Competency Training Research Articles

Pelaksanaan Reformasi Birokrasi dalam Pengembangan Sumber Daya Manusia di Dinas Pemuda dan Olahraga Kota Padang

This research aims to determine the implementation of bureaucratic reform in human resource development at the The Youth and Sports Service of the city of Padang. This research was conducted using a qualitative approach with a descriptive method, in determining informants the researcher used a purposive sampling method. Data collection techniques are carried out using interviews, observation and documentation. From the research results, it can be seen that the implementation of bureaucratic reform in human resource development at the Padang City Youth and Sports Service has gone well. However, it can also be noted that employee skills and expertise are still inadequate, therefore explaining how important it is to provide training for State Civil Apparatus for agencies that need it. The Padang City Youth and Sports Service has carried out bureaucratic reform in the aspect of human resource reform. Human resource development through (1) employee recruitment such as employee recruitment (2) competency-based employee development such as job descriptions for structural and non-structural employees, employee job grading, employee position competency document standards, employee position competency profile maps and training (3) assessment of individual employee performance through employee work targets (SKP) (4) development of a personnel information system through an employee data base. However, in the process of implementing bureaucratic reform in developing human resources at the Padang City Youth and Sports Department, there are obstacles, namely the position placement is not in accordance with the level of education, there is still a lack of adequate infrastructure, there is still a lack of provision of inadequate training for civil servant from the regional government. local. One of the efforts made by the Padang City Youth and Sports Department is to collaborate with the regional government and provide training for civil servant.

Improving the Competence of SMEs Customers through Mentoring: Holding BRI and PT Permadani Nasional Mandiri

This study investigates competency-based MSME mentoring following the holding between Bank Rakyat Indonesia (BRI) and PT Permadani Nasional Mandiri (PNM). This study aims to evaluate the impact of competency-based mentoring on micro entrepreneurs and the growth of the MSME sector, as well as identify factors that influence the implementation of such mentoring. The research method involves secondary data analysis, interviews with expert judgment, and literature review to understand the concept of competency-based mentoring. The results show that competency-based mentoring conducted by PT PNM after holding with BRI has a positive impact on micro entrepreneurs and the growth of the MSME sector. The MSME customers who received this mentoring experienced improved performance in various aspects of their business, including financial performance, management, marketing, and competitiveness. Based on these findings, the study recommends a more targeted strategy in competency-based mentoring, including personalization of mentoring, development of a targeted competency development plan, training and skills upgrading, mentoring, and periodic evaluation.

Exploring the role of workforce agility on digital transformation: a systematic literature review

PurposeSuccessful digital transformation requires a change in organisational structures, processes, capabilities and competencies. Digital transformation research is more influenced by the technology adaptation model and hence focuses on people's attitudes, behaviour and abilities. Recently, employee agility has attracted attention in the context of technology adoption and Industry 4.0. The current research explores the relationship between employee agility and digital technology adoption in the context of digital transformation by adopting the systematic literature review method.Design/methodology/approachFollowing the attitude–ability-behaviour–outcome framework, the research explored the specific agile ability, attitude and behaviour characteristics useful for digital transformation. Following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework consisting of (1) initiation, (2) screening, (3) evaluation and (4) confirming inclusion (Ambika et al., 2023), the study identified 19 papers from SCOPUS indexed journals.FindingsThe study result found that agile attitude characteristics such as collaborative mindset, computer self-efficacy, ambiguity aversiveness, etc. are influencing the digital transformation process. Agile abilities like basic computer knowledge, previous technical experience, cognitive abilities, innovation capability, digital competence training and supporting proper knowledge management practices also influence digital transformation. Finally, agile behaviour such as relationship building, knowledge-sharing behaviour, promoting values of learning, risk-taking and experimenting, rewarding innovativeness and customer-centric innovation and displaying adaptability, resilience and commitment to change, etc. are found to drive digital transformation.Originality/valueResearch on workforce agility and digital transformation is scarce. The current study contributes to benchmarking research by exploring specific agile attitudes, abilities and behaviour characteristics relevant to digital transformation, especially in the era of Industry 4.0.

