Competency Expectations Research Articles

An International Collaborative Approach to Developing Training Guidelines for Veterinary Paraprofessionals.

Veterinary paraprofessionals (VPPs) are engaged worldwide in animal health management, disease surveillance and food safety control. In many countries, particularly developing countries, VPPs are critical to national veterinary services provision. Until recently, there were no globally recognized training requirements for VPPs. Recognition of VPPs' qualifications and roles, and requirements for registration, vary greatly between jurisdictions. To address these issues, the World Organisation for Animal Health (OIE) has developed competency and curricular guidelines for VPPs. A collaborative approach was essential to this mission. Extensive consultation with individuals and agencies representing various countries, animal health and veterinary sectors, and forms of expertise, was undertaken. Collaborative methods included the formation of a guidelines development ad hoc group whose diversity reflected project needs, the use of existing OIE Member Country data to understand roles of VPPs globally, conducting stakeholder surveys to collate VPP competency expectations and solicit feedback on draft guidelines, and in-country missions to validate draft curricular models. The initial deliverable from this work was publication of Competency Guidelines for VPPs. This document provides recommendations on the knowledge, skills, attitudes, and aptitudes that could be expected of VPPs following effective training. The companion document, OIE Curricular Guidelines for VPPs, provides recommendations on coursework structure and content to achieve these competencies. These guidelines will assist countries worldwide in more effectively training and qualifying VPPs so that they can contribute positively to the provision of veterinary services. Another potential impact is to catalyze the review of educational and regulatory standards regarding the respective work rights and activities of veterinarians and VPPs.

Pályakezdőkkel szembeni kompetenciaelvárások és mérésük

THE AIMS OF THE PAPER Employers adjust their competence expectations to their employees in relation to the current situation in the goods andlabour market. However, defining personal attributes that contribute to company success on the market is a difficult managerial task. Thus, research into employer competence expectations involves a number of methodological problems. The aim of the present research is to assess the general competency expectations of employers in the current domestic labour market situation. However, our research experience also contributes to the further development of the related measurement methodology. METHODOLOGY In the framework of a corporate questionnaire survey (N = 100), we examined competency expectations about fresh graduates. For our expert questionnaire, the development of the measuring tool was based on the results of previous in-depth interviews (Tóthné Téglás - Hlédik 2018), which revealed the content-related components of employers' expectations about new graduates and their related way of thinking. Through the expert questionnaire we measured employers' (chronological) preferences for competences along a 54-item competency scale in relation to the processes of both recruitment and work commencement. Competence variables were examined using hierarchical clustering. MOST IMPORTANT RESULTS The analyses helped identify ten competency variables in the employers' system of expectations related to the selection and integration of graduates. In the sample under analysis we found that a high level of expectations at the time of entry was clearly expected by employers and this has expanded further than previously explored. Future success factors identified in labour market forecasts, such as self-study ability, the ability to cope with complex problems, creativity, and the use of new information technologies, however, do not appear as components of the entry expectations towards fresh graduates in the sample of employers under analysis, but only later in relation to their becoming experts. RECOMMENDATIONS Identifying competency expectations for new graduates can represent an important starting point for employment and development issues, in particular for labour market players. However, from a research methodological point of view, we believe that this research into expectations about fresh graduates has helped developed a measurement tool that is better tailored to the practices of employers and enables more accurate measurement.

Determination of Gender-Based Differences in Career Competence Expectations of University Students in Manisa/Turkey

Determination of Gender-Based Differences in Career Competence Expectations of University Students in Manisa/Turkey

Autonomy-supportive treatment for acquired apraxia of speech: feasibility and therapeutic effect

ABSTRACT Background: Most treatments for acquired apraxia of speech (AOS) rely on clinician-controlled practice conditions and repeated exposure to unimpaired speaker models. Recent motor learning research indicates that autonomy-support, expectation of competence, and external attentional focus may be more beneficial for motivation and skill learning. Aims: We evaluated the feasibility and basic therapeutic effect for the initial phase of a new speech production treatment program, ActionSC, that uses self-modeling and clinician coaching to help learners with AOS build their own practice program. Methods and Procedures: The single participant was a woman with moderate AOS and nonfluent aphasia. She met with project staff twice per week to review practice strategies, develop and adjust self-modeled video cues, work on her speech, and monitor progress. The program was structured around a custom app installed on a tablet computer. Most practice was directed by the participant based on options provided by the treating clinician. We used a multiple baseline across behavior design to evaluate the relationship between this treatment and oral reading probe performance for 30 conversational phrases the participant wanted to learn to say. Outcomes and Results: Experimental control was demonstrated, with target phrases remaining at baseline levels, then improving at the time treatment was introduced sequentially across three conversation topics. Effect sizes were moderate to large after 9–12 therapy sessions plus independent home practice. The participant assumed an active role in evaluating her own performance, administering and adjusting cues, and organizing her home practice. Conclusions: An autonomy-supportive and confidence-building format for speech practice can be feasible and effective for people with AOS. Fixed cueing hierarchies, augmented feedback, and attentional focus on speech movements may be less important in AOS treatment than previously thought. In addition to replicating our preliminary results with other participants and circumstances, there is a need to extend treatment development to later learning phases in order to promote positive change in real-life settings.

