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Journal articles on the topic 'Competency Based Management'
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Lišková, S., and P. Tomšík. "Competency-based approach to human resources management." Agricultural Economics (Zemědělská ekonomika) 59, No. 11 (November 29, 2013): 496–504. http://dx.doi.org/10.17221/68/2013-agricecon.
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The paper deals with the competency approach to human resources management. The approach is seen as one of the possibilities to effectively manage work performance. The paper focuses on defining the term competency, components of competency, types of competencies, and on identification of competencies. The paper also focuses on the competency models, their types, approaches to them, and the procedures of their creation. Finally, the paper summarizes the possibilities of the use of the competency approach in various spheres of management of human resources, and it describes the connection of the competency approach with the strategic management.
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Albanese, Robert. "Competency‐based Management Education." Journal of Management Development 8, no. 2 (February 1989): 66–76. http://dx.doi.org/10.1108/eum0000000001343.
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A.R., Akhmedjanov. "Competency-based Human Resources Management System at Service Enterprises." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (July 25, 2020): 144–49. http://dx.doi.org/10.5373/jardcs/v12sp7/20202092.
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Ilahi, Mounira, Lilia Cheniti Belcadhi, and Rafik Braham. "Semantic Models for Competence-Based Assessment." International Journal of Human Capital and Information Technology Professionals 5, no. 3 (July 2014): 33–46. http://dx.doi.org/10.4018/ijhcitp.2014070103.
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Recognizing the inadequacy of current traditional knowledge-based assessment systems in Higher Education to achieve performance visibility, it is needed to rethink how to design new assessment approaches that can respond to the corporate requirements of the 21st century and reflect the learners' competences. This paper considers the Competence-Based Assessment. It explores the importance of competency and competence modeling conceptual understanding. The research reviews the benchmark literature on the concepts, models and approaches of competence and competency and explores the confusions surrounding the pair of concepts; thus enabling to build the competence-based assessment approach within e-learning environments in an effective and efficient way. The proposed approach is characterized by the convergence of lifelong, formal, non formal and informal competence-based learning activities.
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Gruzina, Inna. "The essence and features of the competency-based approach to strategic enterprise management." Development Management 18, no. 4 (August 20, 2021): 30–40. http://dx.doi.org/10.21511/dm.18(4).2020.04.
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Increasing the role of an employee as a determining factor in the economic growth of an enterprise makes managers change the philosophy of management, directing it towards the realization of employees’ unique abilities. The effective implementation of the strategic direction of action depends on the knowledge, skills and personal characteristics of specialists, i.e. competencies that are a source of competitive advantage and a strategic factor in the enterprise development. In this regard, it is necessary to study the competency-based approach features in order to identify the opportunities for application in the strategic management of an enterprise. The purpose of the study is to clarify the essence of the competency-based approach and substantiate the need for its application in strategic management. The object of the study is the process of strategic enterprise management. The following methods were used: abstract-logical, analysis and synthesis – to clarify the essence of the competency-based approach; formation of conclusions; and graphical technique – to visualize the results. The views on the essence of the competency-based approach are analyzed and the lack of research on its importance for ensuring effective strategic management at different levels is noted. Taking into account the transformation of the essence of strategic enterprise management and the significant dependence of its effectiveness on professional competence of strategic decision developers and executors of their decisions, the essence of the competence-based approach is specified. It provides for the involvement of specialists with the necessary knowledge, skills, ability to objectively perceive information, use experience and intuition in determining promising areas of action, and take responsibility for decisions to achieve strategic goals for the implementation of the stages of strategic analysis and strategic selection. This will allow managers to involve employees in the process of making strategic decisions, focusing not only on their job positions, but primarily on the availability of a set of competencies necessary for strategic management and the appropriate level of their manifestation in professional behavior. A likely result can be a reduction in the time for the implementation of the relevant stages of strategic management and an increase in the likelihood of achieving strategic goals due to a correctly chosen strategy of future actions.
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GREY, MITZI, JOAN GURVIS, and FROSTENIA SMITH. "Competency-Based Orientation." Nursing Management (Springhouse) 23, no. 9 (September 1992): 128L. http://dx.doi.org/10.1097/00006247-199209000-00039.
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Keech, Ruth R., and Donna K. Jackson. "Competency-Based Orientation." Nursing Management (Springhouse) 18, no. 4 (April 1987): 82???83. http://dx.doi.org/10.1097/00006247-198704000-00021.
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Ahn, Mark J., and Daniel Dornbusch. "Competency‐based benchmarking." Benchmarking: An International Journal 11, no. 2 (April 2004): 190–202. http://dx.doi.org/10.1108/14635770410532615.
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Walsh, Aidan P., Denis Harrington, and Peter Hines. "Are hospital managers ready for value-based healthcare?" International Journal of Organizational Analysis 28, no. 1 (January 13, 2020): 49–65. http://dx.doi.org/10.1108/ijoa-01-2019-1639.
