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

Key competency development and students use of digital learning objects

The inclusion of key competencies in the New Zealand Curriculum (2007) has presented challenges for teachers in their efforts to gather evidence and detail student progress for reporting purposes. Research identifies the need to adopt different evaluation processes and systems, as outcomes and progression in key competencies is fundamentally different from those associated with more conventional learning. It also suggests the use of digital tools may assist in this process, but offers few suggestions as to how this might take place. This article introduces and describes a current research project utilising a thinking skills framework and screen-recording software to map students’ interaction with digital learning objects, and explore the extent to which they provide opportunities to develop thinking and relating to others competencies. It suggests the approach offers potential to make explicit for reporting purposes the nature and quality of students’ thinking, and how their interaction with others in groups, influences their ability to solve problems presented by the objects. However, it also suggests the approach may suffer from manageability challenges, and that student-led administration systems need to be developed to ensure its viability in whole class context

Manajemen Pengembangan Kompetensi Guru sebagai Determinan Kinerja Guru

Teacher performance is a very determining factor for the quality of education, which will have an impact on the quality of graduates after finishing school. Competence in the last decade has become an important issue and made every teacher empowerment in improving the quality of education in Indonesia at this time, so researchers are interested in discussing the management of teacher competency development as an effort to take part in providing education, especially teacher competency development management. The purpose of this study is to determine the management of teacher competency development as a determinant of teacher performance. The type of research used is quantitative descriptive research. There is an influence of teacher competency development management on teacher performance. It is based on a value of R2 (R Square) of 0.68. This shows that 68% of Teacher Competency Development Management has a positive effect on teacher performance

Leadership, Competencies, and Clinical Supervision: A Mixed-Methods Study of Clinical Supervision in Recreational Therapy

Clinical supervision (CS) is important to student interns and novice professionals, as it provides guidance for competency development. However, in recreational therapy (RT), there are few requirements for a CTRS to be qualified to supervise interns. There is also minimal research regarding the effectiveness of current clinical supervisory and leadership practices in RT, or their effect on competency development in interns. Therefore, the purpose of this mixed methods study was to identify the factors of CS that predict competency development among RT interns during their 560-hour internship. Additionally, this study sought to understand the prominent leadership behaviors and competencies among clinical supervisors in RT and how those behaviors and competencies impact competency development in RT interns. Purposive sampling was used to recruit supervisor-intern dyads (N=24). Self-assessment surveys were used to measure relationship quality between each supervisor and intern pair, as well as supervisor competency and intern competency change. Intern competencies at the beginning of the internship were measured retrospectively, followed by a post-internship measure. Interns who completed the quantitative portion of the study were recruited for an individual follow up interview. Semi structured interviews were completed with 10 RT interns via Zoom video conferencing software. Regression analysis was used to determine what factors predict competency development. Results indicate that competency prior to internship and intern’s perception of relationship quality are the two strongest predictors of competency development among RT interns. Five themes emerged from the qualitative data. Qualitative reports indicate that supervisor communication style, demonstrated RT competencies, mentorship, personality, and scaffolded learning approach all contributed to intern competency development. Both quantitative and qualitative results were presented side by side in a joint display table, highlighting these themes as contributors to high-quality relationships or intern competency development. Implications for the RT profession are discussed

BCBSF/UNF Health Care Competency Development Program

BCBSF/UNF Health Care Competency Development Program flyer. Includes attachments: BCBSF/UNF Health Care Competency Development Program – General Information/Summary, Frequently Asked Questions & Answers, and Program Course List