Competencies Required by Administrative Office Managers in the Utilization of Electronic Records in Tertiary Institutions in Taraba State, Nigeria

The study examined competencies required by administrative office managers in the utilization of electronic records in tertiary institutions in Taraba State, Nigeria. The study adopted survey research design. The population for the study comprised 901 (males 659 and females 242) administrative office managers in nine (9) tertiary institutions located in Taraba State. The sample size of the study was 277, determined using Yaro Yamane’s formula. The instrument for data collection was a 4-point rating scale structured questionnaire titled “Questionnaire on Competencies Required by Administrative Office Managers in the Utilization of Electronic Records (QOMCUER). The instrument was validated by three experts and was subjected to internal reliability testing using Cronbach Alpha reliability coefficient and it produced an overall reliability index obtained of 0.85. Findings indicated that word-processing and cloud storage competencies are required by administrative managers in the utilization of electronic records. Results of the hypotheses testing revealed that there is no significant difference in the mean ratings of male and female administrative office managers in tertiary institutions on word-processing competencies required in the utilization of electronic records. Furthermore, there is no significant difference in the mean ratings of administrative office managers in urban and rural areas in tertiary institutions on cloud storage competencies required in the utilization of electronic records. The implication of the findings will be useful to office managers in times of creation and storage of records in tertiary institution. It was recommended that tertiary institutions that employ administrative office managers should organize seminars and workshops to provide competency training in word-processing and cloud storage to enable them handle electronic records in any office they find themselves.

Implementation of the Baznas Management Information System at the National Board of Zakat in Bekasi City

The BAZNAS Management Information System (SIMBA) is a breakthrough for the National Zakat Amil Agency (BAZNAS) in optimizing the achievement of zakat management objectives. This research aims to describe the implementation of SIMBA at BAZNAS Bekasi City. This research also aims to identify supporting and inhibiting factors for SIMBA at BAZNAS Bekasi City. This research uses a qualitative method with a descriptive approach. The validity technique uses a triangulation approach. The data source comes from informants at BAZNAS Bekasi City. This research shows that the implementation of SIMBA at BAZNAS Bekasi City consists of three phases: input, process, and output. Supporting factors in implementing SIMBA at BAZNAS Bekasi City are competent human resources, supporting facilities and training. Meanwhile, the inhibiting factor in implementing SIMBA at BAZNAS Bekasi City is the delay in sending data by the Zakat Collection Unit (UPZ) to BAZNAS Bekasi City. Therefore, BAZNAS must pay attention to UPZ so data can be transmitted on time.

Language as a Linguistic Barrier in Black Immigrants Accessing Domestic Violence Services

This research paper investigates the impact of language barriers on help-seeking behaviors among Black immigrants, with a focus on their experiences in various domains, including accessing and utilizing domestic violence services. The research engages ten service providers, including frontline workers from domestic violence agencies. The study adopts a qualitative approach, incorporating interviews and focus groups, to comprehensively explore the complexities of language barriers and Black immigrant help-seeking behaviors through service providers’ perspectives. The qualitative findings reveal that language proficiency plays a pivotal role in shaping the help-seeking behaviors of Black immigrants. Participants with limited language skills expressed challenges in articulating their needs, understanding available resources, and navigating different service systems. Moreover, cultural stigmatization surrounding help-seeking in certain communities further discourages Black immigrants from accessing support services, contributing to underutilization. The research highlights the importance of culturally sensitive service provision and the need for social work practitioners to receive training in cultural competence. Bridging the linguistic divide and creating inclusive service delivery models are crucial steps toward providing equitable access to support resources for Black immigrants. Furthermore, the study calls for future research to explore effective interventions and strategies to overcome language barriers and encourage help-seeking behaviors in this vulnerable population.

Structural and Social Inclusivity of Transgender and Nonbinary Students in U.S. Medical Schools and Schools of Public Health Programming.

