлінські компетентності директора школи: сучасні тенденції

The article deals with the problem of development of management competences of school principals. The author makes a review of world education trends, pays attention to the new approaches of modern competences such as critical thinking, analysis, and problem solving which have been regarded as key indicators for success. Taking into account the theoretical & methodological foundations of the problem which was researched by many Ukrainian & foreign scientists, the author underlines the importance of solving some social & economic problems in order to make modernization of secondary school education system. Very important is to use new approaches of 21st Century Pedagogy: teach how to ‘learn to learn’, promote teamwork, exploit technology to support learning, foster students’ creativity & others. Special attention is paid to World Bank Report 2018 where the analysis of the world education situation is given & to main approaches to competences of a modern person which are described by Association for Talent Development. All these materials are used for scientific research & experimental work on the problem of development of management competences of school principals which are done by the University of Education Management. Analyzing the results of experimental work, the author underlines the fact that all school leaders which took part in the research are ready to learn & to develop their management competences. In the process of the development of such competences a very important thing is to use modern principals: transparency, integration, rights & freedoms, innovation, activity, dynamic & mobility. Critical thinking, knowledge management, performance improvement, instructional design, learning technologies, managing learning programs, coaching, integrated talent management, managing learning programs should be developed in the process of professional activity of school principals.

Modelo de competencias directivas para la autonomía de gestión y liderazgo en supervisores de educación básica en el marco de las reformas educativas en México

El trabajo de investigación es un avance de la tesis doctoral en Ciencias de la Administración; orientado a la construcción de un modelo propositivo de competencias directivas para la autonomía de gestión y liderazgo en el contexto de la supervisión escolar de educación básica en el contexto mexicano; dentro de la amplia gama de modelos teóricos; organizacionales, de gestión escolar, sociológicos, psicológicos, administrativos; el modelo propuesto se fundamenta sobre dos ejes epistemológicos: autonomía y liderazgo desde un enfoque de competencias. Resultado del debate de los modelos teóricos, se plantea la contemplación viva y un proceso de abstracción de los principios, características y regularidades de la autonomía de gestión y liderazgo para construir una realidad mejorada de las competencias directivas de supervisores escolares. Abordamos los principios de una autonomía responsable, contextualizada y compleja y un liderazgo organizacional. La perspectiva teórica que guía el trabajo se sustenta en conceptos y categorías teóricas de la sociología, la psicología sociocultural, reflexiones filosóficas, los estudios organizacionales, así como los conceptos y dimensiones de la gestión escolar. Se estudia el contexto de las competencias directivas de supervisores escolares de una provincia de México en la perspectiva de la Reforma Educativa, destacando el principio de la escuela al centro, la autonomía de gestión, la ruta de mejora y los consejos técnicos. La metodología utilizada fue la cualitativa para construir los principios del modelo a través de entrevistas en profundidad y grupos focales que permitieron “captar” los significados y sentidos de la autonomía de gestión y liderazgo como competencias directivas, pero también se utilizaron elementos de la metodología cuantitativa para identificar las tendencias de competencias directivas a través de un instrumento de competencias intratégicas, estratégicas y de eficacia personal. El modelo propositivo de competencias directivas se estructura en una primera fase denominada fundamentación, una segunda fase es la definición de un perfil deseable de competencias directivas para la autonomía de gestión y liderazgo y la identificación de necesidades de formación y desarrollo de competencias directivas que permitan estructurar el sistema de formación; la tercera fase es la implementación estratégica del modelo con la planificación y evaluación del modelo. Se presentan conclusiones y la bibliografía utilizada.

CONTENTS AND METHODOLOGY OF PREPARING FUTURE LOGISTICIANS FOR MANAGERIAL ACTIVITY

In the article the concept of formation of professional readiness for managerial activity of future specialists in logistics is scientifically grounded, the methodology of formation and development of managerial competencies of future logisticians is presented. Teaching and methodological support is understood as planning, developing and creating the optimal system of educational and methodological documentation and training facilities reqired to ensure the full and qualitative process of training future logistics professionals in the aspect of forming the skills of their future professional and managerial activities. The development of educational and methodological documentation and the selection of appropriate teaching aids were carried out consistently for each stage of experimental training. Particular attention was paid to methods of activating students’ educational and cognitive activities. Based on the results of training, the students of the experimental group achieved significant positive changes relative to the levels of their readiness for managerial activity.

Is executive coaching more effective than other management training and development methods?