Analysis of Employee Competency Development

AThis research aims to examine the analysis of the competency development of the State Civil Officials in Tangerang Regency. This study uses a descriptive qualitative research method with an inductive approach. Primary data collection comes from observations and interviews with informants, namely employees who have the authority and duties in developing the competence of Officialsin Tangerang Regency, and Secondary Data obtained from documents at the Tangerang Regency Personnel and Human Resources Development Agency. Researchers used the data analysis technique of the Miles & Huberman model. Competency development carried out by the Tangerang Regency Personnel and Human Resource Development Agency has not been running effectively due to a lack of cooperation built by the Tangerang Regency Personnel and Human Resource Development Agency, the implementation of the Training Needs Analysis has not been maximized, the ineffectiveness of the implementation of education and training, there is still political intervention in the implementation of transfer, as well as the lack of motivation for civil servants in Tangerang Regency. So that the Personnel and Human Resources Development Agency for Tangerang Regency needs to build cooperation by conducting information dissemination and field visits related to the conditions for developing civil servant competencies, maximizing the SIMPEG and SIDAK applications to streamline the implementation of Training Needs Analysis, increasing supervision in organizing training and carrying out transfer management based on the principle put the right people in the right places

Antecedents of Organizational Competency Development

One of the most important tasks of managing further education in an organizational setting is to make sure that the employees can apply the competencies developed in the business processes they are involved in. Based on qualitative interviews and a literature research we propose a number of factors which influence knowledge transfer within an organization. The influence factors are translated in an evaluation framework that is further applied in a preliminary study to assess the eligibility of the scales we used. We discuss related work in order to highlight the importance of quantifying the results of interorganizational further education and argue that the strength of our approach lies in the integrative view of competency management which takes a series of stakeholders into account. Although this paper is research in progress, the first results are promising and call for further in-depth research

COMPETENCY: DEVELOPMENT, INTEGRATION, AND APPLICATION

Many companies and organizations are increasingly focusing on human capital as a competitive advantage in a rapidly changing environment. To achieve business success, companies are expecting their employees to perform at higher levels, to be more customer-responsive, more process-oriented, more involved in shared leadership and more responsible for creating the knowledge that adds value to an organization’s distinguishing capabilities. When embarking on the path of selecting and defining competencies, an organization needs to pause for an introspective review. Linking competencies to the organization’s purpose, goals and values is the key to positively affect the organization’s direction and bottom line. Competencies can be categorized into one of four groups, organization-based, individual-based, technical and behavioral. From a strategic direction approach, the organization that knows and understands its core competencies and capabilities can use them to attain a strategic advantage. In addition, the organization understands that there is a diverse cross section of organizational competencies that are necessary for fulfilling its mission. Successful application of competencies lies in how they are defined. Simplicity and measurability are keys for competencies to be accepted and measured throughout an organization.Keywords: competencies, core competencies, organizational competencies, simplicity and measurabilit

The Relationship Between Individual Competencies and Creativity of Cadet with Knowledge Sharing: A Case Study at the Indonesian Pilot Academy

Purpose: This study aims to analyze the effect of knowledge sharing on competency development, knowledge sharing on individual creativity, and competency development on individual creativity for cadets.   Theoretical framework:  Knowledge sharing is a culture of social interaction that involves knowledge, experience and skills between members in an organization.  Competency is a factor in achieving an organizational goal so that individual performance can increase. For creativity can be assumed as human power or ability to create something and then become the final result of a person's thinking.   Design/methodology/approach: This type of research is explanatory research conducted with the quantitative approach with 50 respondents from cadets at Politeknik Penerbangan Surabaya. The data analysis technique is used structural equation modeling (SEM) analysis with partial least square (PLS) tools.   Findings:  This results are knowledge sharing has positive effect on the Competency Development, knowledge sharing has positive effect on Individual Creativity, and competency development has positive effect on Individual Creativity for cadets.   Research, Practical & Social implications:  This research contributes to the application of teacher performance in learning class to improve competency development on individual creativity so that learning is more effective.   Originality/value:  The results obtained in this study are innovative and relevant for lecture, in the context of knowledge sharing, competency development, and individual creativity for cadets.

Assessing self-responsibility in employability competencies development among Australian engineering students: introductory report

Self-responsibility study initially outlined the importance of ‘self-directed Adult learning’ either as the method or the outcome of education. Attention was given to the different interest of individual’s in accepting responsibility for their professional development. In this regard, several sources reveal the need for learners to take their own responsibility for developing employability competencies development. However, the concern must be expressed at the incompleteness of research into the personal responsibility for competency development