Process Of Competence Development Research Articles

Exploring competency: Corporate framework, learning theories, and a cognitive development model

This review paper delves into the cognitive aspects of corporate learning and competency development, focusing on various theories and models explaining neurocognitive and behavioral psychology. This paper explores “Maslow's hierarchy of needs”, “Affective, Behavioral, and Cognitive (ABC) Model of Attitude”, “Expectancy Value Theory”, “NLP Communication Model”, “Social Cognitive Learning Theory”, “Knowles' theory of Andragogy”, “NLP Neurological Levels”, “Theory of Planned Behavior”, "Cognitive Load Theory", "Cognitive Learning Principles Underlying the 5E Model", and "Constructivism Theory". While these theories individually address specific aspects of human behavior, they have limitations in their individual scope when applied to the corporate competency development process. This paper constructs the "Cognitive Competency Development Model (CCDM)", which integrates the examined theories and models, providing a cohesive framework for understanding competency development within organizations. This paper briefly discusses the meaning of competency and a typical competency development framework used by corporates. The CCDM emphasizes the multifaceted nature of competency development. It considers the intricate interplay of individual, social, and environmental factors in shaping competency development. It begins with the mental filtering of learning stimuli by various expectancies, neurological factors, and hierarchies of needs. This filtered information forms a perception and knowledge construct, leading to competency development. Competency may affect attitudes and intentions, resulting in behavioral change and better performance at work. The paper concludes by highlighting the potential of the model to inform the design of more effective learning and development interventions. By understanding how the brain influences learning and development, organizations can improve their training programs and create a culture of continuous learning.

Determine the Competency Development Strategy of Labor Social Security Practitioners

The purpose of this research is to map out the most important and most certain strategic assumptions related to the management of the competence of labor social security practitioners, and to determine the strategies that will be applied in developing the competence of labor social security practitioners at BPJS Ketenagakerjaan. Primary data were obtained from questionnaires, in-depth interviews, and Focus Group Discussions (FGD) involving 13 respondents who were experts on employment social security. The data processing and analysis technique uses the Strategic Assumption Surfacing and Testing (SAST) method to identify the strategic assumptions underlying the determination of the competency development strategy of the labor social security practitioners, and the Analytical Hierarchy Process (AHP) method to determine the priority of the competency development strategies. This study found that the variable of information technology advancement in supporting the competency development process of labor social security practitioners is a very very important and very very definite strategic assumption that influences the determination of competency development strategies for labor social security practitioners. This study also found that the alternative strategy considered to be the primary priority is implementing the technical professional competency standards of employment social security.

Examining differences in teachers’ agricultural mechanics professional development needs: A national study

Agriculture teachers need knowledge and skills in a range of agricultural mechanics topics, such as metal fabrication and power mechanics. Teacher professional development (PD) is one method for improving teacher competence. Both Sorensen et al. (2014) and Yopp et al. (2020) reported differences in teachers’ PD needs based on years of teaching experience. Could their findings be consistent on a national level? Moreover, do other teacher demographic factors such as teacher certification route and career phase yield differences in teachers’ agricultural mechanics PD needs? Using human capital theory as our guiding framework, the purpose of our study was to examine potential differences in teachers’ agricultural mechanics PD needs based on selected teacher demographic factors. We employed Borich’s (1980) needs assessment model to structure our study. Further, we used a valid and reliable 72-item instrument and followed Dillman et al.’s (2014) recommendations to collect data from a random sample of teachers from across the United States. One hundred teachers responded to our instrument, yielding a response rate of 27.5%. We found that: (1) there were no statistically significant difference in teachers’ agricultural mechanics PD needs based on teacher certification route and (2) there were statistically significant differences in teachers’ agricultural mechanics PD needs based on career phase. We recommend that Agricultural Education stakeholders facilitate career phase-differentiated PD opportunities for teachers. Doing so will help to positively impact the teacher competence development process for those who most need it.

Moral and Character Development in the Context of Slow Pedagogy

Creating favourable conditions for one’s moral and character development, as key elements of one’s holistic development, is vital in contemporary pedagogy. Therefore, this paper offers a brief overview of different approaches to moral and character development: moral education, character education, and the process of moral competence development. Those approaches are further considered through the prism of one specific pedagogical theory, the so-called ‘slow pedagogy.’ From that point of view, the paper emphasizes the importance of ensuring time for deep learning experiences where students show curiosity, reflection, and collaboration and realize supportive relationships for learning. The paper aims to contribute to understanding slow pedagogy as one possible pedagogical framework which enables creating favourable conditions for holistic development of a moral individual who will be competent to plan his/her moral actions and act according to that plan in favour of the other in a humane and respectful way.

