Competency Requirements Research Articles

Efek Pelatihan Sumber Daya Insani terhadap Kinerja Karyawan Dompet Sejuta Harapan

Human resources greatly determine the process of successful performance of an organization. Human resource development aims to make it easier to realize organizational goals because quality human resources are capable of carrying out their duties and functions as employees. The importance of human resource training and development within an institution or company is that it is hoped that the employees involved will be able to do their work or have the capability according to competency requirements. So it is necessary to know how human resource training is provided, its performance results, and how strong the influence is on Dompet Sejuta Harapan (DSH) Institute employees. determine the level of human resource training provided, performance results, and how strong the influence is on employees of DSH institutions using quantitative research methods based on concrete data measured using statistics as a calculation test tool. The results of providing training are in the Good category, the Means value is 23.375 in the interval 24-27. The performance results are in the Good category, it is known that the value of 0.621 is between 0.61-0.80, and it is concluded that it has a strong correlation. From the calculation of the r xy correlation, r is 0.870. r table 0.349. Then we get r results from r tables, meaning the hypothesis set can be accepted as true. Based on the results of the data analysis, it can be concluded that the hypothesis that "There is/is a positive influence between human resource training and the performance results of DSH employees" can be accepted as true

The architecture of the system of intelligent analysis of competencies for updating university educational programs

The problem of updating educational programs and educational content is closely related to the need to adapt them to the changing conditions of regional labor markets. The solution to the problem is achieved through the collection and analysis of data on the competence requirements of employers for the qualifications of specialists (the data itself can be extracted from job advertisements on open resources on the Internet). The article presents a method of using search robots and text data processing modules to obtain formalized descriptions of competence requirements and compare them by degree of similarity with competence descriptions from educational programs. For a comparative analysis of competency requirements, a clustering method was developed using fuzzy logic and a neural network. The architecture of the collection and intelligent analysis system includes search crawlers, a module for parsing text data with cleaning from information noise, a data consolidation module, a keyword dictionary generation module, a module for synthesizing competency vectors, a clustering module, a distributed registry of formalized descriptions of competencies, etc. The results of the comparative analysis are crucial for assessing the compliance of competencies of specialists trained in regional universities with the requirements of employers in the regions. The assessment allows to develop recommendations for updating educational programs and educational content of an educational institution, as well as to carry out adaptive adjustment of information and educational environment components of higher educational institutions.

RESEARCH ON THE DEVELOPMENT OF STUDY TRAVEL INSTRUCTORS IN CHINESE HIGHER VOCATIONAL COLLEGES

<p>As key members of study travel teams, the competency levels of study travel instructors directly impact the quality of study travels. This study conducted semi-structured interviews with five higher vocational college teachers specializing in study travels and five employees from study travel companies to explore the current state and future pathways for cultivating study travel instructors in Chinese higher vocational colleges. The findings reveal that while higher vocational college-trained study travel instructors have a high level of professional recognition, their competency alignment is relatively low. There are several issues identified, such as the lack of practical experience, insufficient professional knowledge, inadequate creativity, and a weak sense of responsibility. It is recommended that higher vocational colleges collaborate closely with enterprises to plan talent cultivation pathways and restructure the curriculum for study travel instructor programs, based on the competency requirements for study travel instructors.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0715/a.php" alt="Hit counter" /></p>

Exploring the Post-COVID-19 Work Integrated Learning (WIL) Placement Experiences of Hospitality Students

The coronavirus disease 2019 (COVID-19) outbreak disrupted many industries including the hospitality industry. Work-integrated learning (WIL) placement within the hospitality sector was also affected by changes that occurred during the pandemic. The pandemic resulted in the closure of hospitality establishments, enforcement of health and safety protocols, retrenchments and a transformed hospitality work environment. All these changes affected the experiences of students under WIL placement. Accordingly, this study sought to explore the post-COVID-19 WIL placement experiences of hospitality students. The study collected data using the qualitative research methodology. The study population consisted of university students who were enrolled on a hospitality and tourism management course. A purposively selected sample of 20 participants was interviewed using semi-structured providing data on WIL placement experiences in the post-pandemic period. The data were analysed and presented using thematic analysis. The main findings of the investigation revealed that there is a significant change in employment readiness, skills gap as well as career prospects uncertainty. Furthermore, students are facing challenges in handling the transition, dealing with negative career prospects and coping with digital competence requirements. Based on these findings, the study recommends the restructuring of the curriculum to accommodate changes in the hospitality industry, stakeholder consultations regarding WIL placement activities and training to accommodate all changes that affect the efficient delivery of WIL placement within the hospitality industry.