Munkáltatói kompetenciaelvárások vizsgálata piaci környezetben

A vállalati körökben készített felmérések, munkaerőpiaci prognózisok arra hívják fel a figyelmet, hogy a munkaerőpiacon megfigyelhető változások a munkavállalás minőségi követelményeit is jelentősen átalakítják. A szakértők ezen kompetenciaelvárások bővülését és átrendeződését prognosztizálják. A munkavállalók ugyanakkor elhelyezkedésük során nagyon eltérő követelményeket tapasztalhatnak. Vannak munkáltatók, akiknek kifejezetten magasak az elvárásaik, de természetesen nem mindenhol érezhetők ezek. Tanulmányunkban a diplomás pályakezdőkkel szembeni kompetenciaelvárások megismerését szolgáló kvalitatív kutatásunk eredményei alapján arra keressük a választ, hogy vajon a hazai vállalatok hogyan reagálnak a változásokra munkavállalóikkal szemben támasztott követelményeik megfogalmazása során. Azt vizsgáljuk a prognózisok tükrében, hogy mely kompetenciák mentén tapasztalható már napjainkban is, hogy új, bővülő tartalommal gondolkodnak a munkáltatók. Munkánkban a kompetenciákat dinamikus változóként kezelve a diplomás pályakezdőkkel szembeni kompetenciaelvárások alakulását a keresleti oldal, azaz a munkáltatók szervezeti működésükhöz szükségek kompetenciaigényei, valamint a kínálati oldal, azaz a pályakezdők felkészültségével kapcsolatos tapasztalataik kölcsönhatásában vizsgáljuk.
 Journal of Economic Literature (JEL) kódok: J23, J24, J53

Does disability matter in mathematics educational research? A critical comparison of research on students with and without disabilities

Using a Disability Studies in Education framework, this systematic review analyzed international research published in English (2013–2017) on the teaching and learning of mathematics from the prekindergarten to 12th-grade level, comparing research on students identified as having disabilities to research on students without disabilities. Coding articles (N = 2477) for methodology, participants, mathematical domain, and theoretical orientation, we found that research on students with disabilities was overwhelmingly quantitative (81%) and tended to use behavioral and medical theoretical orientations. Research on students without disabilities was both qualitative (42%) and quantitative (42%) and tended to use constructivist and sociocultural theoretical orientations. In addition, research on mathematical learning that included students with disabilities lacked sustained qualitative inquiry documenting learning processes of students with disabilities and rarely included the teacher as an explicit focus. Following Gervasoni and Lindenskov (2011), we contend that these pronounced differences in research contribute to the segregation of students with disabilities and low-achieving students in lower quality mathematics instruction and may lead to low expectations of the mathematical competence of students with disabilities. We call for increased attention to research that considers how disability is produced and enacted in the complex context of mathematics classrooms.

Beyond Standard: Do The Marine Engineers Competence?

Indonesia has an important role in the world maritime industry through a large number of Indonesian registered ships as well as the number of marine engineers. In this paper, we study the perceptions and expectations of seafarers' competence, especially Indonesian marine engineers. This is very important for policy makers to know which indicators are gaps so that solutions and improvement can be applied. This research is also important for the shipping companies to understand what is the strong factor of Indonesian marine engineers as well as the area which needs to be developed during on board ship. The gap analysis method is applied to compare the expectation and the perception of the competency variables. The results of this study provide feedback to the marine engineers to further enhance competence during individual ship work. To support this, a marine engineer may propose the application for training on board or training at a training institution while on vacation. In addition to these training institutions could also use the results of this study to increase the competence areas considered by the engineers who are less satisfied. The shipping company may also undertake enhanced training for shipboard engineers on board with ongoing training programs.

