Professional Certification Process Research Articles

Personnel certification as a component of the business process of development of employees of it companies

The article examines the main theoretical aspects of employee certification. It analyzes the approaches to applying the definition of certification as an element of professional training for employees, as well as a permit to use specific software or other tools that are an element of protection and regulation in the labor market. Based on various sources, the author systematizes the classification of certification types according to various division criteria, in particular: by type, by the number of levels, and by the origin of materials. Based on the current situation in the IT industry, a list of advantages and possible disadvantages of certification of employees of modern Ukrainian IT companies is determined. The primary certification areas are identified: «soft skills», «hard skills», and the subject area of the unit's functioning. Among the main advantages of certification of employees of IT companies are the following: advanced training of current staff, standardization of own training programs, the ability to prove to external stakeholders the level of staff qualifications, and the simplification of recognition of the level of skills in certain areas. Typical shortcomings in the certification process are that the knowledge and skills acquired during certification are not always used in practice; there is no standard international certification for many industries/topics/elements; some courses are extensive and time-consuming; and some programs require certain significant restrictions (experience, qualifications). The multi-stage certification business process involves determining the need for certification by collecting the necessary information. Based on the list of potential areas of certification, available resources, and other components, an annual certification program is formed, and employees are motivated to improve their knowledge and skills. In the professional certification process of IT company employees, current feedback and, most importantly, summarizing the certification results and fair rewards based on its results are essential. The article provides conclusions and prospects for further research. Keywords: employee certification, staff development, business process, types of certification, IT company

PENGEMBANGAN SUBMODUL APL-01, APL-02, DAN ASESMEN PADA SISTEM INFORMASI LEMBAGA SERTIFIKASI PROFESI BERBASIS WEBSITE DENGAN MENERAPKAN COLLABORATIVE CODING

Lembaga Sertifikasi Profesi (LSP) is an institution that has met the requirements to carry out competency certification and obtain a license from Badan Nasional Sertifikasi Profesi (BNSP). the length of the certification process and the large number of participants registering cause a lot of piles of files, thus making the conventional certification process no longer effective because processing participant data takes a lot of time, as well as other possibilities that can hinder the certification process, such as files the certification is damaged or lost so that it can be detrimental to the registrant and LSP. The purpose of this research is to develop an LSP information system in the hope of assisting and facilitating LSP in carrying out the entire series of professional certification processes starting from the registration process until the completion and assessment of the competency test. This system was developed using the PHP programming language and the Laravel framework. The system development method in this research is the prototyping method. This system was developed in a team using a collaborative coding approach. Collaborative coding approach will certainly be easier to solve existing problems so that they get a solution faster. Testing on the development of this system uses the User Acceptance Testing (UAT) method by running a professional certification simulation and providing a questionnaire which will later be calculated using a Likert scale. The results of this research indicate that the LSP information system developed is able to support the professional certification process. Based on the results of system testing, it also shows that all the functionality of the LSP system that is made can run well and according to user needs.

Involving Ecologists in Shaping Large-Scale Green Infrastructure Projects

Cities are implementing green infrastructure projects to provide ecosystem services such as storm water mitigation. The efficacy of these projects at providing services is rarely evaluated. Embedding research into project design provides a mechanism for both evaluation and development of the ecological knowledge needed to improve infrastructure for services provision. Ecologists must navigate the politics, economics, and social constraints of working in cities. Additional skills and practices are needed to develop new relationships and improve credibility, to define project roles, to identify new funding, and to integrate multidisciplinary knowledge. We examine a large-scale green infrastructure project that integrates hypothesis-driven experimental research and baseline monitoring with park design, implementation, and maintenance. Drawing on this case study, we recommend strategies to facilitate the inclusion of research ecologists in green infrastructure projects by enhancing the professional certification process, establishing research ecologists as consultants, and integrating ecology and design in graduate programs.