ОСОБЕННОСТИ ПРИМЕНЕНИЯ ИНФОРМАЦИОННОЙ ТЕХНОЛОГИИ УПРАВЛЕНИЯ ПРОЦЕССОМ РАЗВИТИЯ КОМПЕТЕНТНОСТНОГО ПОТЕНЦИАЛА ПРОЕКТНО-ОРИЕНТИРОВАННОЙ ИТ-КОМПАНИИ

The paper presents the features of information technology for managing the competency development process of a project-oriented organisation. This technology allows planning the advancement of employee’ competencies based on the needs of the candidate projects under consideration and the organisation’s strategic goals, taking into account the current project activities. The ability to adjust the competency development programmes when changing the schedule of projects in which trained employees are involved is supported. The proposed information technology makes it possible to import data from already used information systems for managing projects and employees’ competencies. At the same time, in the process of forming development programmes, adjusted calendar schedules of current projects are built, taking into account employees’ distraction for training. The results of testing information technology in an IT company specialising in developing business analytics solutions are presented. As part of the experiment, the author considers identifying a group of employees among three project groups to develop additional competencies with the assistance of training courses. At the same time, it is necessary to minimize changes in project timetables, based on assessing the labour intensity of tasks. As a result, alternative programmes for developing employees’ competencies are generated, which make it possible to solve the problem. Conclusions are drawn about the applicability of the considered information technology and the advantages of use compared to the conventional approach are noted. Further plans and directions of development are presented.

DEVELOPMENT OF CORPORATE LEADERSHIP COMPETENCIES IN THE CONTEXT OF MODERN LEARNING

The relevance of the topic is determined by the rapid development of global events, the continuing upcoming challenges that affect the working environment and the development of the labour market and the need for managers to cope with new and unprecedented challenges. The learning context is also developing, introducing new opportunities, and learning methods that complement each other.The level of competence was assessed by the respondents for eight of their competences, selected according to the Great Eight Competence Model, which is one of the current perspectives on how to capture the competences required of a manager.Aim of the study: To explore the learning methods chosen by managers in developing competencies, and to make suggestions for managers and organizations to design a competency development process that is relevant to the current learning context. A total of 114 managers participated in the study.Main conclusions: managers highly evaluate their level of development of their competences, but they see a place for growth and further development for all competencies. Managers more often use passive learning methods, which they evaluate lower in terms of effectiveness than active methods that are based on their own experience. There are no significant differences between different level managers and the duration of their experience. There is a difference between the capacity to develop competencies in organizations. The lowest capacity to develop competencies is in the public sector organizations.

The Rubik's cube of doing and being: Factors influencing professional identity transition to the medical registrar

AbstractBackgroundProfessional identity transitions, such as the transition to medical registrar, are challenging. How minoritised identities influence transitions during medical training requires further study. This study aimed to explore the factors influencing the transition to the medical registrar in Scotland to guide support during training.MethodsInterviews exploring this transition with internal medicine trainees were audio recorded, transcribed verbatim and double‐coded using template analysis. We applied an initial coding template informed by multiple and multidimensional transition theory of individual, interpersonal, systemic and macro‐level factors. Using a critical theory lens, a further template analysis specifically sought to understand how trainees' social identities interacted with the various levels.FindingsNineteen IM trainees were interviewed between January 2021 and February 2022. Influential factors reflected a parallel process of competence (doing) and identity (being) development. The interaction of social identities, such as gender (being a woman) and country of origin (being an international medical graduate), occurred across levels. This can be conceptualised as a Rubik's cube with the interplay between doing and being from an individual to a macro level with trainees' social identities interacting at all levels.ConclusionThe transition to the medical registrar is multifaceted; with a challenging balance between support and independence in providing opportunities to perform (doing) whilst identity develops (being). Identity transitions involve multiple Rubik's‐cube‐like rotations between the facets of ‘doing’ and ‘being,’ until these align. Taking heed of influential factors and the interaction of minoritised social identities could guide a trainee‐centred and smoother transition.