I Think, Therefore I Am: A Reflection of Family Nurse Practitioners

<p>隨著台灣人口老化和社區醫療照護需求增加，在原本的內外婦兒、精神和麻醉專科護理師外應運而生「家庭專科護理師」，從傳統的急性照護邁向基層照護，更多的在門診、社區、居家、長照、偏鄉離島等場域提供民眾專業健康照護服務。本文從簡介國人健康形態的轉變延伸到對家庭專科護理師的需求、發展與培育，以國立陽明交通大學為例，分享家庭專科護理師養成的核心能力架構，並佐以核心訓練理念，達到：全生命歷程轉銜（從新生兒到老人）、急慢性疾病無縫接軌（照護能力養成）、醫護進階合作、國際領航訓練和無邊界學習擴充（線上虛擬實境），同時配合學生過去的教育背景（有無專科護理師碩士學位）提供完整或是轉銜家庭專科護理師訓練，讓學習更有效率。期待家庭專科護理師不僅僅是第一線的民眾健康照護提供者，更是具有國際觀和科技識能的進階護理專家。</p> <p> </p><p>Taiwan is going to be a super-aged society and has increased needs of primary care providers. There-fore, the demand for family nurse practitioners (FNPs) is expected high and strong in addition to the roles in medical, surgical, women health, pediatric, psychological, and anesthetic areas that nurse practitioners have contributed in Taiwan. FNPs are specialized in providing preventative and primary care to individuals and families across the lifespan in various care settings, including primary care clinics, family medicine practice, urgent care centers, long-term care facilities, home health agencies or in the places where medical services needed. National Yang Ming Chiao Tung University’s FNP master program emphasizes hands-on, real-life care in meeting all core competence requirements across the lifespan from infants to the elderly, from acute illness to chronic diseases, physician-nurses advanced collaborations, international visits and virtual education. We expect that our FNP graduates have the competence and confidence in their clinical practices and leading the advanced nursing prac-tice with global vision and technology skills in the new era</p> <p> </p>

The Necessary Skillset Based on the Use of Artificial Intelligence in Czech Top Organisations

Purpose: The rapid advancement of artificial intelligence (AI), is transforming the required skills in the workforce. This article presents research findings from large organisations that have adopted AI. Methodology/Approach: The aim is to identify the skills driven by the utilisation of AI. The paper pinpoints the key skills for effective AI implementation and creates a model that delineates the specific groups related to AI utilisation. The data were obtained from the Top 100 organisations in Czechia, focusing on those actively leveraging AI. Findings: The outputs show the orientation of the use of AI skills in marketing and human resources and basic administrative tasks. A significant gap was found in relation to emotional and interpersonal skills, which has not yet been emphasised in studied organisations. Research Limitation/Implication: This paper formulates future-oriented, successful approaches to skill development with the wider use of AI. The limitation is first approach to technologically oriented Czech top organisations and limited sample due to a specific approach and early phase of AI use in operations. Originality/Value of paper: The results yielded a new framework of AI-required skills, reflecting the changing competency requirements for effective AI utilisation. This research contributes to the academic domain by providing an integrated and fundamental framework for competency development that incorporates technological advancements.

