Keys to Successful EPIQ Business Demonstrator Implementation

Shoikova, E., & Denishev, V. (2009). Keys to Successful EPIQ Business Demonstrator Implementation. Paper presented at the 'Open workshop of TENCompetence - Rethinking Learning and Employment at a Time of Economic Uncertainty-event'. November, 19, 2009, Manchester, United Kingdom: TENCompetence. [unpublished] For the book please see http://hdl.handle.net/1820/3191This paper presents the keys to successful implementation of the business demonstrator in high‐technology company EPIQ EA in electronic industry. The business demonstrator was designed and took place in the final stage of the TENCompetence evaluation work. It is related to the objective: To ensure the validity and viability of the approach during the project by performing real life pilot implementations in different organisational and international settings. The EPIQ business demonstrator has a unique piloting scenario because it involves an organisation, that has no previous experience with the competency‐related concepts, and has to make the entire shift (both methodologically and practically) from the traditional types of HR management process to the competency‐based talent management process. A competency‐based approach to developing the business demonstrator smart strategies and systems has been adopted. This process comprised of two parts. The first part included the analysis of the current and desired workforce competencies as the starting point for developing the talent management system that gives the HR team, executives, managers, and employees new power to drive performance and achieve immediate and long‐term strategic goals. The second part embraced the application of the competency‐based approach to create a cost‐effective, multiyear plan for building a fully integrated talent management system and pilot the TENCompetence organisational and technological infrastructure tailored to the organization’s unique culture, business processes and strategic goals. As significant outcome of the business demonstrator implementation a competence dictionary and set of competence profiles were created.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org

An Integrated Conceptual Model of Performance Appraisals and Succession Planning using Multi valued Evaluation

The quality of Human Resource and leadership are the two important determinants that determine the success of an organization. Though many organizations asserts that people are their most valuable asset, still very few organizations follows a structured approach for proper talent management i.e. the anticipation of needed human capital in organization, with appropriate system for retaining and rewarding their workforce. The paper proposes a model for performance based Succession Planning(SP) and Performance Appraisals (PA) on the basis of ordinal scale of measurements using expert opinion in terms of linguistic variables such as excellent performance high performance, Moderate and poor performance. The model presented in this paper is an attempt to help organizations in identifying and developing successors for the key position using data gathered through performance appraisals that will help in evaluating the performance of an employee using specific performance appraisals criteria. The proposed model will be beneficial for organizations in strategically identifying and developing required talent pool within the organization for internal promotions through performance appraisal reviews and competency assessments using fuzzy logic, multi valued evaluation model

The Effective Use of Competencies In the Irish Civil Service

This research explores the development of competency-based human resource management (HRM) in the Irish civil service. It builds on the research outlined in three previous CPMR discussion papers, on key HRM challenges facing the Irish public service, flexible working in the public service and the development of personnel management in the civil service. The paper begins by exploring some of the concepts of competency-based approaches to HRM. Three issues outstanding in the literature are identified: · whether competencies should be understood as behavioural traits or personal dispositions, or whether they should relate to a specific body of knowledge and skills required to do a job effectively · whether competencies should refer to a minimum standard required or to the characteristics of proficient or excellent performance · how broad or narrow competency statements should be, the danger being that if too broad they can be difficult to apply to specific situations, but if broken down into too many criteria they can become atomised or result in unmanageable lists. Current thinking is explored on the potential of competency-based management (CBM) to enable organisations respond to the challenges presented by globalisation,increased competition and constant change. It is suggested that CBM can enable organisations to build internal capacity to respond to such changes by identifying,building and leveraging new competencies, empowering individuals within organisations and encouraging innovation. Changing perspectives on HRM are explored as is the shift towards ‘soft’ approaches aimed at unleashing the potential that each individual can bring to the organisation. In addition, the review examines the role of competencies in the development of integrated HRM. In the same section of the report, current thinking on approaches to developing competency profiles and identifying competencies is discussed, in order to develop a framework for the effective use of competencies which can inform employee development and employee resourcing activities. The research then explores the development of competency-based HRM in the Irish civil service. Recruitment and selection is the area where most development in this regard has taken place. Currently, competencies are used as the basis for all aspects of recruitment to most civil service positions and to several local government and specialist positions. Competencies are also used in open competitions for promotion and for some internal promotions. The findings suggest that, in general, the approach has been well accepted by those who have been involved in the process to date, either as interviewers or interviewees. The perceived benefits of the approach include the provision of a holistic view of the person and a greater focus on the fit between what the person can do and the requirements of a job, and greater transparency, fairness and objectivity in the process. Nonetheless, it is also suggested that the process could be improved, particularly in relation to improving its predictive reliability. The research also outlines competency frameworks developed in three departments. The focus is on how these systems were promoted within departments, the range of competencies identified within frameworks and the process of using competencies. Also included in the review of competency-based HRM is the development of the Performance Management and Development System (PMDS), which was launched by the Taoiseach in May 2000. In the light of the development of an integrated competency-based approach to HRM, as outlined in Chapter Two of this paper and in the Programme for Prosperity and Fairness (PPF), a comparison is undertaken of the competencies found in the PMDS and those found in other competency frameworks used in the civil service. This comparative review highlights the similarities that exist between the various competency frameworks. Integration of the frameworks is possible, but integration should allow departments the flexibility to tailor generic competencies towards the business that they do. Achieving a balance between developing competencies that are relevant to those using them, and competencies that are sufficiently generic to preserve the civil service as a unified system in HR terms, is identified in the research as a particular challenge for managers. The research also explores current thinking and current trends in the development of competencies in other public administrations, with a view to informing thinking on how CBM might be developed further in the Irish civil service. The critical success factors in the development of approaches to CBM highlighted on the basis of international experience to date relate to: · leadership and top-level commitment to the process and employee participation in the development of frameworks · effective communication at all levels in the development of profiles and regular feedback to individuals on their performance · clear links between competencies, business plans and organisational objectives, and clarity about roles, work responsibilities and standards of behaviour required of employees · clarity about the roles of managers and employees in the CBM approach · an emphasis on training and developing people, rewarding good performance and dealing with underperformance · integration of competencies and CBM into HR strategies · monitoring and evaluation of the effectiveness of the approach and its implementation and integration