PurposeThe purpose of this paper is to present an analysis of the results of applying executive coaching (EC) as a management competency training and development strategy, setting up a comparison with other known training and development methods.Design/methodology/approachA dual sample is used. On the one hand, information is collected from a sample of 100 managers who participated as coachees in an EC process. On the other hand, the study provides the opinions of 236 HR managers as prescribers and promoters of company executive training and development actions.FindingsThe results suggest that EC is an effective management training and development method (MTDM). Furthermore, it is confirmed to be more effective than the rest of the techniques analysed in relation with sustained and observable management behaviour changes, whilst also providing advantages and drawbacks in its use.Practical implicationsCoaching seems to provide the most effective method for altering a selected number of concrete managerial behaviours, although its cost, length, and specificity limit its capacity to be used exclusively as a tool for continuous and generalised management training.Originality/valueIn addition to incorporating two different samples and points of view within the analysis, this work contributes evidence regarding behaviours addressed in EC processes – a feature that has received little analysis in the academic literature – and breaks new ground by comparing the results of this method with other MTDMs in terms of their degree of effectiveness in attaining observable and lasting behaviour changes.

Elaboration of the Methodology for Assessing the Development of Managerial Competences in University Students Taught with the Use of Case-Technologies

The purpose of this paper lies in elaborating the methodology for assessing the development of managerial competences trained with the use of case technology as one of the inherent educational technologies. The principle research method is the pedagogical experiment with three control groups of students; the authors also applied the methods of systematization and generalization of the obtained data, expert assessment and interpretation of the study results, which helped to elaborate and test the scientific and methodological tools for assessing the development of students’ managerial competence. The experiment involved 68 students of the Master’s Degree program in Hospitality, 2040 assessments of competence levels were performed. Results: The paper reveals the essence of the methodology for assessing the development of managerial competences in university students taught with the use of case-technologies. The authors present their own rating scale for assessing the development of the managerial competences indicated in the professional standard for “Head/Manager of hotel complex/hotel chain” in Master’s Degree students majoring in Hospitality. The results prove the effectiveness of using case-technologies for developing students’ managerial competence, the effectiveness of different types of cases (creative, structured, and unstructured) is specified. The challenges of using case-technologies are identified, and recommendations for their use are suggested. The methodology for assessing the development of managerial competences in university students taught with the use of case-technologies elaborated by the authors can be used in educational programs in different fields of the Humanities. The difference of this methodology from the existing ones lies in its orientation at both the educational standards and the professional standards for heads of enterprises which emerged in Russia in the past 5 years. The effectiveness of the proposed methodology has been proved by high correlation of the research results obtained in different institutions and by different experts – University professors and employers.

Starting Point on the Development of Environemental Risk Management Compe-tences: experiential learning

<p><em><span style="font-family: Times New Roman; font-size: small;">One of the characteristics of the European Space of Higher Education </span><span style="font-family: Times New Roman; font-size: small;"> </span><span style="font-family: Times New Roman; font-size: small;">is to consider university degrees in terms of learning outcomes, and essentially expressed in forms of competence. Competencies represent a dynamic combination of attributes such as knowledge and its application, attitudes and responsibilities that describe the learning outcomes of a particular program.</span></em></p><p><em><span style="font-family: Times New Roman; font-size: small;">Transversal competences, such as competences towards environmental </span><span style="font-family: Times New Roman; font-size: small;"> </span><span style="font-family: Times New Roman; font-size: small;">risk management, are part of the general characteristics of human action in economic and technical environments.</span></em></p><p><em><span style="font-family: Times New Roman; font-size: small;">The training, evaluation and development of professional competences can present different approaches and teaching-learning methodologies. In our study, we focus on learning from experience. With the evaluation of students' learning styles, we can begin to know how our students begin to develop their skills towards environmental risk management. </span></em></p>

A Needs Assessment for Teachers' School Safety Management Competency Development Program

A Needs Assessment for Teachers' School Safety Management Competency Development Program

Development of Managerial Competence through Knowledge Management in Small Industries in West Java

The research focuses on the gaps of the capability of managerial competence among small industry holders at the province of West Java. It specifically aims to identify the factors influencing managerial competence capability and formulate an appropriate managerial competence profile for small business holders in West Java province. This research was conducted with the quantitative approach by using survey method and data analysis technique of MSA (Measure of Sampling Adequacy) factors analysis, based on Bartlett’s test of sphericity. Research population includes all of small and middle industry holders in West Java Province (198.478 small industry business). Through the cluster random sampling, 400 respondents were taken as the research sample representing four regions: Sukabumi Regency, Purwakarta Regency, Cirebon Regency and Bandung Regency. The results show there are three major factors influencing managerial competence capability, namely technical skill, human relations skill, and conceptual skill. The three factors are the embodiment of knowledge management.

