The implementation of a competency based assessment system for applicants for a restrictive licence for cadastral surveying

The Surveyors Board of Queensland has the responsibility for assessing the standards and regulating cadastral surveyors within the state. Recent legislative changes have required the Board to implement a competency based assessment scheme. This paper summarises the legislative framework and the theory of competency based assessment. It goes on to describe the development of competency standards for surveyors and the implementation of an assessment scheme. The move to a competency based assessment system was a substantial task undertaken by the Board and the paper discusses some useful lessons that may be learnt by other jurisdictions considering a similar move

Skill competency development strategies by a contractor

Construction skills are one of the vital aspects of construction work which is growing in importance due to skill gaps and skill shortages during different economic cycles. The aim of this study was to investigate competence development strategies by a traditional construction company within its own pool of skill resources and among its supply chain members. The study was carried out via literature review, empirical studies involving a focus study, analysis of documentary evidence supported by unstructured interviews and a report of skill development/supply chain conference. The study demonstrates how long-term skill development can be achieved through: (a) strategic capacity planning which allows high retention, continuous training, and balanced construction demand and contractor’s supply capacity over the long term; (b) updating and upgrading the knowledge base of the supply chain through conferences and training schemes; (c) strategic investment in the workforce through training, vocational and higher degrees; and (d) acquaintance with different sources of finance. This study will assist small traditional firms in building competencies in skill development and improvement. It will assist an international audience who may face similar issue with their construction firm

A Competency-based Approach to Faculty Development

Background—Faculty development at the Virginia Commonwealth University School of Medicine (VCU SOM) has previously focused on enhancing teaching and learning in the medical and clinical education settings. While this work is important, this narrow focus does not address all facets a faculty member’s role. To broaden their programming, the VCU SOM faculty development team adopted a competency-based approach to the development and planning of faculty development activities. Summary of work—The Senior Associate Dean for Faculty Affairs completed a research project focused on successful medical faculty who promote through the tenure process and advance in their careers. She identified the following categories for success: teaching, service, scholarship, advancing, and leadership. Each of these categories contains action-focused competencies that align with career progression addressing early, mid, and late career stages. The faculty development team adopted the identified competencies to their curriculum development and planning processes. Summary of results—The results of this adoption have been clearer goals for learners, a mapped structure for faculty development activities, and a broader range of topics offered that align with career stages. Discussion—Faculty development activities are now categorized into five (5) categories: Teach, Lead, Serve, Discover, and Advance with each category color coded for easy recognition in event marketing materials. A new logo reflecting these competency categories is now included on all Office of Faculty Affairs communications. Faculty are beginning to recognize and register for activities they need for promotion, tenure, and advancement. Conclusions—The adoption of the competencies for success from the Senior Associate Dean’s study has enriched faculty development offerings providing a recognizable structure allowing faculty to easily identify competency areas for development

Effect of Sequence of Simulated and Clinical Practicum Learning Experiences on Clinical Competency of Nursing Students

Two different sequences of blocks of simulated and clinical practicum learning experiences compared the clinical competency development of nursing students using a randomized crossover design. Competency was measured 3 times: after each block of simulated and clinical experiences and after a final simulated experience. No significant differences in competency scores between the 2 groups across the 3 time points were found. Using alternative models of clinical and simulation learning may help address barriers to the delivery of clinical education faced by schools of nursin

The Impact of Human Capital on Information Literate Behavior Among Librarians:A case study at University of Diponegoro

Information literacy has become one of the key competency needed by any individual in the information age. Librarians as information professionals are required to play its part in developing this competency. For librarians themselves, this competency become a twofold obligation. First, they have to be information literate so that they can make the most use of information for their own need, for any purposes. Second, they have the obligation to teach this competency to library users, so that they can access, evaluate and use information critically and wisely. The competency itself can be gained through various ways (Bruce, 1997) : including information literacy education. However, in Indonesia, information literacy education for librarians has not been widely available. While information resources proliferate, librarians have not been formally armed with skills to critically harness new formats of information resources. Therefore their information literacy competency development rely more on the knowledge of information skills gained through life experiences. This phenomena can be analyzed by using the sociological perspective of human capital. Through the lens of human capital theory, information literacy is the accumulation of one’s knowledge through general education, training (either general or specific) and other life experiences related to information handling, such as technology use, access to sources of information, etc. These three factors will help individuals develop their information literacy. This paper try to examine the relationship between human capital development and information literate behavior among librarians

Growing Leaders: Innovations in the Competence Development System of Estonian Top Civil Service

The aim of this paper is to analyse the experiences of creation, implementation and development of the competency framework of the Estonian top civil service and the possibilities of contributing to the attainment of the state’s strategic goals through the development of the competencies of top civil servants. Firstly, on the basis of selected literature, the paper provides a short overview of the notions of competencies and competency frameworks. Secondly, the paper describes the creation, implementation and updating of competency framework of top civil servants of Estonia. Thirdly, the paper discusses the efficiency of different methods in the development of competences of top civil servants.