Diferencias salariales y desajuste educativo en Colombia

Este artículo analiza el desajuste educativo en el primer empleo de los graduados de educación terciaria en Colombia y sus efectos en los ingresos laborales. Con base en los microdatos de dos encuestas (la encuesta longitudinal de protección social y la del Ministerio de Educación), se utilizó la metodología objetiva y subjetiva para calcular el desajuste en el año 2012. Los resultados muestran que entre un 22% y 35% de los egresados se encuentran sobre cualificados a la vez que ganan hasta un 4% menos que los correctamente educados. Ante esto, se debe impulsar la continua revisión de los contenidos teóricos en las asignaturas de la educación terciaria para que se adapten a las competencias reales a usar en el mercado laboral.

Development and Validation of the Approach-Avoidance System Questionnaire (AASQ).

Gernigon et al. (2015) recently proposed a dynamical model of approach and avoidance, according to which approach and avoidance patterns are accounted for by a control parameter k, which results itself from the interactions among a limited number of key social-cognitive variables: competence expectancies (c), benefit for the self (bs), and threat for the self (ts). The present research aimed to develop and validate a French questionnaire that measures these variables, the Approach-Avoidance System Questionnaire (AASQ). A first study revealed a satisfactory 3-factor structure based on 12 clear items. A second study confirmed the validity of this factorial structure and showed that k and mastery-approach goals were the only significant predictors of autonomous motivation regarding sport sciences studies, and that k was the only predictor of academic achievement in these studies. These findings support the validity of the AASQ, an instrument that now enables new types of research on approach and avoidance dynamics.

Rewarding Creative Problem Solving and Expectations for Creative Motives, Competence and Satisfaction of Workers During Critical Incidents

Rewarding Creative Problem Solving and Expectations for Creative Motives, Competence and Satisfaction of Workers During Critical Incidents

Medical student views of and responses to expectations of professionalism.

To earn society's trust, medical students must develop professional values and behaviours via a transformative process, from lay person to doctor. Yet students are expected to epitomise the values and behaviours of a doctor from the outset of medical school, leading them to feel 'judged all the time' (in terms of their professionalism). Our aim, therefore, is to extend knowledge exploring the expectations communicated to and perceived by medical students and to provide a conceptually framed understanding of students' associated emotional tensions. We used a qualitative exploratory case study methodology within a constructivist paradigm to explore the messages communicated about professionalism and students' perceived expectations of professionalism in one medical school. Data were collected in the form of: (i) regulatory and medical school documents, and (ii) focus groups with 23 participants in their first 2years at medical school. We used thematic analysis for data interpretation and two theoretical lenses, Amalberti etal.'s framework of system migration for health care and Sinclair's adaptation of Goffman's dramaturgical theory, to critically analyse the results. We found messages and perceived expectations of knowledge and competence, and the need to ensure trust. We also identified that the expectations of patients, doctors, society, family and friends are just as, if not more, influential than policy and regulatory expectations for early years' medical students. Moreover, we found tensions, with students feeling that the expectations of them from others were unrealistic for their level of training. With this came a sense of pressure to meet expectations that participants responded to by acting as if already competent. Our findings suggest that external forces (expectations) drive early years' students to act as if competent. Although this is part of student identity formation it could also have implications for patient safety and therefore necessitates recognition and support from educators.

Envisioning a True Continuum of Competency-Based Medical Education, Training, and Practice.

The existing structure of physician education has developed in siloed stages, with consecutive degrees and certifications and progressively longer training programs. As further fragmentation of health care and training systems will not improve the quality of care and education, the authors argue that a new vision of education, training, and practice as a continuum is needed.They advocate for a model of competency-based medical education that merges with competency-based medical practice. In this system, education and training will result in individual, dynamic portfolios of valid entrustable professional activities (EPAs) for which physicians are certified. Physicians can maintain and renew that entrustment as long as the EPAs remain within their scope of practice. Entrustment occurs initially during training but is then granted for new activities as physicians' careers evolve.This model accounts for the need to keep pace with changes in population health needs and expectations of competence over time. It de-emphasizes the divides between the stages of training and views the continuum from undergraduate medical education until retirement as a whole. Key obligations of self-regulating medical professionals include both the reception and the provision of supervision from and for others, respectively. Learning must be embedded in practice to address expectations regarding new knowledge and skills as they evolve with scientific and technological advances.Entrusting physicians to deliver effective and safe care, based on their performance of the requisite EPAs without supervision, should ensure that they provide high-value, quality care to patients.

Competencies for improving diagnosis: an interprofessional framework for education and training in health care.