Maximizing Competency Education and Blended Learning: Insights from Experts

In May 2014, CompetencyWorks brought together twenty-three technical assistance providers to examine their catalytic role in implementing next generation learning models, share each other's knowledge and expertise about blended learning and competency education, and discuss next steps to move the field forward with a focus on equity and quality. Our strategy maintains that by building the knowledge and networks of technical assistance providers, these groups can play an even more catalytic role in advancing the field. The objective of the convening was to help educate and level set the understanding of competency education and its design elements, as well as to build knowledge about using blended learning modalities within competency-based environments. This paper attempts to draw together the wide-ranging conversations from the convening to provide background knowledge for educators to understand what it will take to transform from traditional to personalized, competency-based systems that take full advantage of blended learning

An Agent-based approach to modelling integrated product teams undertaking a design activity.

The interactions between individual designers, within integrated product teams, and the nature of design tasks, all have a significant impact upon how well a design task can be performed, and hence the quality of the resultant product and the time in which it can be delivered. In this paper we describe an ongoing research project which aims to model integrated product teams through the use of multi-agent systems. We first describe the background and rationale for our work, and then present our initial computational model and results from the simulation of an integrated product team. The paper concludes with a discussion of how the model will evolve to improve the accuracy of the simulation

The Needs Analysis of Training for Elementary School Teachers (Prior Analysis to the Research of Professional and Pedagogical Competencies Development in Civics Education)

ABSTRACT Purpose–Research on teacher training needs analysis in order to study the development of pedagogical and professional elementary school teachers competencies in Civic education aims to describe the level of pedagogical and professional’ elementary school teachers competencies gap and to describe the elementary teacher training needs in order to develop pedagogical and professional deficit. Method–This study is a descriptive research. The study sites spread across the elementary school teachers in 8 subdistricts which are Suruh, Bancak, Bringin, Pabelan, Tengaran, Kaliwungu, Getasan and Ambarawa. The sample consists of 72 teachers, taken by purposive clusters sampling. Data collection technique is using self-evaluation in the form of questionnaire that has been tested for the validity and reliability. Analysis showed that the corrected item-total correlation is 0,794 for the highest and 0,221 for the lowest. Reliability test results showed that the alpha reliability coefficient is 0.945. Moreover, the techniques of data analysis are using descriptive statistical analysis and gap analysis. Findings –The result of the analysis shows that there are1) the gap of teachers’ pedagogic competency is 23.07 %, 2) the gap of teachers professional competency is 30 % , dan 3) the gap of pedagogic and professional competencies includes;(a) developing the curriculum which is related to Civics Education, (b) conducting assesment and evaluation of the process and result of learning process, (c) using the result of assesment and evaluation for the sake of teaching and learning, (d) Doing refective action (Class Action Research) to enhance teaching and learning process, (e) mastering the concept and principle of protection and development of Human Rights and also fair and proper law enforcement, (f) developing the material of civics education creatively, (g) developing sustainable profesionalism through reflective action, (h) using information technology and communication for self developing action. Significance–This research discusses about the gap of elementary school teachers’ competencies, spesifically civics education. Gap occurs when there is discrepancy between ideal competencies and empirical competencies of teachers’ performance. The results of this research are useful for designing training in teachers’ competence