Developing safety competence among Arctic tour guides in training: the case of the encounters

Guiding tourists in the Arctic requires to possess the ability to utilize their knowledge and skills on safety concerns related to harsh climate, self-sufficiency, and wildlife encounters. Several tour guide training programs are offered across the Arctic with an aim to develop competent guides to facilitate tourists’ safety and experiences, yet there is limited research on guide training program. This empirical research, based on yearlong longitudinal study in Svalbard seek to explore safety competence development process among guides in training. Data gathering included participant observation in the classroom and during fieldwork. Research based on five encounters illustrates the learning process in a real-life context. Findings indicate that experiential learning approach could be used as an effective tool in facilitating students’ safety competence development. The research contributes to the knowledge on tour guides' safety training, giving findings into guides' education in extreme environments. Recommendations for further research on the guide’s safety training are discussed.

Work organization and learning processes: A reflection on the concept of competences

ABSTRACT The review of the literature on organizational learning argues that the process of competence acquisition and development is a crucial dimension of work organization. Currently, it is essential to foster their development in order to achieve competitiveness in a changing environment, especially in the context of new or small and medium-sized enterprises. The objective of this article is to analyze the concept of competences and its relevance for understanding changes in the organization of work and the generation of learning processes in firms. For the analysis, an exhaustive review of different academic texts is made, whose reflection on the evolution of the concept based on the idea of qualitative “leaps” in its construction, contributes to the understanding of the changes that occur at the intracompany level, and in the learning processes that they deploy.

Digitalization in entrepreneurship education and its effect on entrepreneurial capacity building

Entrepreneurship education, the process of knowledge, skill, competency, and attitude development, aims to maximize the effectiveness of the entrepreneurial capacity building. The pandemic boosted the digital transformation of higher education and brought the online incubation platform NETMIB to life. This paper introduces this unique platform solution and utilizes online opportunities for skill and attitude assessment. An online survey-based research method was applied, and an online Entrepreneurial Orientation (EO) Index was developed as a valid scale for measuring entrepreneurial attitudes in online incubation programs. Based on the findings, student idea owners in the online incubation process have a significantly higher propensity to engage in business activities and a stronger desire for independence and achievement. The findings of this paper can contribute to the targeting and development of educational interventions in the incubation programs, and the online EO Index can be a useful tool among the performance measures of various incubation programs.Summary: Entrepreneurship education, the process of knowledge, skill, competency, and attitude development, aims to maximize the effectiveness of the entrepreneurial capacity building. The pandemic boosted the digital transformation of higher education and brought the online incubation platform NETMIB (Network of multidisciplinary ideation and business model generation) to life. This paper introduces this unique platform solution of online incubation and utilizes online opportunities for skill and attitude assessment. Since education aims to influence entrepreneurial capacity, measured by attitudes, the paper develops a self-assessment tool for online entrepreneurship education. Hypothesizes that there are significant differences in the attitudes of the members according to their role in the online incubation process. An online survey-based research method was used, and an entrepreneurial attitude construct was created concerning the member’s desire for innovation, personal control, achievement, and self-esteem. Based on the findings, student idea owners in the online incubation process have a significantly higher propensity to engage in business activities and a stronger desire for independence and achievement. The findings of this paper contribute to the targeting and development of educational interventions in incubation programs, and the online Entrepreneurial Orientation Index can be a useful tool among the performance measures of various incubation programs.

Guidance for management competency identification and development in the health context: a systematic scoping review

BackgroundUsing management competency-based frameworks to guide developing and delivering training and formal education to managers has been increasingly recognized as a key strategy in building management capacity. Hence, interest in identifying and confirming the competency requirements in various contexts have been witnessed. Therefore, learnings from how competency studies were designed and conducted, how competencies were identified, and strategies in ensuring success in competency identification are of great value to researchers planning and conducting competency studies in their own country.MethodsA scoping review was conducted guided by the Arksey and O’Malley framework and reported according to the PRISMA Extension for Scoping Reviews (PRISMA-ScR). All papers that published empirical studies aiming at identifying and assessing manager’s competencies at the peer-reviewed journals were identified from Web of sciences, PubMed, Scopus and Emerald Management between 2000 and 2021. In order to maximize learning, studies focusing on health and non-health sectors are all included.ResultsIn total, 186 studies were included in the review including slightly more than half of the studies conducted in health sector (54.5%). 60% of the studies focused on mid to senior level managers. Surveys and Interviews were the two most commonly used methods either solely or as part of the mix-method in the studies. Half of the studies used mixed methods approach (51.1%). Large proportion of the papers failed to include all information that is necessary to contribute to learning and improvement in future study design. Based on the results of the scoping review a four steps framework was developed that can guide designing and implementing management competency studies in specific country vs. sector context and to ensure benefits of the studies are maximised.ConclusionThe review confirmed the increasing trend in investing in management competency studies and that the management competency identification and development process varied substantially, in the choice of methods and processes. The identification of missing information in majority of the published studies calls for the development of more rigorous guidelines for the peer-review process of journal publications. The proposed framework of improving the quality and impact of the future management competency study provides clear guidance to management competency identification and development that promotes the functional alignment of methods and strategies with intended uses and contexts.