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Purpose Hospital organisations are currently experiencing significant challenges that have encouraged a move towards a value-based approach to health care. However, such a transition requires understanding the underlying competencies required to enable such a focus. This paper aims to undertake a systematic review of the available literature on managerial competencies in hospitals and considers these in a value-based health-care context. Design/methodology/approach A systematic literature review was conducted to identify research studies that describe the characteristics of management competence in hospital environments. Findings Categories and sub-categories of management competence in hospitals were identified and considered in a value-based health-care context. Research limitations/implications The systematic literature review identifies a need for further research regarding managerial competencies of managers of hospitals. Competencies for managing in a value-based health-care model also require deeper investigation. Practical implications The categories of management competence provide guidance to organisations transitioning towards value-based health care in terms of identifying and developing management competencies. Hospitals should consider the development of a competency model that includes broader categories of competencies than purely clinical or professional competencies. Originality/value This study builds upon and advances previous reviews of management competence in hospitals, and the competency categories presented can be used as a basis to identify management competency requirements in hospitals.
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Jamieson, Lynn M. "Competency-Based Approaches to sport Management." Journal of Sport Management 1, no. 1 (January 1987): 48–56. http://dx.doi.org/10.1123/jsm.1.1.48.
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This article reviews the development of interest in and concern for training and education of sport specialists. A review of research in competency-based education that relates to sport management and related fields provides an overview of the values of learning about specific job tasks of a sport manager. Competencies in sport management presented from a study of educational, municipal, and military settings show no significant difference between settings and certain significant differences in professional level. Further research is presented that shows differences in how educators and practitioners rate the importance of competencies in the field. Implications for practice suggest that more research is needed in order to gain further understanding of leadership requirements in the sport management profession.
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Levy, Yair, and Michelle M. Ramim. "An Assessment of Competency-Based Simulations on E-Learners’ Management Skills Enhancements." Interdisciplinary Journal of e-Skills and Lifelong Learning 11 (2015): 179–90. http://dx.doi.org/10.28945/2309.
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There is a growing interest in the assessment of tangible skills and competence. Specifically, there is an increase in the offerings of competency-based assessments, and some academic institutions are offering college credits for individuals who can demonstrate adequate level of competency on such assessments. An increased interest has been placed on competency-based computer simulations that can assist learners to gain tangible skills. While computer simulations and competency-based projects, in general and particularly in management, have demonstrated great value, there are still limited empirical results on their benefits to e-learners. Thus, we have developed a quasi-experimental research, using a survey instrument on pre- and post-tests, to collect the set of 12 management skills from e-learners attending courses that included both competency-based computer simulations and those that didn’t. Our data included a total of 253 participants. Results show that all 12 management skills measures demonstrated very high reliability. Our results also indicate that all 12 skills of the competency-based computer simulations had higher increase than those that didn’t. Analyses on the mean increases indicated an overall statistically significant difference for six of the 12 management skills enhancements between the experimental and control groups. Our findings demonstrate that overall computer simulations and competency-based projects do provide added value in the context of e-learning when it comes to management skills.
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von Meding, Jason, Joel Wong, Sittimont Kanjanabootra, and Mojgan Taheri Tafti. "Competence-based system development for post-disaster project management." Disaster Prevention and Management 25, no. 3 (June 6, 2016): 375–94. http://dx.doi.org/10.1108/dpm-07-2015-0164.
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Purpose – One of the key elements contributing to successful post-disaster project teams is individual competence. Each project participant brings his or her own knowledge, experience and ideas to the collective. The kind of chaotic and fragmented environment that is common in post-disaster scenarios presents specific barriers to the success of projects, which can be mitigated by ensuring that staff members possess competencies appropriate for their deployment to particular contexts. The paper aims to discuss these issues. Design/methodology/approach – The study utilizes a mixed-methods approach, incorporating unstructured interviews to extract key factors of competence, project barriers and strategy, and a subsequent questionnaire survey, designed to quantify the various elements. Interviews were undertaken and analysed using a cognitive mapping procedure, while survey data were processed using SPSS. The data were then utilized in the development of a software prototype using Design Science Research methodology, capable of modelling the deployment of staff under various disaster scenarios. Findings – Analysis of the survey and cognitive mapping data, in conjunction with relevant established frameworks, has allowed the classification of relevant competency elements. These elements have subsequently been measured and modelled into the competency-based tool and developed into a working prototype. Originality/value – The developed system offers novel disaster competency assessment criteria. The system contains a variety of real-life scenarios derived from extensive data collection. These multi-hazard scenarios are embedded with knowledge and competency valuation criteria that can facilitate actors to assess their team’s knowledge based on selective scenarios. In disaster response, time is a critical element, and this tool assists decision makers. It can enable disaster response actors to evaluate and assemble the appropriate personnel to deploy into disaster areas and into specific types of disaster environment.
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Harianto, Joanggi Wiriatarina, Nursalam Nursalam, and Yulis Setiya Dewi. "Patient Safety Based Knowledge Management SECI to Improve Nusrsing Students Competency." Jurnal NERS 10, no. 2 (October 15, 2015): 324. http://dx.doi.org/10.20473/jn.v10i22015.324-331.