ASEAN Economic Community – 2015: Economic Competitiveness for Sustained Growth and the Implication for Education Market

This paper is organized into five sections. Sections 1-3 explain economic competitiveness and sustained growth in the context of the ASEAN Economic Community (AEC-2015). Section 4 discusses the international standardization of educational curriculum among the ASEAN countries, and concludes that standardization will come through market mechanism. Section 5 concludes with the implication for Thai universities in the New Economy. No state policy can bring about harmonization of education in the ASEAN. The ten member countries are too diverse to be harmonized. Education, unlike trade and taxation cannot be easily harmonized. The education system in each country embodies the history, culture and the political will of the people. The national sentiment and national prerogative will take precedent over the drive for a regional commonality. Similar attempt in harmonization of education in a common market by the European Union (EU) after 50 years of incessant effort has failed. It is not likely that the AEC will repeat that failure anew. A more practicable approach is an international standard that is acceptable to ten countries and is an international standard that is independently and globally recognized: standardization through professional certification or designation by chartered professional associations, such as the ACCA for the accounting profession, CFA for the finance profession, and ICPM for the management profession. This model for international standard is not harmonization, but uniformity in standard. Harmonization means each country must follow one form of curricular prescription. Such an attempt fails even before it is conceived. Standardization by means of internationalization under the certification process through uniform examinations would satisfy all member countries. More importantly, professional certification process is achieved through neutral market mechanism that functions as a check-and-balance in quality control process of university education. The contributions of this paper are two folds. First, the analysis of competitiveness and sustained growth for the region introduces no econometric models developed through Bayesian inferential approach. Second, the concept of internationalized education model as a means to achieve a common international standard through market mechanism is a practical approach to synchronize educational institutions and market demands. This paper bluntly rejects the idea of harmonization of education in the AEC as impracticable. In discussing the education market, Thailand is used as a case study. The rationale for selecting Thailand as a case study is supported by the fact that education market in Thailand is mature. It has gone through its life cycle; in order to remain competitive these private universities must be internationalized.

5.4.1 Certification of Systems Engineers: How it Started and Where it is Going

AbstractA multi‐national panel will address the origins of INCOSE's certification initiative, what has been accomplished, stakeholder needs and issues, how certification may be useful in Europe, and the plan for moving forward. Fifty minutes is allocated for presenting this information.Symposium attendees are invited to attend to learn why a growing number of for‐profit companies, government agencies, and consulting organizations are considering using the INCOSE systems engineering professional certification process to measure an individual's knowledge of SE fundamentals. And why it may be beneficial to an individual's career to become certified.Each of the panel members bring a unique perspective on how certification will help INCOSE meet it's strategic objective of becoming recognized as the worldwide voice of systems engineering. These, and other important issues, will be discussed in a question and answer session following the panelists prepared presentations.

Accreditation in Canada

Accreditation of university and college programs has been in place in Canada since 1985 and is an integral part of the professional certification process that was introduced in 1989. CIPS (Canadian Information Processing Society - the professional society with the largest membership) is in the process of registering the I.S.P. (Information Systems Professional) as the professional designation in several provinces. Since 1985, a number of academic programs have been accredited, and several have been reaccredited after their initial period of 5 years had expired.

Models of Vocational Assessment of Handicapped Students

During the last twenty years, increasing emphasis has been placed upon the provision of comprehensive vocational assessment to disabled and disadvantaged persons to assist them in obtaining employment. Vocational evaluation programs have proliferated in rehabilitation facilities, manpower programs, vocational-technical schools and public schools. An increasing body of literature and research has delineated service-delivery models and competencies needed by vocational evaluation specialists. Increasing numbers of universities have implemented graduate training programs in vocational evaluation; and a national professional certification process has been developed. Most of this activity has been centered at rehabilitation facilities at the same time that public schools are becoming the norm for educating disabled students. As vocational assessment for disabled students moves into this relatively new setting, it is being modified. This article explores models of vocational assessment for disabled students which incorporate modifications to suit the special needs of the public school setting.

Models of Vocational Assessment of Handicapped Students

During the last twenty years, increasing emphasis has been placed upon the provision of comprehensive vocational assessment to disabled and disadvantaged persons to assist them in obtaining employment. Vocational evaluation programs have proliferated in rehabilitation facilities, manpower programs, vocational-technical schools and public schools. An increasing body of literature and research has delineated service-delivery models and competencies needed by vocational evaluation specialists. Increasing numbers of universities have implemented graduate training programs in vocational evaluation; and a national professional certification process has been developed. Most of this activity has been centered at rehabilitation facilities at the same time that public schools are becoming the norm for educating disabled students. As vocational assessment for disabled students moves into this relatively new setting, it is being modified. This article explores models of vocational assessment for disabled students which incorporate modifications to suit the special needs of the public school setting.