Pedagogical aspects of professional competence development of technical university students

The paper discusses the psychological and pedagogical aspects of the process of professional competence development of technical university students, associated with the increase in the requirements of employers to the portfolio of professional competencies of modern specialists. The authors discuss the problem of improving teaching methods and techniques; modernization of organizational forms and educational and methodological support for the professional competence development of technical university students on the example of the Heat and Power faculty of SamSTU. The paper stimulates a discussion about professional competencies, active and interactive teaching methods aimed at developing the ability of technical university students for self-development and self-study in order to effectively implement possible scenarios for their professional development trajectory. The aim of the study is to develop methodological recommendations to enhance the professional competence of students of the Heat and Power Faculty of Samara State Technical University, involving the use of modern educational approaches and improving the methodology for individualizing education at a technical university. The results of the study are achieved by solving the following tasks: conducting expert surveys (respondents: teachers and university students) to determine the most effective teaching methods; creating methodological materials. This study was carried out in several stages. Tasks of the theoretical stage include the analysis of the psychological and pedagogical aspects of the implementation of methods and organizational forms that ensure the effective formation of professional competence of students of a technical university. Tasks of the diagnostic stage of the study are conducting a questionnaire survey of students in order to assess the importance of the competencies necessary for successful professional activity; conducting a questionnaire survey of students and an expert survey of teachers in order to assess the significance of methods, methodological support and organizational forms of education at a technical university. The paper presents the results of surveys of students of the Heat and Power Faculty of Samara State Technical University and university teachers (2021-2023). The respondents of the expert survey were students of the advanced training program Management of the educational process: psychological and pedagogical competence of a technical university teacher and the retraining program Teacher of higher education of SamSTU Institute of Extended Education. The following methods were used in the study: expert survey, observation, questioning. The perspective of the research is the modernization of the methodology of individualization of education and educational and methodological support for the professional competence development of technical university students.

A Phenomenological Pre- and Post-Reflective Comparison of Graduate Student Intercultural Competence from Agricultural Service-Learning Experiences

The purpose of this study was to determine growth in intercultural competence after graduate students participated in an international service learning (ISL) experience. One method for developing intercultural competence is service learning, where students apply learning in real-world settings through a cycle of action and reflection. This study used an interpretative phenomenological analysis related to the lived experience of eight graduate students who participated in two intensive ISL projects in Timor-Leste or Guatemala. Results included the student point of view (emic) narrative as an ethnographic crafted profile for each participant to demonstrate the process of intercultural competence development across individual and interaction processes. Students demonstrated knowledge gains after the experience, and several internal and external outcomes in their post-reflective narratives. Despite visiting different countries, the two groups of students demonstrated similar intercultural outcomes along the theoretical framework, indicating that despite contextual differences in experience, this framework maintains a robust perspective for analysing student experiences during ISL. The Process Model of Intercultural Competence served as a framework to assess intercultural competence. The process began with personal attitudes, openness to intercultural learning, and curiosity. Interpersonal outcomes developed with knowledge/comprehension through skills such as listening, observing, and interpretation. Developing flexibility, empathy, and adaptability promoted an informed frame of reference for a desired internal outcome. The external outcome resulted in behaving and communicating effectively from experience. Measuring intercultural diversity as a learning outcome from ISL can ensure adequate preparation for international development professionals.