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Introduction: Patient safety is an important component of health services quality,and basic principles of patient care. Nursing students also have a great potential to make an action that could endanger the patient, because hospital is one of student practice area. The purpose of this study was to improve the nursing students competency in patient safety by using knowledge management SECI approached. Method: The study used exploratory survey, and quasy experiment. The samples were some of nursing students of STIKes Muhammadiyah Samarinda who were on internship programme that selected using simple random sampling technique, in total of 54 students. This research’s variables were the knowledge management SECI based-patient safety and nursing student’s competency. The data were collected by using questionnaires and observation. The data were analyze by using Partial Least Square (PLS). Result: The result showed that there were significant influence the implementation of a model patient safety based knowledge management seci on increased competence nursing students. Discussion: Improved student competency in patient safety using SECI knowledge management was carried out in four phases, that is Socialization, Externalization, Combination, and Internalization. The result was a new knowledge related to patient safety that able to improve the student’s competency..Keywords: Patient safety, Knowledge management, SECI, competency
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VRANIAK, LUKÁŠ, LUKÁŠ MAZÁNEK, and ZDEŇKA KONEČNÁ. "COMPETENCE APPROACHES: REVIEW OF CURRENT CONCEPTS AND THEORIES." AD ALTA: 07/02 7, no. 2 (December 31, 2017): 134–37. http://dx.doi.org/10.33543/0702134137.
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Purpose of the article: Purpose of the article is to provide an overview of the original ideas and theoretical approaches in the field of competence approach of project managers. Methodology/methods: A comprehensive review of the most cited scientific literature and articles published predominately in past ten years in personnel oriented journals was carried out. Scientific aim: The contribution is the identification of the different understanding of competence and competency definitions and competence based approaches (Management by Competencies, Competence models) to obtain holistic view and the ability to perceive competences/competencies as an important part of project management in all its contexts. Findings: There had been identified differences in perception of competence and competency. Next up competencies were classified and application of competency model in work of project managers thanks to management by competencies had been introduced. Conclusions: The paper provides better understanding of the topic and are subsequently a basis for processing research in the current state of managerial competencies in Czech companies with project passed organizational structure.
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Kneedler, Julie, Sandra E. Collins, Mary A. Gattas, and Sheron A. Lavery. "Competency-based Career Ladders." Nursing Management (Springhouse) 18, no. 7 (July 1987): 77. http://dx.doi.org/10.1097/00006247-198707000-00019.
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Bushuyev, Sergiy D., Denis A. Bushuev, Natalia S. Bushuyeva, and Boris Yu Kozyr. "ІНФОРМАЦІЙНІ ТЕХНОЛОГІЇ РОЗВИТКУ КОМПЕТЕНЦІЙ МЕНЕДЖЕРІВ З УПРАВЛІННЯ ПРОЕКТАМИ НА ОСНОВІ ГЛОБАЛЬНИХ ТРЕНДІВ." Information Technologies and Learning Tools 68, no. 6 (December 27, 2018): 218. http://dx.doi.org/10.33407/itlt.v68i6.2684.
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Global processes and their trends taking place in various fields of knowledge with a significant acceleration affect the development of information and communication technologies and project management competences, programs and project portfolios. The purpose of the article is to develop and investigate the mechanisms for assessing the project managers’ competences for their development based on global trends and Agile's flexible methodology in project management in creating modern information and communication technologies in the field of project management. Global trends that create challenges in developing project management competences and programs are related to global acceleration, digitalization of society, development of block chains, cloud and fog technologies, active introduction of intelligent systems, transition from "rational economy" to "behavioural economy". The convergence of these trends creates a new platform for the effectiveness of applying existing methodologies, knowledge systems and methods for evaluating the competence of project managers. On the basis of convergence, integration and harmonization of methodologies for project and program management, a step-by-step approach to research has been identified. The formation of an updated system of competences based on global trends lies in the replacement of paradigms from traditional life cycle project models to flexible models such as Agile. Decision-making in the conditions of uncertainty on the basis of datamining become more justified. The article deals with modern information models of projects and programs, changing system of project managers’ competences, bringing together decision-making models and methods. At the same time, the change of competences, as actions or functions that project managers must perform, affects the model of competency and the assessment system, including key indicators of competency. The informative model of diagnostics application of competency models and methods of project management in digital and "behavioural economics" is based on the use of flexible methodologies. Some key indicators of competency are defined that are applied in the assessment of the project manager competency based on his competences in the project team. Patterns of project managers' behaviour when designing product and project management have been studied. The patterns allowed authors to identify bottlenecks in applying Agile project management methodologies in the convergence of trend information models and technologies. An example of information technology for managing the competency assessment of project managers by the IPMA ICB4 model is given.
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Kasturi, Kasturi. "Madrasah Tsanawiyah Principal Competency-Based Supervision Management Model." Dinamika Pendidikan 12, no. 2 (March 1, 2018): 114–24. http://dx.doi.org/10.15294/dp.v12i2.13560.