An examination of the role played by internships in nurturing management competencies in Hospitality and Tourism Management (HTM) students

ABSTRACTThis article examines how the development of management competencies occurs within Hospitality and Tourism Management education programs at a 4-year higher education institution based in the Midwest. Its purpose is to address concerns raised by industry on how universities can best prepare graduates for success in their careers. As a result, this article examines internships as a vehicle for identifying both the development of management competencies and conversely is used to ascertain potential deficiencies in students’ development and marketability.The findings suggest that due to the disparate needs of students, educators and employers, discrepancies do exist between stakeholder perspectives concerning the most beneficial way to facilitate programs.

Key Aspects of Development and Personnel Estimation in the Construction Engineering

Personnel estimation is the most effective way to get information about the development level of managerial skills in the construction engineering. From economically justifiable assessment tools, used in the practice of personnel management, with regard to the construction industry it’s more effectively to combine two tools: assessment center and 360-degree assessment. The use of these assessment tools enables the system research of organizational behavior due to the specifics of business processes is most important in the construction engineering. The complete and maximally objective presentation about the development level of managerial skills for leaders is not only the most important factor in personnel management in the construction engineering, but also how these managerial skills are implemented in organizational behavior as a whole, as the development of managerial competencies in the construction engineering takes into account the system of object relations formed in the organizational environment. The system approach to the heads personnel estimation in the construction engineering can be implemented through the improvement of assessment tools: the use of psychoanalytic approach in the development of content assessment and interpretation of its results.

A Web-Based Tool for Collaboration and Transdisciplinary Learning Design in Communities of Practice

idématch is a digital, web-based, and noncommercial platform developed by associate professors from University College Zealand, in cooperation with private enterprises, municipalities, and students. It is designed to bring students, public and private organizations, and citizens together, transforming ideas into practical solutions, through innovation, using collaborative and transdisciplinary learning designs contributing to new ways of welfare solutions for the Region of Zealand. The key focus is the contribution to innovation in partnership with the work field, students’ learning processes, and the development of analytical, experiential, experimental, and management competencies.

Exploring valid and reliable assessment methods for care management education.

Purpose It is assumed that the use of valid and reliable assessment methods can facilitate the development of medical residents' management and leadership competencies. To justify this assertion, the perceptions of an expert panel of health care leaders were explored on assessment methods used for evaluating care management (CM) development in Dutch residency programs. This paper aims to investigate how assessors and trainees value these methods and examine for any inherent benefits or shortcomings when they are applied in practice. Design/methodology/approach A Delphi survey was conducted among members of the platform for medical leadership in The Netherlands. This panel of experts was made up of clinical educators, practitioners and residents interested in CM education. Findings Of the respondents, 40 (55.6 per cent) and 31 (43 per cent) participated in the first and second rounds of the Delphi survey, respectively. The respondents agreed that assessment methods currently being used to measure residents' CM competencies were weak, though feasible for use in many residency programs. Multi-source feedback (MSF, 92.1 per cent), portfolio/e-portfolio (86.8 per cent) and knowledge testing (76.3 per cent) were identified as the most commonly known assessment methods with familiarity rates exceeding 75 per cent. Practical implications The findings suggested that an "assessment framework" comprising MSF, portfolios, individual process improvement projects or self-reflections and observations in clinical practice should be used to measure CM competencies in residents. Originality/value This study reaffirms the need for objective methods to assess CM skills in post-graduate medical education, as there was not a single assessment method that stood out as the best instrument.

The Influence of Cultural Diversity on Project Management Competence Development – The Mediterranean Experience

In the last few decades project management gained popularity in all types of organizations across many industries and increasing number of projects, programs and portfolios are professionally managed. Therefore, competent project managers and associates who can cope with problems that are occurring became the ultimate need of the business entity. However, project management competencies as a set of knowledge, personal behavior, skills and experience are very complex and therefore require acquiring a variety of elements within three different areas: contextual, behavioral and technical. Further, in order to assess and develop or improve relevant project management competencies, a system for assessment was developed and levels of competences defined within certification process. Also, considering that certification can contribute to project success by ensuring that project managers and associates have adequate competencies for managing projects, programs and portfolios, as well to integrate, plan and control the schedule-intense and unique efforts to improve overall organizational performance, authors of this paper examine the interest for project management certification in the Mediterranean countries – Croatia, Italy, Portugal and Spain. The focus of the research is on the influence of a particular culture on the attitude regarding the project management competence, so as competence-based certification. This paper therefore describes initial results on relations and influences among competence, certification, culture and business practices. The findings are based on the data provided by the national project management associations, the obtained results about the relationship among cultural characteristics, competences in project management and project success are discussed and will be used as the foundation for further research in this field.