PECULIARITIES AND PERSPECTIVES OF THE FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE DEVELOPMENT IN STUDENTS OF INSTITUTIONS OF HIGHER EDUCATION

Abstract. The article suggests a comprehensive study of the problem of implementing modern methods of students’ foreign language communicative competence development in foreign language classes. It is proven that at the current stage, the emphasis in education is shifting towards the need to form a system of professional competences in the future specialists, which will help them to perform their professional duties efficiently. The authors consider foreign language communicative competence as an integrative personality formation, which has a complex structure and acts as an interaction and interpenetration of linguistic, sociocultural and communicative competencies.
 It is emphasized that forming foreign language communicative competence for future specialists at the current stage of world community development should be considered as a mandatory component of general professional training. It is stressed out that to ensure the effectiveness of the process of foreign language communicative competence development, it is necessary to apply new methodological approaches and determine the pedagogical conditions for their implementation.
 The authors characterize the structure of foreign language communicative competence of students of non-language specialties. In the context of foreign language learning for students of higher education institutions, the concepts of “general competency” and “communicative competency” are distinguished and their components are analysed.
 It is demonstrated that for the effective development of foreign language communicative competence, a foreign language teacher must use the latest teaching methods that combine communicative and cognitive goals. The article also proves the need to take into account the specifics of professional interests within the specialty, i.e., specialized content (special terminology, typical communication situations and genre specifics of professional language), contextual language study of grammatical phenomena, focusing attention on practical language use, etc.

From “prepare for the unknown” to “train for what's coming”: A digital twin-driven and cognitive training approach for the workforce of the future in smart factories

Despite on-the-job assistance technology is getting popular in the Smart Operator 4.0 literature, non-routine work also requires highly-skilled and pre-trained workers to prevent serious errors and keep high efficiency and safety levels. The question that motivates this study is: ‘is it possible to train industrial workers for what exactly is coming instead of preparing them for a large set of scenarios - even very unlikely ones?’. This work proposes: (i) a structured On-the-Job Training strategy for non-routine tasks, called ‘training-on-the-go’ or ‘prescriptive training’, according to which a Prescriptive Analytics module schedules the training sessions not long before the actual performance, but only when and if needed; (ii) a proof-of-concept of a game-based training system where virtual scenes and context of an industrial site are faithfully recreated thanks to digital twin data and models; (iii) the use of evolutionary-based fuzzy cognitive maps (E-FCM) for the extraction of the workers’ implicit procedural knowledge and for the comparison of mental models of experienced vs. inexperienced workers to assess potential misconceptions or flaws in their decision-making process. This work contributes to the evolution of worker training paradigms and systems from the perspective of human-centric cyber-physical production systems and aims for current gaps in workforce training, i.e. poor timeliness and effectiveness, limited context and industrial information integration, and scarce focus on the experts’ implicit knowledge. An application study with a non-routine task on an offshore oil platform demonstrates how the proposed system facilitates knowledge transfer, offers situational awareness and sustains the workforce competence development process.

A SEM-neural network approach for understanding the entrepreneurial competence development of freshmen engineering and computing students

The discussion of enhancing entrepreneurial competence in Higher Education Institution (HEI), especially in engineering and computing major, has increased for the recent years. This study aims to propose and test a structural model of relationship of Indonesian HEI entrepreneurship education with entrepreneurship competence to assess student entrepreneurship competences especially in undergraduate level. Thus, this study provides the contribution in this stream by creating a subject specialized that fit with specific study program to enhance entrepreneurial competence for freshmen student called Integrative Survival Experience especially in engineering and computing major. We measure its output by using EntreComp questionnaires framework from European Commission. A combination of Structural Equation Modelling (SEM) and neural network was implemented as analytic approach in this study. The results show that the freshmen engineering and computing students develop entrepreneurial competence by enhancing the specific sets of ideas and opportunities as well as the capability to manage resources for taking the action afterwards. Apparently, the entrepreneurial competence development process of engineering and computing students differs with that of business and management students.

DOMESTIC AND INTERNATIONAL EXPERIENCE IN ORGANIZING THE PROCESS OF PROFESSIONAL COMPETENCE DEVELOPMENT OF TEACHERS

Article discusses the development of professional competence of teacher. Authors of the work considered approaches to competence, including methodological. Issue of the organization of process of professional competence development was analyzed. Accordingly, the legal acts of Kazakhstan and experience of the universities in improving the qualifications of teachers were studied. Foreign experience is presented in the form of analysis of process preparing teachers for professional activity in the context of countries such as the UK, USA, Malaysia, Russia. At the same time, the experience is shown in the context of requirements of the state and proposals of universities themselves in advanced training. Study of domestic and foreign experience in the organization of process of professional competence development is conditioned by the objectives of the scientific project "Creation of system for the development of methodological competence of teachers of IT disciplines based on the continuity of education".