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This research aims to develop a competency-based supervision model as a strategy to address the quality of education issues in Madrasah Tsanawiyah. The specific objective of this research is to identify various aspects that need to be prepared in supervision development, designing and piloting the model and analyzing the effectiveness of the competency-based supervision model by the principal of madrasah in teacher’s professionalism improvement. The research method used Research and Development (R&D) with the following stages: research and information gathering, planning, product development, testing, and final product improvement stage. The supervision activities consist of three activities, namely planning, implementation and supervision follow-up. The supervision planning activity is technical guidance planning. The planning is centered on the principal as a supervisor and teacher involvement as the supervision object. The supervision implementation is held twice every semester towards teacher and learning by using directive model. The supervision follow-up activities are learning improvements. The overall supervision implementation has gone well with the score of 83.3. Most of the Madrasahs have conducted scheduled and periodic supervision. The development of supervision modell that emphasizes the Madrasah Tsanawiyah principal’s competence strengthening is done by developing the focus and objectives of the supervision, not only in the academic aspect, but also the managerial aspect and the human resources improvement through the implementation of collaborative management.
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Salman, Mohammad, Showkat Ahmad Ganie, and Imran Saleem. "The concept of competence: a thematic review and discussion." European Journal of Training and Development 44, no. 6/7 (May 25, 2020): 717–42. http://dx.doi.org/10.1108/ejtd-10-2019-0171.
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Purpose This paper follows three objectives. The paper aims to demonstrate a synoptic view of the historical evolution of competence, significant growth and changes in conversation. The second objective is to investigate the meaning and definitional usage of competence and competency. The third objective is to present a synoptic view of different dimensions of competence. Design/methodology/approach This paper reviews the selected literature spanning from 1959 to date from various databases using the following keywords: competence, competency, employee competence, employee competency, competency management and competency-based management. A total of 170 studies were selected in the first wave. In the second wave, a detailed assessment was made, as suggested by Tranfield Denyer and Smart, to ascertain the relevance of the articles. In this way, only 63 studies were selected for the review. This study also considers other relevant literature. Findings The historical evolution demonstrates that competence scholarship has focused on use of the concept in different fields and contexts, theoretical frameworks for competence development and strategic relevance of competence-based (demand-based) human resource management. Results also suggest that the term competency and competence are interchangeably usable. Finally, the review summarizes a total of 16 dimensions of competence, studied in various contexts and classifies them into hard and soft competence and further dividing them into knowledge, skill and self-actualization-related competence. Research limitations/implications This paper discusses various research implications for human resource development scholars and professionals. Originality/value This paper is a unique attempt to review the literature on three themes of employee competence.
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MULHOLLAND, J. "Competency-based learning applied to nursing management." Journal of Nursing Management 2, no. 4 (July 1994): 161–66. http://dx.doi.org/10.1111/j.1365-2834.1994.tb00148.x.
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Reinaldo Tanihatu, Arthur, Sutrisno T., Nurkholis, and Wuryan Andayani. "The role of regulatory pressure and competence in the application of accrual-based accounting through organizational culture." Problems and Perspectives in Management 17, no. 1 (February 28, 2019): 130–41. http://dx.doi.org/10.21511/ppm.17(1).2019.12.
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The study aimed to examine the effect of regulatory pressure and competence on the application of accrual-based accounting through organizational culture. This research was conducted at the Central Maluku and South Maluku Regency regional work unit, Maluku Province. The sampling technique utilized in this study was proportionate stratified random sampling. There were 102 respondents from 17 SKPD, and 6 respondents were from each SKPD. Research result exhibited that regulatory pressure, competence, and organizational culture significantly influence the application of accrual-based accounting. The organizational culture successfully mediates the influence of regulatory pressure and competency on the application of accrual-based accounting. This research model differs from previous research, namely on the development of research models by incorporating organizational culture as a media variable. Previous studies only explained the model partially the relationship of regulatory pressure, competency, organizational culture to the application of accrual-based accounting, while in this study the variables were explained in a new model unit.
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Murphy, M. E. "Implementing innovation: a stakeholder competency-based approach for BIM." Construction Innovation 14, no. 4 (September 30, 2014): 433–52. http://dx.doi.org/10.1108/ci-01-2014-0011.
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Purpose – The purpose of the paper was twofold: to review established literature to define and classify BIM; and to identify gaps in current BIM literature with respect to stakeholder competency. Construction projects adopt innovation to address client requirements. Building information modelling (BIM) has been cited as one such innovation. However there is concern that the industry lacks the mechanisms to effectively implement BIM. It is proposed that the problem lies in that BIM is currently being delivered as a project rather than an innovation; and the failure to address stakeholder competency as the key delivery agent of BIM. Design/methodology/approach – A qualitative study using literature and gap analysis techniques was undertaken to establish the “state of the art”. Using an established Competency Framework 31, studies on BIM were assessed. A matrix was developed aligning the BIM studies with the Competency Framework and the findings systematically evaluated to identify gaps in the current literature. Findings – BIM was defined as a technical innovation and classified as a “System” of multiple innovations. Aligning the literature identified that BIM literature has largely focussed on strategic competence with some evidence of technical competence. However, there was scant investigation of information and communication competence which ranks as the most critical competency for BIM implementation. The study identified that whilst the competency-related literature on BIM was not yet rich enough to provide a sound conceptual foundation for investigation, it was evident that BIM implementation aligns closely with the innovation process. Practical implications – The findings highlighted the imperative of developing a competency-based approach for BIM implementation. Social implications – It was anticipated that a competency-based approach will provide insights to benefit construction industry clients and inform the targeted training of project stakeholders. Originality/value – BIM must be implemented as an innovation using a competency-based management approach as the key delivery mechanism.