Symposium 2: The potential for Networked Learning in Environmental Assessment teaching in Sweden

This paper explores the current teaching of Environmental assessment (EA) in Sweden. EA processes aim at identifying the potential advantages and disadvantages of a proposed action mainly applied in physical landuse planning and for the approval of projects. EA not achieving best practice has been an issue within research for a long period of time. At the same time, the competence requirements on EA practitioners are very high. Recent court verdicts have raised a concern about the competence status among Swedish practitioners in the field of EA. The aim of this paper is to explore and analyse the current teaching in EA in Sweden in order to develop this field through influence from other disciplines, in this case Network Learning (NL). The paper builds on two different analyses. The first being an analysis of Swedish EA courses. The second being a comparison of the International Association for Impact Assessment (IAIA) Best Practice Principles for Teaching, and the Design dimensions for NL. The analysis shows that most of the courses are leaning more towards practical training than integration of research contribution and research training. This means that there is a risk that the students will leave the university with a low absorptive capacity. The analysis has also identified that vital competences are lacking in current teaching. These are the awareness of EA being an interdisciplinary process and integrative and systems thinking. This despite, the ability to synthesize information from different sources to develop a holistic understanding is central to EA practise. The comparison with the design dimensions for NL experiences shows a clear correlation with the category pedagogy of the IAIA Principles an indirect correlation with content and skills. The social dimension in NL is not visible in the analysed course syllabuses, and notions of conflict management and reflective practice are weak. The backbone of EA teaching is the same in all countries and there are good opportunities, with technology, to build international teaching networks. This would enable more knowledge sharing in larger teaching communities in the field of EA teaching. Therefore, network learning offers a potential for EA teaching, bridging the gap between theory and practice.

Students' clinical management decisions: use of a tool to increase awareness of cost

Background: The overuse of medical resources is a global issue, often resulting in more harm than good. Within the United States, almost one-third of medical spending is unnecessary, with physicians being responsible for an estimated 10% of this waste, primarily through lack of care coordination and overtreatment. Identifying opportunities for cost savings while delivering quality care is a core competency requirement for all medical specialties. We took a pragmatic approach to improve medical students' decision-making in different contexts to assist them in understanding contextual factors when ordering care. Methods: This study retrospectively reviewed 193 high-value care prescriptions. Prescriptions were completed by 4th-year medical students completing a rotation in an outpatient, inpatient, or emergency room settingduring the 2020 and 2021 academic years. Indicators of interest included underlying reasons for testing, whether non-clinical effects of tests were considered, who the students discussed costs with, and whether students believed the course changed the management of the patient. Results: A majority of students described downstream effects on the healthcare system and effects related to patients, such as cost, time, transportation, stress or anxiety, missed work, and childcare. The financial cost was one of the primary considerations for patients, yet it was not routinely discussed with patients. Most students felt that the prescription tool did not change the management of the current patient. However, they did feel that the tool changed their approach to future patients with the same problem, which was the goal of this project. Conclusion: There is a need to consider the valuefor patients and the cost to the health care system when ordering tests and procedures. More workmust be done to encourage consideration and conversations about finances and socialdeterminants of health amongst all team members, including patients.

Competency Requirements of Quantity Surveyors for International Opportunities: Case of Fresh Graduates from Sri Lanka

Competency Requirements of Quantity Surveyors for International Opportunities: Case of Fresh Graduates from Sri Lanka

Social workers’ educational level and attitudes toward child participation in cases regarding children’s contact with birth parents – the case of Norway

ABSTRACT Previous international research indicates that social workers may lack the competence to comfortably involve children in child protection processes. Implementation of stricter competence requirements for child welfare staff has been discussed to address shortcomings in child welfare practice. In Norway, this implementation is scheduled for 2031, and subject to ongoing discussion. Through multivariate robust linear regression analysis of data collected in five Norwegian urban settlements (n = 135), this study explored the association between social workers educational level and attitudes toward child participation in cases concerning contact between children in out-of-home care and their birth parents. The results indicate a significant difference in attitudes toward children’s involvement in cases concerning contact with birth parents when comparing social workers with master’s degrees to those with bachelor’s degrees, whereas social workers with master’s degrees exhibit more positive attitudes. Social workers are generally found to have positive attitudes toward participation; however, the findings indicate concerns regarding participation in cases related to contact, particularly due to potential loyalty conflicts that might cause stress to the child.