Airway Management: A Structured Curriculum for Critical Care Transport Providers

ObjectiveAirway assessment and management are vital skills for the critical care transport provider. Nurses and paramedics often enter a transport program with limited or no exposure to airway management. Many programs lack a structured curriculum to show skill competence. Optimal methods in the development of airway management competence and the frequency of training needed to maintain skills have not been clearly defined. Because of this lack of standardization, the actual level of competence in both new and experienced critical care transport providers is unknown. MethodsA pretest, post-test repeated measures approach using an online curriculum combined with a deliberate practice model was used. Competence in airway management was measured using 3 evaluation points: static mannequin head, simulation scenario, and the live patient. ResultsA convenience sample of critical care transport providers participated (N = 9). Knowledge improvement was significant, with a higher percentage of participants scoring above 85% on the post-test compared with the pretest (P = .028). Mean scores in completion of the airway checklist pre- versus postintervention were significantly increased on all 3 evaluation points (P < .001 for all comparisons). Significant changes were noted in the response profile evaluating participants' confidence in their ability to verbalize indications for endotracheal intubation (P < .05). ConclusionThe development of a standardized, blended learning curriculum combined with deliberate simulation practice and rigorous assessment showed improvements in multiple areas of airway assessment and management.

360° management competency assessment: is our understanding adequate?

Management competence links positively to organisational success and efficient and safe healthcare service delivery. A newly developed 360° management competency assessment tool was used to assess 68 middle level managers working in the community health services in Victoria, Australia. Based on the assessment results, this study confirmed the benefits of using a 360° subjective tool incorporating self and multiple colleague assessments in conducting management competency assessment and generating valuable evidence in guiding management competency development and the development of human resource management strategies at the organisational level. The 360° competency assessment (feedback) process not only confirmed the competency level of the assessment participants, but also identified managerial strengths and weaknesses of health service managers at individual, team and organisational levels. The paper suggests the investment of organisations in assisting their managers to improve their managerial competence by including the 360° competency assessment/ feedback process as one of the key steps.

Teaching Laboratory Management Principles and Practices Through Mentorship and Graduated Responsibility: The Assistant Medical Directorship

With the changing landscape of medicine in general, and pathology in particular, a greater emphasis is being placed on laboratory management as a means of controlling spiraling medical costs and improving health-care efficiency. To meet this challenge, pathology residency programs have begun to incorporate formal laboratory management training into their curricula, using institutional curricula and/or online laboratory management courses offered by professional organizations. At the University of Utah, and its affiliated national reference laboratory, ARUP Laboratories, Inc, interested residents are able to supplement the departmental lecture-based and online laboratory management curriculum by participating in assistant medical directorship programs in one of several pathology subspecialty disciplines. The goals of many of the assistant medical directorship positions include the development of laboratory management skills and competencies. A survey of current and recent assistant medical directorship participants revealed that the assistant medical directorship program serves as an excellent means of improving laboratory management skills, as well as improving performance as a fellow and practicing pathologist.

PERSONNEL RESERVE TRAINING IN THE SYSTEM OF FURTHER TRAINING

The intensive reforming and restructuring of the economy requires considerable improvement of personnel quality, development of managerial competence of companies’ executives, and providing the personnel training in accordance with the objectives of the industry. Such training can be based on the intentionally designed programmes in the system of further training, which plays a major role in the lifelong professional learning of a person, ‘ensuring the compliance of his qualification with changing conditions of his professional activity and social environment’. The relevance of the research is concerned with the increased requirements of the users of educational services for the level and quality of professional training of modern specialists and future managers, with a trend towards the optimization of personnel potential in any sector of the economy. The paper investigates the managerial staff training based on competence-based approach. The author suggests the model of the personnel reserve training in the system of further training. The most efficient organizational and pedagogical conditions of the personnel reserve training, in particular, social partnership, methodological support and staffing are explored.