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Langbert, Mitchell. "Toward the Virtue-Based Business School." Journal of Interdisciplinary Studies 23, no. 1 (2011): 97–116. http://dx.doi.org/10.5840/jis2011231/26.
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U.S. business schools' commitment to positive social science has led to their excluding ethics from the core curriculum. In place of ethics, management scholars have adopted either nihilism or, more frequently, a subliminal virtue ethics. The nihilistic approach has influenced some executives, contributing to the business world's moral malaise. The literature on managerial competency is an important example of the subliminal approach. The competency-based approach to teaching management has gained increasing recognition as a research paradigm and a pedagogical tool. But it omits justice from its catalogue of virtues. Justice ought to serve as the foimdation of managerial competence. Because Aristotle's approach to ethics is compatible with the existing literature, it can be integrated with the instructional model adopted in some business schools. A competency-based ethics founded on justice and natural law would integrate ethics with the business curriculum and be more effective than positivism in fostering ethical business behavior.
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Haddad, Ghada, and Anne Greene. "Quality Risk Management—A Role-Based Competency Model." PDA Journal of Pharmaceutical Science and Technology 74, no. 1 (September 13, 2019): 58–72. http://dx.doi.org/10.5731/pdajpst.2019.010496.
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Haddad, Ghada, and Anne Greene. "Quality Risk Management—A Role-Based Competency Model." PDA Journal of Pharmaceutical Science and Technology 74, no. 1 (2020): 58–72. http://dx.doi.org/10.5731/pdajpst.2019.10496.
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Rezgui, Kalthoum, Hédia Mhiri, and Khaled Ghédira. "Extending Moodle Functionalities with Ontology-based Competency Management." Procedia Computer Science 35 (2014): 570–79. http://dx.doi.org/10.1016/j.procs.2014.08.138.
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Prideaux, G. "Making Management Development Relevant: A Competency Based Approach." Asia Pacific Journal of Human Resources 24, no. 4 (November 1, 1986): 45–49. http://dx.doi.org/10.1177/103841118602400412.
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ANDRUNIK, Andrey P., Lyudmila I. DROBYSHEVA-RAZUMOVSKAYA, Alexander V. DUBROVSKY, Evgeniy A. TSARIYEV, and Andrey A. MURALEV. "Document Support for Modern Management: Competency-based Approach." Journal of Advanced Research in Law and Economics 6, no. 1 (November 24, 2016): 14. http://dx.doi.org/10.14505/jarle.v6.1(11).02.
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Numerous studies conducted in different countries have revealed a direct link between the level of personnel competence and innovation performance of the company, which may be expressed in a practical ability to effectively apply knowledge and skills in solving professional problems. However, analysis of the tasks set out in the framework of a new paradigm ‘Management 2.0’ leads to the conclusion that the question of the development of new models of competencies that can bring the modern enterprise management to a new level remains open. The article discusses the relevance of the forming document support competence in future managers and the need to improve vocational training of students in Russian universities. The scientific objective of this study is to justify the process of forming document support competence in vocational training of students in universities on the basis of the developed and tested model of forming document support competence. As a hypothesis, the study examines the assumption that the effective formation of document approach competence of graduates will be achieved through implementation in the learning process of students of a specialized training course in conjunction with a complex of pedagogical conditions of effective formation of document support competence.
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Calvin-Naylor, Nancy A., Carolynn Thomas Jones, Michelle M. Wartak, Karen Blackwell, Jonathan M. Davis, Ruthvick Divecha, Edward F. Ellerbeck, et al. "Education and training of clinical and translational study investigators and research coordinators: A competency-based approach." Journal of Clinical and Translational Science 1, no. 1 (January 13, 2017): 16–25. http://dx.doi.org/10.1017/cts.2016.2.
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IntroductionTraining for the clinical research workforce does not sufficiently prepare workers for today’s scientific complexity; deficiencies may be ameliorated with training. The Enhancing Clinical Research Professionals’ Training and Qualifications developed competency standards for principal investigators and clinical research coordinators.MethodsClinical and Translational Science Awards representatives refined competency statements. Working groups developed assessments, identified training, and highlighted gaps.ResultsForty-eight competency statements in 8 domains were developed.ConclusionsTraining is primarily investigator focused with few programs for clinical research coordinators. Lack of training is felt in new technologies and data management. There are no standardized assessments of competence.
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Shet, Sateesh V., S. V. Patil, and Meena R. Chandawarkar. "Competency based superior performance and organizational effectiveness." International Journal of Productivity and Performance Management 68, no. 4 (April 8, 2019): 753–73. http://dx.doi.org/10.1108/ijppm-03-2018-0128.