Background Given an unacceptably high incidence of diagnostic errors, we sought to identify the key competencies that should be considered for inclusion in health professions education programs to improve the quality and safety of diagnosis in clinical practice. Methods An interprofessional group reviewed existing competency expectations for multiple health professions, and conducted a search that explored quality, safety, and competency in diagnosis. An iterative series of group discussions and concept prioritization was used to derive a final set of competencies. Results Twelve competencies were identified: Six of these are individual competencies: The first four (#1-#4) focus on acquiring the key information needed for diagnosis and formulating an appropriate, prioritized differential diagnosis; individual competency #5 is taking advantage of second opinions, decision support, and checklists; and #6 is using reflection and critical thinking to improve diagnostic performance. Three competencies focus on teamwork: Involving the patient and family (#1) and all relevant health professionals (#2) in the diagnostic process; and (#3) ensuring safe transitions of care and handoffs, and "closing the loop" on test result communication. The final three competencies emphasize system-related aspects of care: (#1) Understanding how human-factor elements influence the diagnostic process; (#2) developing a supportive culture; and (#3) reporting and disclosing diagnostic errors that are recognized, and learning from both successful diagnosis and from diagnostic errors. Conclusions These newly defined competencies are relevant to all health professions education programs and should be incorporated into educational programs.

An exploratory study of digital workforce competency in Thailand

Industry 4.0 and the digital age have dramatically influenced both information technology (IT) job characteristics and IT labor demand. Leaders in higher education must keep up with the situation and accelerate plans to produce graduates with the quality and preparation required to meet industry needs. But based on the existing demand gap, universities are eager to first know which skills the IT-related industries expect from new digital workers. This study, conducted in Thailand, explores the competency of the digital workforce, an issue that was identified as vital to the 2017–2021 national agenda. The research project was divided into two steps. Phase one was to study and identify essential competencies for the digital workforce by first reviewing the literature, then verifying these results through qualitative methodology. Thirty IT experts in IT and related industries were invited to interview sessions. Eventually, after content analysis, 24 competencies were presented. Phase two was to survey the competency expectations of IT experts by using the initial questions generated by Phase One's outcome. 260 questionnaires were analyzed. Exploratory factor analysis (EFA) was selected to cluster the digital workforce competencies that were found. Three significant categories were selected based on Eigenvalue, and the average results of demand were explained. Industries had most expected competencies in the Professional skills and IT knowledge category, followed by the IT technical category and IT management and support category. The top five competencies desired were lifelong learning, personal attitude, teamwork, dependability, and IT foundations. However, there were some slightly different requirements between the IT industry and IT in non-IT industries. The results presented a new perspective that is very useful to Thailand. The academic sector can use these results to shape IT curriculum in order to effectively respond to real demand. In addition, recent graduates or graduating students can study these conclusions and better prepare themselves for future jobs.

Modern Office Technology Competencies Expected of Office Technology and Management (OTM) Graduate Workers in Delta State.

This study was carried out to determine the modern office technology competencies expected of office technology and management (OTM) graduate workers by supervisors in Delta State. The study was guided by two research questions and two hypotheses tested at 0.05 level of significance. The respondents consisted of 142 supervisors, made up of 74 heads of department and directors of government establishments, and 68 managers and directors of private establishments in the study area. Descriptive survey research design was used to conduct the study and 28 – items questionnaire were used to collect data from respondents. The instrument was validated by three experts and had a Cronbach Alpha reliability coefficient of 0.77. Means with standard deviations were used to answer the research questions, while t-test was used to test the null hypotheses. The extent of supervisor‟s expectations of information processing competencies did not differ significantly based on the mean ratings of male and female supervisors of OTM graduates in government and private establishments. The findings also revealed that supervisors expect much information processing and communication competencies from the OTM graduate workers. Based on the findings and the implications, it was recommended among others that, curriculum planners, business and OTM education lecturers should ensure that the competencies required for modern office technologies are entrenched and taught in the institutions to prepare the OTM graduates for the world of work.

Asking an Embarrassingly Simple Question: When Online P3 Communities Diminish Consumers’ Willingness to Request Needed Help

The current research investigates how consumers consider the personal and social implications of posting a question when seeking help via online peer-to-peer problem solving communities. Although P3 communities seem like an efficient technology that greatly increases the availability of consumer help, we show that they are still plagued by the problem of consumers not asking their questions due to the presence of certain cues on the forums. Four studies show that consumers perceive competence expectations while viewing the questions posted by existing forum participants. As a result, consumers tend to become reluctant to post questions that seem to fall short of competence expectations due to anticipated embarrassment. To mitigate such reluctance, we have created an intervention feature in the P3 forum called self-disclaimer, which requires each participant to publicly evaluate the level of their own question (novice¬–expert levels) before posting. Drawing on work from the symbolic interactionist and impression management theories, we show that the public self-disclaimer facilitates help-seeking decisions by communicating the shared awareness of the forum’s competence norm. We discuss the implications of our findings to promote consumers’ learning of products via P3 communities, which has ultimate consequences in enhancing the well-being of individual and communities of consumers.