We characterize trans-inclusive social and structural educational programming at Association of American Medical Colleges-affiliated U.S. allopathic medical and Council on Education for Public Health-accredited schools of public health using responses from deans and administrators. Between December 2019 and February 2020, the Public Health and Medical Schools Transgender-Inclusive Educational Programming Study surveyed deans, administrators, and students via email about trans-inclusive social and structural educational programming strategies at their institution. Evaluated social programming included training topics, social events, and direct communications. Assessed structural strategies included admissions, policies, and mentorship. Descriptive statistics were performed for all variables while stratifying by medical versus public health schools. Bivariate analyses were used to examine differences between strata and chi-square or Fisher's exact tests, accordingly, to analyze programming strategies. Of 335 deans and administrators contacted, 65 completed the survey (19% response rate) and 55.4% were from public health. Most were deans (87.7%), from public institutions (69.2%), between 51 and 59 years old (44.6%), and were ciswomen (63.5%). Comparisons of medical versus public health schools demonstrated significant differences in trans-inclusive strategies such as gender competency training (58.6% vs. 36.1%); trans-inclusive lectures (44.8% vs. 30.6%); honoring trans students' names in-person (75.9% vs. 61.1%); and goals to increase trans representation as researchers (37.5% vs. 26.7%). Policies aimed at creating trans-inclusive environments in these institutions should focus on bolstering affirming structural programming, encouraging prospective trans applicants, mentoring trans students' research ambitions, and consistently using students' lived names, pronouns, and gender markers in all documentation and communications.

What Competences Are Promoting in University Teacher Training Programs? A Study of Spanish Public Universities

The aim of the study is to assess the extent to which university teacher training in Spain matches with the literature framework about teaching competencies in higher education. The absence of a generic definition of what it means to be a competent teacher and the need for a competency profile on which to base the study, leads to undertake an initial bibliometric review of the main educational research databases ERIC, PsycINFO and Psychology Database. The studies were selected to extract a categorical classification that allowed to code the content analysis of the training programs offered in 41 Spanish public universities in seven competencies: content-related competency (research), personal, pedagogical, social, communicative, digital and technological and ecological. 2425 training courses were coded and analyzed with Maxqda version 20.4.2 and Excel database. The findings show that university teachers receive more training in competencies related to technology, pedagogy, and disciplinary content-research, and less training in personal and ecological competencies. The conclusion of the study highlights the lack of consensus between literature review and programs on what constitutes good teaching among teachers and students and the fact that continuing professional development remains dependent on teacher initiative. Keywords: university teacher competence, university teacher training, descriptive analysis, Spanish context, teacher training

Interaction between universities and forestry enterprises for the development university ecosystems in Russia

The ubiquity of the ecosystem concept in many sectors of the economy and society makes it relevant to analyze new forms of integration between different participants of socio-economic relations. The interaction between universities and enterprises that contributes to the development of the higher education ecosystem can be singled out separately. The research is devoted to the study of both current and prospective forms of interaction of the "university-enterprise" type for the forest industry. It emphasizes the importance of sectoral, federal, research and mixed types of universities for forest industry enterprises. The research analyzed articles by Russian and foreign authors touching upon such topics as university-business partnership, university-enterprise integration, ecosystem approach at the university, ecosystem approach at the forest industry enterprise, models of interaction between universities and industry enterprises. The article analyzes and characterizes the main types of universities in the Russian Federation and identifies the forms of interaction with them for forest industry enterprises. In addition, other participants for interaction, different from the university and forms of integration with them are identified. The main obstacles to the integration of forest industry enterprises and universities are outlined. The paper concludes by presenting a model of the type "university-forest industry enterprise" and concludes that promising forms of interaction between the university and forest industry enterprise are: training in modern digital competencies and their adjustment for certain industry specific enterprises taking into account the real situation in practice; creation of joint forest research units; creation of a common mission and strategy, development of joint values.