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Purpose The purpose of this paper is to explore the relationship between competency-based performance management and organizational effectiveness (OE). It signifies the importance of developing competency-based performance concept in organizations. Since conventional performance management systems (PMSs) are diminishing and as organizations are looking for breakthrough PMSs, this research attempted to fill the gap from stakeholder’s perspective – employee, manager and organization in devising new approach in PMS. Design/methodology/approach The research design involved developing scale for “competency-based superior performance” and validating scale for “organizational effectiveness,” The data for this survey are collected from 292 respondents through structured questionnaire. Hypotheses depicting aforementioned relationships were empirically tested in the context of competency-based performance practices in organizations based in India. Structural equation modeling (SEM) technique was used for data analysis. Findings The empirical results provide methods to accelerate the performance management initiatives based on a leadership competency model (LCM), which are necessary for building performance culture in the organization. The paper contributes by developing a new scale for measuring competency-based performance practices. The scale for OE is revisited. A positive relationship between competency-based superior performance and OE with productivity, adaptability and flexibility has been empirically confirmed using SEM. Research limitations/implications The paper limits the performance measurement concept using leadership competencies. Practical implications The developed model will act as a building block for performance measurement in organizations. This paper promotes LCM to be applied in creating a performance-based culture. Originality/value This is a unique attempt to test the relationship between competency-based performance management and OE.
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Martanto, Joko, and Hady Efendy. "Implementation of Performance Management in Inspectorate General of the Ministry of Law and Human Rights." International Journal of Human Resource Studies 8, no. 1 (December 5, 2017): 125. http://dx.doi.org/10.5296/ijhrs.v8i1.12043.
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This research is conducted on the basis that the success of achieving the goals of a company required an effective management, efficient and have the competitiveness in managing human resources owned. Through implentasi good performance management, the company can manage the performance of human resources owned so that it can work optimally and can achieve the desired goals. Efforts Inspectorate General of the Ministry of Law and Human Rights in order to create effective and efficient performance management, which is competitive and can support productivity is by applying a competency-based performance management system. The purpose of this research is to explain the implementation of the competency-based performance management system in the Inspectorate General of the Ministry of Human Rights, and to analyse and explain the supporting factors and inhibiting the implementation of competency-based performance management system in the Inspectorate General of the Ministry of Law and Human Rights. The research method used in this research is descriptive qualitative. The results of this study indicate that the implementation of competency-based performance management system in the Inspectorate General of the Ministry of Law and Human Rights is included in the pattern of management of Human Resources Management Based on Competence (MSDMBK).
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Midhat Ali, Muhammad, Sheheryar Mohsin Qureshi, Muhammad Saad Memon, Sonia Irshad Mari, and Muhammad Babar Ramzan. "Competency Framework Development for Effective Human Resource Management." SAGE Open 11, no. 2 (April 2021): 215824402110061. http://dx.doi.org/10.1177/21582440211006124.
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Competence becomes competitive advantage for a business at all times. Making human resource more effective, competence-based hiring, development, and performance evaluation are popular phenomena discussed in the literature though not very common in practice. Despite their importance, the reason these are not commonly implemented may be the complexity of the subject and the absence of a generalized framework, which can be adopted with little or no modifications. There have been efforts made for competency framework development, but these are occupation-specific and usually limited in implementation. A need for an easily replicated general framework exists, which has followed a structured and scientific methodology utilizing professional expertise during development, which is simple to understand and is applicable to as many jobs as required. This article examines in detail the development approach of a generic competency framework using scientific tools and producing weighted ratings of competencies. The purpose is to establish confidence in potential users for a methodology that is applicable to the development of a similar framework for a diverse array of jobs.
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Assensoh-Kodua, Akwesi. "The resource-based view: a tool of key competency for competitive advantage." Problems and Perspectives in Management 17, no. 3 (August 9, 2019): 143–52. http://dx.doi.org/10.21511/ppm.17(3).2019.12.
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The increasing turmoil in the external organizational setting or business environment has focused attention on capabilities and resources as the primary source of competitive advantage. Obviously, this statement points to the application of the resource-based view (RBV) of organizational management. Nevertheless, what constitutes RBV remains an illusion in many quarters of organizational management, as scholars have managed to put up their personal ideas, and managed to converge on phenomenon-driven theories, in addition to RBV. This paper reviews the concepts of RBV in light of knowledge management to highlight some critical pitfalls that might have eluded the research community on the subject matter of RBV. To this end, this paper’s educational value lies in the fact that it simplifies the concept of RBV to the new researcher in a fashion that is capable of appealing to his or her level. A cross-sectional qualitative research approach was employed in an effort aimed at understanding the role of RBV in creating a sustainable competitive advantage and key competencies. A total of 20 relevant articles were searched from different databases and search engines, including Scopus, EBSCO, ABI Inform, IEEE, PubMed, Science Direct, SABINET, IEEE, Bing, Science Direct, and Google Scholar. The findings indicate that RBV plays an important role and assists organizations not only create, nurture, and maintain competitive advantage, but also understand the collective resources needed to compete favorably in a globalized and highly competitive market. With expert knowledge workers at its core to provide support for knowledge creation, sharing, and utilization, the RBV principles discussed in this paper promise to guarantee a methodological step geared towards the achievement of competitive advantage. It, therefore, makes an incremental contribution to the RBV to attain modest improvement in organizational settings.