Palliative care competence development through simulation: Excellence & innovation to meet the AACN essentials

BackgroundThe updated American Association of Colleges of Nursing: The Essentials: Core Competencies for Professional Nursing Education (2021) outlines competence requirements for entry-to-practice nurses. Hospice and palliative care (PC) are identified as one of four spheres of care, emphasizing that nursing knowledge and proficiency in primary PC are critical for all nurses. PurposeThis article identifies key elements for nursing educators to consider when adopting, adapting, or designing practical primary PC simulations to meet The AACN Essentials. MethodsUsing Healthcare Simulation Standards of Best Practice™ (HSSBP) as a framework, a panel of nursing education researchers identified and compared key elements of four PC simulations from varied evidence-based exemplars across the U.S. ResultsOverarching elements in simulation development include choosing modalities, assessing resources, and simulation logistics, creating opportunities for difficult conversations with interprofessional team engagement, and validating scenarios with expert input. Simulation implementation should include tailored pre-briefing to address psychological safety in caring for the dying patient, piloting scenarios, and maximizing observer/vicarious learner roles. Finally, evaluation is vital for competency assessment, scenario enhancement, and logistical changes.Limitations included variability in PC simulation scenarios, learners/learner level, curricula, and geography across selected exemplars, which may affect the general applicability of these findings. ConclusionsSimulations developed according to HSSBP™ provide effective practical experience in PC, affording active and vicarious learners the knowledge and skills essential for baseline nursing competence.

“It shouldn’t be something you have to create on your own.” Personal practical knowledge construction and professional learning for teachers in Swedish school-age educare.

Teachers who work in school-age educare (SAEC) in Sweden possess a variety of educational qualifications. They hold a dual role working as teachers both within the compulsory program and school-age educare. This dual competence requirement means that their professional needs are unique and often different from that of their colleagues who only work in the compulsory school system (Berglund, Lager, Lundkvist and Gustavsson Nyckel, 2019). They reside in a complex context when it comes to opportunities for constructing their personal professional knowledge. Considering that already in 2021, the government announced the creation of a national professional learning program (Regeringen 2021), it is essential to understand what type of professional learning is deemed needed by the SAEC teachers themselves. Through narrative interviews with SAEC teachers, this study aims to map an understanding of how the teachers construct their personal professional knowledge as SAEC teachers. The main research question in this study is: How do SAEC teachers describe the role of professional learning as part of creating and developing their personal professional knowledge? The findings indicate a need for a systematic approach to recognize the qualification of experienced teachers and create a framework for professional learning opportunities for all teachers in SAEC.

Identification of core competencies for exercise oncology professionals: A Delphi study of United States and Australian participants.

Integration of exercise into standard oncology care requires a highly skilled workforce of exercise professionals; however, competency requirements have not kept pace with advancements in the field. Therefore, the aim of this study was to obtain consensus on core competencies required for an exercise professional to be qualified to work with adults undergoing active cancer treatment. A three-round modified electronic Delphi process was used. In Round 1, an international group of 64 exercise oncology stakeholders (i.e., exercise oncology professionals (n = 29), clinical referrers (n = 21), and people with lived experience (n = 14)) responded to open-ended prompts eliciting perspectives regarding competencies needed for an exercise oncology professional to work with adults receiving active cancer treatment. Subsequently, only exercise oncology professionals participated, ranking the importance of competencies. In Round 2, professionals received summary feedback, ranked new competencies generated from open-ended responses, and reranked competencies not reaching consensus. In the final round, professionals finalized consensus ranking and rated frequency and mastery level for each. Consensus was reached on 103 core competencies required for exercise professionals to be qualified to deliver care to adults undergoing active cancer treatment. The core competencies represent 10 content areas and reflect the needs of clinical referrers and people with lived experience of receiving cancer treatment. The core competencies identified reflect significant advancements in the field of exercise oncology. Results will underpin the development of education, certification, and employment requirements for exercise oncology professionals, providing a critical step toward achieving routine integration of exercise into standard oncology care.