The training of social competence in aggressive preadolescents

Puberty is a period of crisis, which consists of rapid radical bio-psycho-social transformations, which can negatively influence pubertal behavior. In adverse conditions, characterized by high levels of domestic conflict, a reduced level of communication, emotional aggression or neglect have a negative impact on the minor's relationship with others. In the given study, we reflected the content of the training program for social competence (CS), created by us, which included the CASEL model, but also effective techniques from different therapies. 28 preadolescents participated in the formative group: 14 students in GE and 14 students in GC. 13 sessions lasting 90 min were held once a week. Retest analysis with the Wilcoxon rank test was performed with a Bonferroni correction applied, resulting in an observed significance level of p<0.05 for all comparisons at the level of the social skills variable, and a Bonferroni correction applied, resulting in an observed significance level of p<0.05 for all comparisons at the level of the total aggression variable for GE students.

Augmented Reality as an element of training in digital competencies for Higher Education: a proposal for curricular integration from biosanitary training

Resumen Estudio de análisis de la propuesta de integración curricular de la realidad aumentada como elemento primordial en el desarrollo de las competencias digitales, basado en los principios de la Visual Literacy y como factor de calidad en Educación Superior, para lo que se presenta como diseño instruccional en la formación biosanitaria. La hipótesis se fundamenta en la evolución conceptual y aplicativa de las competencias digitales en Educación por parte de los agentes sociales y sus políticas, como modo de fomentar la Agenda Digital y enfrentar los desafíos del conocimiento en la Web (Inteligencia Artificial, Big Data), para plantear como objetivos la selección de medios que incorporen eficazmente estas competencias y la identificación de los fundamentos exitosos en la aplicación de la realidad aumentada, que sirve de arquitectura a la propuesta. El método es deductivo, desde la fundamentación conceptual, el análisis de campo de buenas prácticas y exposición del modelo de integración curricular.

Intercultural competence of teachers: Training and development in the modern educational context

In the contemporary educational landscape, the concept of intercultural competence among teachers has garnered significant attention due to the increasingly multicultural nature of societies worldwide. This abstract explores the training and development of intercultural competence among teachers within the modern educational context. It examines the theoretical foundations of intercultural competence, emphasizing its relevance in fostering effective communication and understanding across diverse cultural backgrounds. The abstract reviews current practices and strategies employed in the training of teachers to enhance their intercultural competence, including experiential learning, cultural immersion programs, and pedagogical approaches that promote cultural sensitivity. Furthermore, it discusses the challenges and opportunities faced in integrating intercultural competence into teacher education curricula. The abstract concludes by highlighting the importance of continuous professional development and institutional support in equipping teachers with the necessary skills to navigate and thrive in multicultural educational environments.

Sustainable Development of Internationalized Training of Teaching and Research Competence for Chinese university educators Under the Concept of OBE

Sustainable Development of Internationalized Training of Teaching and Research Competence for Chinese university educators Under the Concept of OBE

Identifying core global mental health professional competencies: A multi-sectoral perspective

Abstract Concerned with sustainably alleviating mental distress and promoting the right to health worldwide, global mental health (GMH) is practised across various contexts spanning the humanitarian-development-peace nexus. The inherently intersectoral and multidisciplinary nature of GMH calls for competency frameworks and training programmes that embody diversity, decolonisation and multiprofessionalism. Existing competency frameworks have failed to capture the multi-sectoral, inter-professional nature of contemporary GMH practice. In response to these needs, a qualitative content analysis of relevant job advertisements was conducted to distil a comprehensive set of professional competencies in contemporary GMH practice. Approximately 200 distinct skills and competencies were extracted from 70 job advertisements and organised into four meta-dimensions: ‘skills’, ‘sector’, ‘self’ and ‘subject’. The first known systematic attempt at a multi-sectoral GMH competency framework, it offers a springboard for exploring vital yet overlooked professional competencies such as resilience, self-reflection, political skills and entrepreneurialism. On this basis, recommendations for building a competent, agile and effective GMH workforce with diversified and future-proof skillsets are proposed. The framework can also inform inter-professional training and curriculum design, and capacity-building initiatives aimed at early-career professional development, particularly in low- and middle-income settings.

