The Global People competency framework: competencies for effective intercultural interaction

This Competency Framework explains the competencies that are needed for effective intercultural interaction. In contrast to the Life Cycle Model for Intercultural Partnerships (see the Global People Toolbook) which presents the competencies by stage (i.e. key competencies are identified for each stage of a project life cycle), the Competency Framework presents them by clusters. Intercultural competencies can be grouped into four interrelated clusters, according to the aspect of competence they affect or relate to: - Knowledge and ideas - Communication - Relationships - Personal qualities and dispositions We overview these four clusters in Section 2. In Sections 3 – 6, for each competency cluster, we list the key component competencies, along with descriptive explanations of each of them. We also provide case study examples from the eChina-UK Programme to illustrate one or more of the following: - How the competency manifests itself; - Why the competency is important or is needed; - How the competency can be displayed in behaviour; - What problems may occur when the competency is not present. The Competency Framework is thus useful for those who wish to gain a systematic, in-depth understanding of intercultural effectiveness and the competencies need to achieve it

How are Global HR Competency Models Evolving for the Future?

Question: To update the HR competency model for the future, how are global HR competency models evolving? Are there any other HR Competency models that are being applied successfully in multinational organizations

Towards a competency model for adaptive assessment to support lifelong learning

Adaptive assessment provides efficient and personalised routes to establishing the proficiencies of learners. We can envisage a future in which learners are able to maintain and expose their competency profile to multiple services, throughout their life, which will use the competency information in the model to personalise assessment. Current competency standards tend to over simplify the representation of competency and the knowledge domain. This paper presents a competency model for evaluating learned capability by considering achieved competencies to support adaptive assessment for lifelong learning. This model provides a multidimensional view of competencies and provides for interoperability between systems as the learner progresses through life. The proposed competency model is being developed and implemented in the JISC-funded Placement Learning and Assessment Toolkit (mPLAT) project at the University of Southampton. This project which takes a Service-Oriented approach will contribute to the JISC community by adding mobile assessment tools to the E-framework

Determination of competency framework for technical and vocational education and training (TVET) educators in Nigerian tertiary institutions

Lack of competent TVET Educators in Nigerian institutions has led to several problems such as low quality graduates and unemployment. Competency is a vital element for assessing the quality of technical and vocational education and training (TVET) Educators. Therefore, this research investigated the TVET Educators ’ perceptions on competency needs in Nigerian tertiary institutions based on Malaysian Human Resource Development Practitioners (MHRDP) competency model for workplace learning and performance (WLP). Apart from that, this study also aimed at investigating the perception differences on competency elements among difference TVET tertiary institutions in order to enhance their quality. The study was fully quantitative and 218 questionnaires were systematically distributed to the TVET educators from five tertiary institutions based on the stratified sampling technique. A total of 205 questionnaires were returned. Descriptive and inferential statistical methods such as mean, EFA and ANOVA were used to analyse the data. The research found that Nigerian TVET educators perceived all the competency elements (25 constituents) as important; 19 out 25 constituents of competency framework were significantly related to Nigerian tertiary institutions. The research findings also revealed that there was no statistically significant differences among the TVET educators perception on competency elements across different types of TVET tertiary institutions. The developed competency framework for Nigerian TVET tertiary institutions contributes originally to the body of knowledge. The research recommends that government and other relevant authorities should emphasize on the implementation of the framework to tertiary institutions in Nigeria. A similar research should be undertaken to extend the result to reflect other Non-TVET educators in Nigeria

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

Teaching Competency of Teacher of Building Drawing Skill In SMK N 1 Sedayu Bantul

Teacher is an important element for the improvement of Indonesia’s education because teacher has a role to delivery subject matter directly to the student. The teacher must have good teaching competency so the aim of learning can be achieved. This research is explain how teaching competency in productive subject matter, building drawing course in SMK N 1 Sedayu Bantul. In this research the writer take research object was 6 teachers of building drawing course in SMK N 1 Sedayu Bantu. Data collection technique was indirect observation in 3 kinds of questionnaire. First questionnaire was for student participant, the second was for head master participant. The questionnaire consisted of 4 answer choice, (BS) very good, (B) good,(K) minus,(KS) very minus. The third was portfolio questionnaire for teacher participant. Data of this research was analyzed with descriptive statistics technique and descriptive quantitative. Result of the research show that in general teaching competency teacher in productive subject matter, building drawing course SMK N 1 Sedayu Bantul can be categorized in good category. From 6 indicators of teaching competency 83,3% were good and 16,66% was minus. The indicators categorized as good category were indicator of teaching instrument usage, giving motivation, indicator of assessment, the use of teaching method, interaction between teacher and student, However, for presentation matter was categorized as minus. Second, result of this research indicated that there was correlation between head master assessment and student assessment for teaching competency. The student assessment was more objective than head master’s assessment because the number of student was bigger than the number of head masters that just one person. The student had enough time to fill up the questionnaire so the result was more accurate. The student was more understand because the teacher aught them every day. Third, this research indicated that there was no correlation between assessment of teacher portfolio and their teaching competency, it means, for the student, high result of portfolio assessment didn’t increase the teachers’ teaching competency. So, portfolio assessment can’t be absolute reference to assess the teacher competency. Keyword: Teaching competency, Productive subject matter, Pedagogic competency, Personal competenc

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

Confidentiality and treatment of young adults : proposals for amendments : the Gillick Proposition

The law does not determine between legal competency and actual competency of minors in medical issues. The objective of this paper is to put forward proposals to amend the legislation to redefine legal competency on the base that understanding should have more bearing than age. The English landmark case of Gillick is used to analyse the Maltese situation. The Maltese legislation was examined and it resulted that there is no legal definition of what competency is. Various legislations use different ages to define competency. The Genito-Urinary (GU) Clinic was even given permission to assess a minor’s competency itself and if it is determined by the medical professional that the minor is competent then such minor will be treated without the need for parental consent. To substantiate the claim, in 2009 the researcher carried out empirical research using both qualitative and quantitative methods. Questionnaires were given to children aged between 6 and 18. Structured and semistructured interviews were used to interview legal and medical professionals involved in the field. By triangulating the results the conclusion reached is that that minors do seek treatment without parental consent and that there are medical professionals who already treat minors without parental consent. There is the need for legal reforms to substantiate the reality of actual competency of minors.peer-reviewe

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

Do Competency Frameworks Influence Business Performance? An Empirical Study of the Nigerian Banking Sector

The competency-based management system has grown to become one of the most influential HRM tools of the 21st century. However, there remains limited empirical data addressing the relationship between the adoption of a competency framework and organizational performance. The study reported upon in this paper is based within the Nigerian banking sector. A qualitative methodological approach was adopted, employing interviews with employees of the top ten high street banks in Nigeria. The result of the field data was subsequently analyzed using NVivo in order to achieve the aim of the research. The findings revealed that competency-based management frameworks are being used and that indeed they are a key management tool within the selected Nigerian banks. Importantly, the findings clearly suggest the adopted competency frameworks are having a positive impact on the banks’ performance