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Yuniantoro, Andi. "IT Competency Model for IT People." ACMIT Proceedings 4, no. 1 (March 19, 2017): 23–33. http://dx.doi.org/10.33555/acmit.v4i1.54.
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Speed of innovation in Information Technology will not aligned with speed of capability human resource in theorganization, if there is no strategy in human resource development especially in information technology.Information Technology and Human Resource need a framework that can link both as key success factor oforganization in implementation information technology. Framework will defined competency based on jobdescription IT people in organization, competency standard as reference in mapping with job description we can get from The European e-Competence Framework (e-CF) or SFIA (Skills Framework for the Information Age). After we get list of competency aligned with job description from IT people, we can mapping competency to job roles in organization structure. From this we already have a competency framework based on job description and related to job roles. We can use this framework for Human Resource Development in Information Technology, through assessment IT people based on competency framework, we can found gap competency of IT people and fulfill gap competency with training. Or we can use this competency framework for reward management of IT People, Career management of IT People, Training development of IT People and recruitment/selection of IT People.
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Isa, Khairunesa, Abd Rahman Ahmad, Rosman Md. Yusoff, Fauziah Ani, and Fadzlunesa Isa. "NEWS Analysis Towards Youth Financial Competency Management." International Journal of Engineering & Technology 7, no. 2.29 (May 22, 2018): 1151. http://dx.doi.org/10.14419/ijet.v7i2.29.15146.
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This is a descriptive study of the financial management competency of rural youth. Around 200 youths from areas of Parit Raja, Batu Pahat Johor participated as respondents for this study. Lack of knowledge in managing finances and imbalance in mitigating lifestyles are chief factors which caused youth to be within the highest group declared bancrupt in 2014. 36 items in the survey was ued as intrument for this study which are respondents’ background, spending pattern based on NEWS Analysis, competeny level in financial management and challenges faced in managing finances. Results yielded showed that expenditure pattern for youth in ‘needs’ are significantly higher than those in ‘wants’. Eventhough the ratio is rather small which is 1:30, the level of competency of youth finance is rather high at the value of min 4.04. Nevertheless, the challenges faced by respondents are at an average level (min=3.14). In conclusion, rural youths has high level of literacy. This is due to the exposure obtained when they were young and spending pattern based on NEWS Analysis. Hence, even though youth faced obstacles they are nevertheless aware and know the steps which need to be taken to ensure the stability of their finances.
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Tehseen, Shehnaz, Farhad Uddin Ahmed, Zuhaib Hassan Qureshi, Mohammad Jasim Uddin, and Ramayah T. "Entrepreneurial competencies and SMEs’ growth: the mediating role of network competence." Asia-Pacific Journal of Business Administration 11, no. 1 (January 24, 2019): 2–29. http://dx.doi.org/10.1108/apjba-05-2018-0084.
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PurposeThe purpose of this paper is twofold. First, to examine the influence of two dimensions of entrepreneurial competencies, namely, strategic competency and ethical competency on the growth of small and medium enterprises (SMEs); and second, to explore the role of network competence as a mediator among these understudied variables.Design/methodology/approachThe data for this study were collected from wholesale and retail-based SMEs in Malaysia through a standard structured questionnaire. PLS–SEM approach was utilised to analyse the data.FindingsAlthough the findings did not reveal a direct effect of strategic and ethical competencies of entrepreneurs on SMEs’ growth, these competences, however, were found to be influential in driving their growth when network competence was used as a mediator.Originality/valueThe existence of a mediation effect between strategic and ethical competencies and SMEs’ growth via network competence has provided insights which add new knowledge to the extant entrepreneurship and SMEs’ performance literature.
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Ebert, Thomas J., and Chris A. Fox. "Competency-based Education in Anesthesiology." Anesthesiology 120, no. 1 (January 1, 2014): 24–31. http://dx.doi.org/10.1097/aln.0000000000000039.
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Abstract The Accreditation Council for Graduate Medical Education is transitioning to a competency-based system with milestones to measure progress and define success of residents. The confines of the time-based residency will be relaxed. Curriculum must be redesigned and assessments will need to be precise and in-depth. Core anesthesiology faculty will be identified and will be the “trained observers” of the residents’ progress. There will be logistic challenges requiring creative management by program directors. There may be residents who achieve “expert” status earlier than the required 36 months of clinical anesthesia education, whereas others may struggle to achieve acceptable status and will require additional education time. Faculty must accept both extremes without judgment. Innovative new educational opportunities will need to be created for fast learners. Finally, it will be important that residents embrace this change. This will require programs to clearly define the specific aims and measurement endpoints for advancement and success.
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Pillay, Rubin. "Towards a competency-based framework for nursing management education." International Journal of Nursing Practice 16, no. 6 (December 2010): 545–54. http://dx.doi.org/10.1111/j.1440-172x.2010.01880.x.
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Draganidis, Fotis, and Gregoris Mentzas. "Competency based management: a review of systems and approaches." Information Management & Computer Security 14, no. 1 (January 2006): 51–64. http://dx.doi.org/10.1108/09685220610648373.