Factors Associated with the Integration of Culturally and Linguistically Diverse Nurses into Healthcare Organisations: A Systematic Review of Quantitative Studies

Background. Global nursing shortages have led to the recruitment of culturally and linguistically diverse nurses from various countries. However, nurses face integration challenges in their host countries. Objective. This systematic review aimed to find the most recent evidence of factors associated with integrational strategies and models to support the transition and adaptation of culturally and linguistically diverse nurses to the professional workforce in healthcare settings. Methods. This systematic review used the population, exposure, outcome framework to select studies according to JBI guidelines. Original peer‐reviewed quantitative studies published between 2000 and 2021 were identified. Two researchers independently screened the studies based on eligibility criteria using title, abstract, and full text. The JBI critical appraisal tool assessed the methodology’s quality for analytical cross‐sectional studies. Data were extracted, tabulated, and analysed narratively. PRISMA checklist was used in reporting. Data Sources. CINAHL (Ebsco), PubMed, Medic, ERIC (ProQuest), and Scopus. Results. The systematic review encompassed 19 articles and identified multiple factors associated with successful integration. These factors were classified into the following six categories: sociodemographic characteristics, discrimination, social support, organisational support, workplace environment, and acculturation. Conclusions. Comprehensive cultural competency training for healthcare staff, including managers, enhances cultural proficiency in work environments. Clear guidelines addressing bias and discrimination create a supportive environment where culturally and linguistically diverse nurses feel valued and respected, facilitating their adaptation and integration. Relevance to Clinical Practice. Patient care quality can be improved by ensuring sustainable culturally and linguistically diverse nurses’ integration into healthcare organisations. Cultural diversity is a unique opportunity to bring a diverse range and experience to clinical settings. The diversity can also help enhance the cultural competence of healthcare staff, allowing them to better understand and cater to the needs of culturally diverse patients. Patient or Public Contribution. Not required for study design.

Research on the optimization of teaching strategy of virtual reality and augmented reality technology in the training of construction craftsmen personnel training

Abstract The teaching forms of colleges and universities in the informationization era are diverse, and virtual reality and augmented reality technology appear in the field of teaching technology as a new type of teaching media and have become a hotspot of technology application in education and teaching. The article proposes a teaching strategy for training architectural talent through virtual reality and augmented reality technology. This article adopts the questionnaire survey method and correlation analysis on the architecture students of Zhengzhou University, which is divided into training class and ordinary class, and analyzes the data of three teaching strategy variables, namely, virtual experiment, virtual technology, and virtual training, in the training class, as well as the correlation between each variable. The results show that the overall competence is benign after the students enter the construction competence training, and the correlation coefficients of the training class in two different stages are between 0.6 and 1, and the variables are strongly correlated. Subsequently, a satisfaction survey on the effect of teaching strategies was conducted. The students were more satisfied with the teaching strategies and methods proposed in this paper. The proposed teaching strategies also improved the problem-solving ability of the students, such as the average score of the students in the cultivation class (M=5.346) was higher than the average score of the general class (M=4.264) and also improved the students’ ability to think innovatively in architecture, for example, the fluency of the students’ thinking was improved from stage 0.58 in Stage 1 to 1.23 in Stage 4, a significant improvement.

Cultural competence training of dieticians: development and preliminary evaluation.

Training can improve healthcare providers' cultural competence and increase their awareness of bias and discrimination in medical decision-making. Cultural competences training is lacking in the education of dieticians in the Netherlands. The aim of this study was to describe the pilot-implementation of a cultural competence training for dieticians and preliminary evaluation of the training. A training was developed based on Seeleman's cultural competence framework and previously held interviews with migrants, dieticians, and experts. The training consisted of a mixture of didactic and experiential methods, alternating knowledge transfer with exercises to increase awareness, reflection, and feed-back on recorded consultations, and communication training with migrant training actors. The training was piloted in 8 participating dieticians and preliminary mixed-method evaluation was done using a Cultural Competence Questionnaire, Experience Evaluation Questionnaire, and consultation observations. The questionnaires showed that dieticians were positive about the training. They found it valuable and educational. Participants reported an increase in self-perceived cultural competence and attitudes. Knowledge and skills remained approximately the same. The observations showed that dieticians applied the teach-back method and discussed treatment options more often after training. There was no increase in the use of visual materials. The training was well appreciated and, although a small-scale pilot, this mixed-method study suggests an ability to change cultural competence. The combination of a self-assessment instrument and consultation observations to evaluate cultural competence was highly valuable and feasible. These encouraging results justify a broader implementation of the training.