The method of forming informational competence spaces for educational project executives

The work describes the application of competence methods in implementing educational projects. Practices and experience of other universities. It was determined that the planning and monitoring of the educational project should be carried out concerning the specifics of the development of competencies as a rational process of improvement and achievement of individual and collective goals of the executors of this project. With this in mind, understanding the process of competence development is the basis of the practical construction of an educational project aimed at the effective achievement of goals. In addition, developing project executors' competencies can occur consciously through training and indirectly in teamwork. It was established that the task of taking into account the dynamics of transformation and development of the competencies of performers and the connection of this development with the functions of a specific project still needs to be solved. To ensure effective planning and monitoring of an educational project, it is advisable to build information technology to support decision-making based on competency-based methods. The development of such a system is essential for the educational system of the People's Republic of China because universities manage many educational projects with many students, which requires an innovative monitoring system. Moreover, such a system should be able to work out both large-scale projects and small ones, such as, for example, the implementation of a distance learning system within one or several courses. To build such a system, multiple models of identification of the executor of the educational project and a model of transformation of the executor of the educational project were built. Based on them, the method of making information competence spaces is defined. This method is the basis of creating an information technology decision support system for monitoring educational projects.

The influence of the ethno-territorial factor on the state of physical abilities development of students of Ukrainian educational institutions

Background and Study Aim. The development of motor skills depends on the process of physical development, as well as the ethno-territorial and cultural context. The study of inter-ethnic differences can provide information about how different lifestyles and contexts of physical activity can influence the process of motor competence development. This can be a real strategy for developing students’ lagging basic motor skills. The purpose of the work is to investigate the ethno-territorial variability of the level of development of physical abilities of students studying at Ukrainian universities.
 Material and Methods. Data were obtained from cross-sectional surveys from 2014 to 2019. Students of Ivano-Frankivsk National Medical University (Ukraine) (young men, n = 488, age 18–25) from different countries were recruited. Pedagogical testing was carried out using a battery of tests that were recommended by the State Tests of Physical Fitness of the Population of Ukraine and the European Sports Council (Evrofit Test Battery). Assessment of physical fitness of students was carried out on the basis of a combined percentage scale of multi-level gradation with a step of 1%. Experimental data were processed using the SPSS Statistics 17.0 program.
 Results. In almost all countries (with the exception of India and Tunisia), from 41.2% to 70.0% of students are characterized by a low level of development of cardiorespiratory endurance and speed-power fitness (from 54.4% to 58.3%). More than 50.0% of students from Jordan and Egypt have a low level of speed and strength abilities and flexibility. It was found that students from India and Tunisia have the highest rates (endurance - 75.5–80.8%); from China and Tunisia (speed-power abilities - from 69.1% to 78.8%); from Tunisia (speed –79.8%); from China and Tunisia (flexibility -70%); test participants completed the test; from China (power capacity – 76.7%). Students from European countries showed mostly average and above average level of development of physical abilities.
 Conclusions. The results of the study indicate the specificity of the development of motor skills of students from different countries, which is manifested in statistically significant differences in the results of test tasks. Students from different countries perform better on those tests that are closer to their known motor experience. This is due to the cultural environment, geographical factor, socio-economic status, as well as the content and goals of the physical education program.

Development of Crisis Management Competencies: Factors Dominating It. A Case Study of Local Authorities in Malaysia

Performance improvement in an organisation can be achieved if all competency elements can be strengthened, employees perform their roles efficiently, and services meet the expectations of the management and customers. The competency development process requires continuous supervision and evaluation in order to produce an effective and integrated management system. The research used a qualitative method, in which eight informants participated in this study to discuss the comprehensive development and factors dominating the process. The themes of the study are derived based on participatory observations, document analysis, and interview sessions that have been conducted. The discussion topic is focused on the components that influence the development of crisis management competencies according to their perspectives. The three themes are 1) Enhancement of the transparency of governance and integrity in organisational human resources, 2) Empowerment of organisational learning to drive organisational excellence, and 3) Strengthening the efficiency of organisational governance. Integrity governance with high expertise requires continuous training and development to increase the knowledge, skills, and abilities of employees from time to time. It also assists in enhancing the talents and expertise of employees in related fields as well as improving self-confidence and personality to achieve the objectives of the transparency of governance.