Fire Experts Certification: Trends, Issues, Proposals

The paper discusses issues related to the certification of forensic fire experts in forensic institutions of the federal fire service of the Ministry of the Russian Federation for Civil Defence, Emergencies and Elimination of Consequences of Natural Disasters (EMERCOM of Russia). Particular attention is given to the staffing and balance of experts who have the right to carry out expert examination under competencies approved by the EMERCOM of Russia. It is shown that in many expert departments there are no experts in most of the fields of forensic fire examination approved by the EMERCOM of Russia. The authors draw attention to the need to unify the specializations of forensic fire examinations with other expert institutions and organizations. The number of specializations in forensic fire examination and the improvement of training of fire experts are discussed. It is proposed to reduce the number of specializations in forensic fire examination approved as the competence requirements for employees of the federal fire service of the EMERCOM of Russia for «Forensic fire examination» specialization. In order to increase the efficiency of forensic expert activities, the authors recommend creating and consistently maintaining a database of forensic fire experts in Russia.

Клиентоцентричный и процессный подходы в деятельности органов публичной власти

This paper aims to advance the theory and practice of employing complementary customer-centric and process approaches in public administration. The research methodology is grounded in system approach, customer-centric and process approaches, and lean production technologies. A review of implementing practices of the process approach through the adoption of lean management in the constituent entities of the Russian Federation under the “Effective Region” project in partnership with the state corporation Rosatom is conducted. Analysis of the promotion of the customer-centric approach in public authorities is undertaken within the framework of the federal project “State for the People”. The connection between customer-centricity and process approach is elucidated. It is proposed to supplement federal-level regulatory documents pertaining to the customer-centric approach under the federal project “State for the People” and customer-centricity standards with sections describing the modeling and optimization of business processes using modern graphic notations such as IDEF0, VAD, DFD, EPC, CFFC, BPMN, and requirements for training new competencies of state and municipal employees in this field.

Влияние online-дискуссий на формирование навыков аргументации у будущих инженеров

The paper presents the results of empirical research on the effectiveness of online discussions (OD) as a tool for forming argumentation skills among technical university students. On the one hand the actuality of the research is conditioned by the significance of discussion-based training of modern technical specialists under conditions of networking and socio-technical transformation of engineering activity. On the other hand, this problem is not elaborated in the domestic, pedagogies and also contradictory and poorly studied aspects in the foreign one. The results of the present study are important for scientifically substantiated methodological implementation of new approaches to engineering training under conditions of digitalization of education and increased requirements for discussion and information competence of a modern technical specialist. The research was conducted on the basis of two Novosibirsk universities and covered 350 second – and third-year students in "construction" and "automation and computer engineering" baccalaureate specialties. The analysis of the OD results conducted in VLE "Moodle" using "debate" (synchronous discussion) and "forum" (asynchronous discussion) methods showed that inclusion of online-discussions in to the educational process of technical universities improves argumentation skills of future engineers by 20-30 %. The data obtained at the stages of the forming and control experiment let us reveal a higher efficiency of asynchronous forms of online-discussions in comparison with synchronous ones. Their advantage is to 28,68 %, depending on the formed component of argumentation. Based on the results of the study recommendations were given to teachers to improve the effectiveness of social interaction of students during OD, including the feasibility of replacing debates with synchronous discussion methods, more focused on the joint search for solutions.

Supervision Model Through Coaching and Mentoring for Enhancing Active Learning Instruction Competency of Elementary Teachers Under Office of the Basic Education Commission