Cultural competency in the delivery of health services for Indigenous people

Aim and objectives This review aims to examine available evidence on cultural competence in health care settings to identify key approaches and strategies that can contribute to improving the development and implementation of Indigenous health services and programs. The objectives are to: 1. define cultural competency –– we consider the significance of cultural competence and how it has been defined in international and local literature, including the use of similar terms and meanings 2. report on the quantity, nature and quality of available evidence –– we look at available evidence on cultural competency in Australia, New Zealand, Canada and the United States, including how cultural competence has been measured, and assess the quality of the evidence against basic methodological criteria 3. identify approaches and strategies that are effective in improving cultural competency among health services staff 4. examine the relationship between cultural competency and health outcomes 5. develop an evidence-informed conceptual framework of cultural competency

Developing the knowledge-based human resources that support the implementation of the National Dual Training System (NDTS): evaluation of TVET teacher's competency at MARA Training Institutions

Development in the world of technical and vocational education and training (TVET) on an ongoing basis is a challenge to the profession of the TVET-teachers to maintain their performance. The ability of teachers to identify the competencies required by their profession is very critical to enable them to make improvements in teaching and learning. For a broader perspective the competency needs of the labour market have to be matched by those developed within the vocational learning processes. Consequently, this study has focused on developing and validating the new empirical based TVET-teacher competency profile and evaluating teacher’s competency. This study combines both quantitative and qualitative research methodology that was designed to answer all the research questions. The new empirical based competency profile development and TVET-teacher evaluation was based upon an instructional design model. In addition, a modified Delphi technique has also been adopted throughout the process. Initially, 98 elements of competencies were listed by expert panel and rated by TVET institutions as important. Then, analysis using manual and statistical procedure found that 112 elements of competencies have emerged from seventeen (17) clusters of competencies. Prior to that, using the preliminary TVET-teacher competency profile, the level of TVETteacher competencies was found to be Proficient and the finding of 112 elements of competencies with 17 clusters was finally used to develop the new empirical based competency profile for MARA TVET-teacher. Mean score analysis of teacher competencies found that there were gaps in teacher competencies between MARA institutions (IKM) and other TVET institutions, where MARA-teacher was significantly better than other TVET teacher. ANOVA and t-test analysis showed that there were significant differences between teacher competencies among all TVET institutions in Malaysia. On the other hand, the study showed that teacher’s age, grade and year of experience are not significant predictors for TVET-teacher competency. In the context of mastering the competency, the study also found that three competencies are classified as most difficult or challenging, twelve competencies are classified as should be improved, and eight competencies are classified as needed to be trained. Lastly, to make NDTS implementation a reality for MARA the new empirical based competency profile and the framework for career development and training pathway were established. This Framework would serve as a significant tool to develop the knowledge based human resources needed. This will ensure that TVET-teachers at MARA are trained to be knowledgeable, competent, and professional and become a pedagogical leader on an ongoing basis towards a world class TVET-education system

The effect of education and training on competency

This paper analyses the concept of competence and the important effect of education and training on the individual competence, hence the organizational competence. The purpose of this paper is first to describe the development of competence and define it; second, to study comparatively two different cases on the effect of education and training on competency. The paper addresses whether education and training has an effect on individuals’ competency and therefore on organisational competency. The literature review reveals two cases that studied the effect of education and training on competency. One case shows that there is an effect on competency, but the other case shows that there is no effect. The research methodology used in this paper is a comparative study. The comparative analysis method is used to investigate and analyse critically both cases through a comparative frame work in order to better understand the two different results. This comparative analysis reveals that there is indeed a positive relationship between education and training on competency despite the different result of the two different cases. The implication of the study is that education and training has to be properly implemented for there to be an effect on competence