Strategies for Managing Interpersonal Conflicts in Multicultural Teams

Multicultural teams are becoming increasingly common in globalized work environments, bringing diverse perspectives that can foster innovation but also lead to complex interpersonal conflicts. The objective of this study was to explore effective strategies for managing these conflicts, with an emphasis on understanding the impact of communication styles, cultural norms, and conflict management strategies on team cohesion and performance. This qualitative study employed semi-structured interviews to collect data from 16 participants with diverse cultural backgrounds, who have experience in multicultural teams. Data analysis was conducted using NVivo software, focusing on thematic coding to achieve theoretical saturation. The interviews explored participants’ experiences and strategies related to conflict in multicultural settings. Three main themes were identified: Communication Styles, Cultural Norms and Values, and Conflict Management Strategies. Communication Styles included subcategories such as Language Barriers, Modes of Communication, Cultural Interpretations of Politeness, Conflict Escalation, and Resolution Techniques. Cultural Norms and Values encompassed Power Distance, Individualism vs. Collectivism, Uncertainty Avoidance, Long- vs. Short-Term Orientation, and Time Orientation. Conflict Management Strategies featured the Role of Cultural Mediators, Adaptive Leadership, Preventive Measures, Feedback Systems, and Reconciliation Processes. Effective management of interpersonal conflicts within multicultural teams requires a nuanced understanding of diverse communication styles, cultural norms, and proactive conflict resolution strategies. Tailored approaches that consider these elements can significantly enhance team dynamics and organizational productivity. Leaders and organizations are encouraged to implement adaptive leadership and cultural competency training to navigate and resolve conflicts effectively.

Promoting Arabic Sign Language Skills Among Dental Students.

While the services available to deaf people in the Middle East have yet to be documented, they need improvement in several countries. The aim of this article was to reduce miscommunication between dentists and deaf patients through the introduction of an optional sign language course for pre-doctoral students and faculty of dentistry at King Abdulaziz University (KAUFD). All fourth-year pre-doctoral students were invited to participate in an Arabic sign language course. A survey with 11 multiple choice and 38 true/false questions with an "I don't know" option was distributed, both before and two weeks after the course. This survey was extensively validated and pilot-tested before distribution. The response rate was 141 students (84.9%), 49 of which were males (34.8%) and 92 of which were females (65.2%). The pre-doctoral students had a higher overall knowledge score (mean 22.9±14.8) and sign language skills (11.1±1.7) after the course compared to before the course (9.8±7.1, and 3.7±3.3, respectively) (all P-value <0.001). All the pre-course individual questions had lower scores compared to the post-course questions (P-value <0.05). Deaf people might face difficulties communicating at dental health care clinics, which may be improved by equipping dentistry providers with cultural competency training, like this course.

A Study of Computer-Assisted Communicative Competence Training Methods in Cross-Cultural English Teaching

Abstract With the advancement of globalization, China is implementing the “Belt and Road Initiative”, a major strategic initiative to open up to the outside world, which means that it needs to cultivate talents with cross-cultural communication skills. In this paper, we design a computer-assisted model for cross-cultural English teaching implementation that is based on the objectives of cross-cultural teaching. A questionnaire was designed to collect data on the effect of students’ communicative competence training in cross-cultural English teaching, and t-tests and correlation tests were used to analyze the impact of the computer-assisted English teaching mode on students’ communicative competence training. The results of the study show that there is a significant difference between the dimensions of intercultural communicative competence of the experimental group of students applying the computer-assisted teaching mode and the control group under traditional teaching at the end of the teaching experiment (P&lt;0.05). At the same time, it was found that there was a positive correlation between the effect of communicative competence training and the factors in the teaching mode (r&gt;0), indicating that computer-assisted English language teaching can improve students’ intercultural communicative competence. This paper puts forward the optimization suggestions of communicative competence training from the aspects of teaching object and teaching design in order to improve teachers’ professional teaching ability and students’ intercultural communicative competence.