The study aimed to 1. investigate the components and indicators of active learning instruction competency among elementary school teachers, 2. examine the current state, desired state, and necessary requirements of active learning instruction competency among elementary school teachers, and 3. develop an educational supervision model based on instructional coaching and mentoring principles, aimed at enhancing active learning instruction competency among elementary school teachers under the jurisdiction of the Office of the Basic Education Commission. The study was divided into three phases: Phase 1 examine the components and indicators of active learning instruction competency. The target group comprised 7 qualified individuals selected through purposive sampling, with suitability assessed using an appropriateness assessment questionnaire. Phase 2 the current state, desired state, and necessary requirements of active learning instruction competency among elementary school teachers are investigated. The sample group consisted of 384 elementary school teachers selected through multi-stage random sampling, employing a proportional stratified sampling technique. A questionnaire with a 5-point Likert scale was utilized for data collection. Phase 3 the development of the supervision model involved input from a group of 9 qualified individuals selected through purposive sampling. These individuals were chosen based on their expertise and relevance to the research objectives. Research tools included interviews and assessments. The research findings revealed that: 1. there were 4 components and 24 indicators of active learning instruction competency among elementary school teachers. These components are categorized as follows: 1) Designing of active learning management: comprising 6 indicators, 2) Organization of learning activities focusing on higher-order thinking skills and practical application: consisting of 4 indicators, 3) Utilization of educational media, innovations, educational technology, and learning resources: encompassing 6 indicators, and 4) Measurement and evaluation based on actual conditions: including 8 indicators. Overall, the competency level is rated as the highest. 2. The current state was rated as moderate, while the desired state was rated as the highest. Upon disaggregating the components of the supervision model, it was found that the component with the highest level of necessity was Component 2, which pertains to organizing learning activities emphasizing higher-order thinking skills and practical application. 3. The results of developing the educational supervision model based on instructional coaching and mentoring principles to enhance active learning management competency among elementary school teachers, under the jurisdiction of the Office of the Basic Education Commission, revealed that the supervision model consisted of the following steps: 1) Planning, 2) Observation, 3) Reflection, and 4) Evaluation. These steps were deemed highly appropriate and feasible at the highest level.

National implementation of advanced training in the safety planning intervention in the Department of Veterans Affairs health care system.

The Safety Planning Intervention (SPI) is an evidence-based therapeutic intervention designed to mitigate suicide risk by providing a suicidal individual with a written, personalized safety plan. The Department of Veterans Affairs (VA) has implemented safety planning, but research found variability in the quality of safety plans. To improve quality, the VA developed an Advanced Training in the Safety Planning Intervention (ASPI) that went beyond previous didactic training efforts by emphasizing experiential learning. The aim of this article is to describe the procedures and initial results of VA's competency-based ASPI Training Program. Before training, providers participating in this program uploaded a written, deidentified safety plan completed with a Veteran. Providers then completed four training components, including evaluation of fidelity of written safety plans and competency in SPI during live, standardized roleplays at the conclusion of training, and at a 3-month follow-up evaluation. Of the 409 providers who initiated training, 367 (90%) completed training, 26 (6%) dropped out of training, and 16 (4%) did not meet the competency requirements for training completion. Relative to pretraining, there was a medium to large increase in the effect size of the quality of written Safety Plans at the end of training that was maintained at the 3-month follow-up. Using a standardized, observational measure of SPI competency, 383 of 391 (98%) providers met competency criteria following the training, and 367 of 375 (98%) providers met competency at 3-month follow-up. Findings suggest that ASPI training is effective in helping providers achieve and maintain fidelity in safety planning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

How compatible are the governing documents of Swedish authorities? A comparison between the Swedish National Agency for Education’s and the National Board of Health and Welfare’s competence requirements for elderly care staff – with a focus on norms and v

How compatible are the governing documents of Swedish authorities? A comparison between the Swedish National Agency for Education’s and the National Board of Health and Welfare’s competence requirements for elderly care staff – with a focus on norms and v

A work-integrated educational intervention in health and social care – professionals’ experiences of joint education

ABSTRACT Worldwide, educational interventions (EI) are continuously carried out to support the development of individuals and organisations. Keeping pace with rapid changes in modern workplaces requires continuous learning on the part of professionals. The same requirement applies to professionals in the sector of health and social care. Although research has begun to identify the knowledge and competence requirements of professionals within the sector, we need more knowledge about the implementation of EIs as well as their impact on professionals’ learning in this context. Accordingly, this study aimed to explore professionals’ experience with a work-integrated learning – designed EI that combined web-based lectures and structured group reflections, with a focus on learning and the learning process. Qualitative content analysis of the interview data revealed that the work-integrated learning (WIL) design had a positive impact on individual, as well as intraprofessional and interprofessional, learning. This resulted in an understanding of the fundamentals of professionals’ learning and how it was supported or disrupted during the course of the intervention. Moreover, a sense of affirmation was shown to have an impact on professionals’ learning. These findings may constitute a meaningful contribution to the development of EIs for professionals both within this context and more generally.