Examining the Competency of Recent Graduates of an Orthotics and Prosthetics Training Program

Introduction The purpose of this study was to assess perceived competence of graduates of an orthotic and prosthetic (O&P) master's program. Method Recent graduates and their supervisors completed a survey adapted from the American Board for Certification in Orthotics, Prosthetics & Pedorthics (ABC) Practice. Analysis of Certified Practitioners in the Disciplines of Orthotics and Prosthetics, with each group rating graduate ability to independently perform 66 items along the categories of the following: “patient assessment,” “formulation of treatment plan,” “implementation of treatment plan,” “follow-up of treatment plan,” “practice management,” and “promotion of professional practice” on a 1-to-7 scale (1, unable to perform independently; 7, can independently perform). Supervisors also indicated the extent to which graduates met expectations of competency. Basic descriptive and independent-sample t-tests were used to analyze data. Results Overall competency mean was 5.78 ± 1.01 for graduates (n = 25; 74% response rate) and 5.39 ± 0.74 for supervisors (n = 16; 53% response rate). Means for each category were similar between groups. Implementation of the treatment plan had the most items with significant differences between groups. These differences emerged in tasks related to patient shape capture method and device setup. All supervisors agreed that graduate competency met expectations or was exceptional. Conclusions Both graduates and supervisors agree on high levels of competency across all competency areas defined by certification bodies. Opportunities exist to enhance curricula related to implementation of treatment plan.

Ex Post Evaluation of a Learning Factory – Competence Development Based on Graduates Feedback

Abstract The problem-based and project-oriented learning factory format of the bachelor’s programme “Manufacturing and Operations Management” at Heilbronn University of Applied Sciences was recently evaluated. The research aimed at answering the questions of how the competence profile required by the industry from the graduates’ perspective looked like, and to what extent the learning factory was able to contribute to those competence expectations. To that end, a survey among the bachelor graduates from 2015 to 2017 was initiated in March 2018. The results of this study not only confirm the general picture gained from the literature that the industry attributes great importance to so-called soft skills, i.e. self-competences and methodological competences. It also shows in detail that the specific learning factory concept at Heilbronn University strengthens, among others, particularly, those afore-mentioned specialist competences.

Inspiring Curiosity and Restoring Humility: The Evolution of Competency-Based Continuing Medical Education.

Dr. David Price and his colleagues, in their article in this issue of Academic Medicine, summarize the findings from recent studies regarding the association of Maintenance of Certification and physicians' learning and improvements in care. Their evaluation demonstrates that physicians often changed their practice because of these educational interventions. In this Invited Commentary, the author argues that, although this finding is reassuring, it may be the right answer to the wrong question. The critical questions the profession faces are whether physicians have the humility to routinely submit themselves to the judgment of their peers, whether they will accept responsibility for managing their professional competence and that of their colleagues, and whether they are willing to create a process for identifying and remediating underperforming clinicians.If certifying boards assume responsibility for this system of accountability, then each would need to set the competency expectations for physicians in its specialty areas, allow clinicians to self-identify their core scope of practice, assume responsibility for summative assessment, provide formative feedback to participants, and link physicians to recommended professional development activities. Continuing certification must be sensitive to the burdens it puts on physicians and recognize engagement in a spectrum of learning activities that are integrated with daily practice, including continuing medical education. By assuming responsibility for their own continuing competency and that of their colleagues, physicians can manifest their commitment to their patients and their profession.

The role of empathy in the development of social competence: a study of German school leavers

ABSTRACTThe present study investigates how the components of social competence relate to the core components of empathy. It offers a systematic analysis of the effects of the independent variables – emotion recognition accuracy, emotional perspective taking and affective responsiveness – on the dependent variables – action evaluation, consequence anticipation, goal attainment and competence expectations. The study´s population, which was subjected to cross-sectional analysis, constisted of 130 mainstream school leavers. Structural Equation Modelling yielded a specified model which showed that the factors of evaluation of actions and anticipation of consequences were most strongly impacted by the level of emotional perspective taking. In addition, the empathy components were found to be positively correlated variables.The findings are discussed in the light of current work on social information processing, and their relevance to educational practice is explored.