The Clinical Science of Treatment of Challenging Behaviours in High Functioning Women with Autism Spectrum Disorder

Background Autism in women is often poorly recognised. Awareness for this diagnosis is on the raise and more and more women with affective disorders, diagnosed as borderline personality disorders, OCD or substance abusers are acknowledged to have an underlying diagnosis of ASD. Diagnosing ‘autism in women is more than merely labelling them with a classification. Results The multilayer diagnostic process helps to understand the behavioural problems in relation with the interaction with the (clinical) environment (van Wijngaarden-Cremers 2014). Autism in women represents a new challenging puzzle for health care professionals. Females with ASD may display severe challenging behaviour: aggression, rage and self-harm. These behaviours serve a different goal than in males. In males want to gain objects whereas females want caregivers attention. The disruptive dynamics within a clinical group of females with ASD are due to the deviant communicative style and complex interaction problems. Structure and other strategies, which are useful in early childhood, are no longer appropriate in adulthood. Parents and caregivers are permissive because they think their patient/child should not be held accountable for its behavioural outburst: 'they cannot help it”. This will be illustrated by systematic case studies from our department Conclusions The treatment of women with Autism requires the development of new diagnostic, strategic and clinical management skills and competencies in clinical workers. Reference P.J.M. van Wijngaarden-Cremers, P. van Deurzen, I. Oosterling, W. Groen, M. Langen, A.L. Lagro-Janssen, R.J. van der Gaag. Een veranderende kijk op psychiatrische stoornissen(changing views on psychopathology). Tijdschr Psychiatr.2014 in press.

Educational Simulation in Construction Project Financial Risks Management

Construction sector is vulnerable to economic changes, especially during recession periods due to the high capital outlays, cost flexibility and high competition limiting the price. The changes of the business environment, often associated with shortage of funds, exchange rate fluctuation and political instability increase the construction projects financial risks. In this context, the application of structured approaches related to the financial planning, scheduling and monitoring of the projects is even more important. In order to execute these processes, the project managers should have the necessary competences. The development of financial management competencies cannot be achieved into the classical educational settings, by using common methods of knowledge transfer. Instead, the project financial management should be taught in active and experiential ways, stimulating students to think creatively and to act properly as project managers. Education simulations are very valuable in this regards.The paper presents the experience gained in the master program of Project Management in Construction held in the Technical University of Civil Engineering Bucharest. Based on the main international project management competence standards and relevant educational experiences, the authors designed a simulation platform. The paper presents the architecture and functionality of this platform. A simulation scenario is presented as a case study.

Twenty cultural and learning principles to guide the development of pharmacy curriculum in Pacific Island countries

A lack of education capacity to support the development of medical supply management competency is a major issue affecting Pacific Islands countries (PICs). Limited human resources and underdeveloped medicines supply management competency are two significant impediments to reaching the health-related Millennium Development Goals in many countries in this rural and remote region. Two recent review publications have provided relevant background documenting factors affecting learning and teaching. These articles have presented available information regarding competency and training requirements for health personnel involved in essential medicine supply management in the region. This background research has provided a platform from which tangible principles can be developed to aid educators and professionals in PICs in the development and delivery of appropriate pharmacy curriculum. Specifically the aim of the present article is to identify culturally meaningful learning and teaching principles to guide the development and delivery of pharmaceutical curriculum in PICs. Subsequently, this information will be applied to develop and trial new pedagogical approaches to the training of health personnel involved in essential medicines supply management, to improve medicine availability for patients in their own environment. This article forms part of a wider research project involving the United Nations Population Fund Suva subregional office, the University of Canberra, Ministry of Health officials and health personnel within identified PICs. Two previous reviews, investigating Pacific culture, learning approaches, and training requirements affecting pharmaceutical personnel, were synthesised into a set of principles that could be applied to the development of pharmaceutical curriculum. These principles were validated through focus groups of health personnel using action research methods. An initial set of 16 principles was developed from the synthesis of the two reviews. These principles were reviewed by two focus groups held in Fiji and the Solomon Islands to produce a set of 20 validated principles. These validated principles can be grouped under the headings of learning theory, structure and design, and learning and teaching methods. The 20 principles outlined in this article will be used to develop and trial culturally relevant training approaches for the development of medicine management competencies for various cadres of health personnel in PICs. These principles provide a practical framework for educators and health professionals to apply to health-based education and training in the Pacific, with potential application to other rural and remote environments.