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Albanese, R. "Competency-Based Management Education: Three Operative and Normative Issues." Journal of Management Education 14, no. 1 (January 1, 1990): 16–28. http://dx.doi.org/10.1177/105256298901400102.
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Marx, Johan, and Cecilia Jacoba de Swardt. "Towards a competency-based undergraduate qualification in risk management." Qualitative Research in Financial Markets 12, no. 1 (November 1, 2019): 96–117. http://dx.doi.org/10.1108/qrfm-10-2018-0110.
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Purpose The purpose of this paper is first to determine the competencies required of risk managers and second to consider the implications of such competencies in determining modules for inclusion in the curriculum framework of an undergraduate qualification in risk management. Design/methodology/approach A qualitative research approach was followed, involving risk management professionals in a focus group and making use of interactive qualitative analysis (IQA). Findings The competencies identified are managerial and risk management knowledge, attributes such as assertiveness and steadfastness and ethical values, as well as people and technical skills. These are explained in greater detail in this paper. Research limitations/implications The unique contribution of the current research was the innovative use of IQA for data collection, the removal of subjectivity and the rigour in analysing and presenting the results. The results provide a starting point for designing a curriculum that will both meet the requirements of the professional body and will equip graduates with the best possible combination of knowledge, attributes, values and skills needed by the risk management profession. The implications for further research include that a comparative IQA study of the competencies of risk managers using academics from the field could be undertaken, as well as a study of the design, benchmarking and validation of a proposed curriculum for an undergraduate degree in risk management. The purpose of this study was not to compile a curriculum for a new BCom (risk management). However, this was beyond the scope of the current study. IQA uses rigour and eliminates the bias of the researcher, and the one limitation of this research lies in the use of a focus group, which resulted in the findings not being generalizable as the case would have been with a representative sample used in the positivist paradigm and using appropriate statistical analysis. However, this study was exploratory and could serve as a valuable starting point for further research in this area to perform a comprehensive curriculum development. Practical implications This study found that constituents of the focus group perceived that the following competencies are required of risk managers, namely, knowledge, skills, attributes and values. These competencies correspond closely with the competencies indicated in the Risk and Insurance Management Society (RIMS) Professional Core Competency Model, except that RIMS subdivides knowledge into three categories, namely, business, organisational and risk management knowledge. Similarly, RIMS distinguishes between management skills and technical skills. The attributes identified by the focus group of this study were similar to those identified by RIMS. However, the focus group emphasised values such as integrity, ethical conduct, respect and accountability. However, unlike RIMS, these were not perceived as one of the five core competencies, but rather as a stand-alone competency in its own right, which risk managers need to be successful. RIMS could consider reviewing its core competencies by allocating three closely related aspects, namely communication, collaboration and consultation to technical skills. Core competencies may be replaced by core values, which are literally at the centre of all the competencies required. Such core values are enhanced by the RIMS Code of Ethics (2019) and significantly contribute to the professionalization of risk management. RIMS could also consider providing guidelines to universities for those competencies that could be taught or learnt, to be included in their curricula and to accredit universities who meet such requirements. Social implications The findings of this study also serve as a starting point for the reintroduction of a BCom (risk management) degree by Unisa. Despite the requirements of the South African Qualifications Authority (SAQA) and the Council for Higher Education (CHE), this study demonstrated that a specialised degree in risk management needs to be offered to meet the need expressed by IRMSA for professional risk managers in Southern Africa, and such a degree should ideally be curriculated based on the competencies identified in this article. The implication for public policy is that SAQA and the CHE need to reconsider their rigid stance about the composition of specialised qualifications, and rather set a range of 33-50% for subjects from the field of specialisation that must be included in the curricula of specialised degrees. As indicated by this research, a combination of subjects from different disciplines is required to enhance the competencies and employability of risk management graduates. Originality/value The use of IQA is a novel way of ensuring rigour and objectivity in arriving at the required knowledge, attributes, values and skills of risk managers, and aids in the compilation of a new curriculum for an undergraduate qualification in risk management, thus ensuring the qualification will provide a competency-based qualification that will meet the needs of the profession.
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Murranka, Patricia A., and David Lynch. "Developing a Competency-based Fundamentals of Management Communication Course." Business Communication Quarterly 62, no. 3 (September 1999): 9–23. http://dx.doi.org/10.1177/108056999906200302.
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An innovative course in fundamentals of management communication derives from competency-based instruction. Course designers created a list of competen cies and behavioral objectives for each of four modules: business writing funda mentals, formal report writing, informative oral presentations, and persuasive oral presentations. Students receive the list before instructions. Students also gain instruction in class or through self-study or both. They are assessed through multi ple forms of assessment, and those assessments are measured in relation to individ ual demonstration of competencies rather than course norms. In general, the stu dents, faculty, and administration have viewed this course positively.
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Suwarsi, Sri, Ernie Tisnawati Sule, Ernie Tisnawati Sule, Hilmiana ., and Arief Helmi. "Implementation of Competency Based Human Resource and Knowledge Management to Organizational Culture and Organizational Performance Implication." International Journal of Human Resource Studies 4, no. 3 (September 1, 2014): 255. http://dx.doi.org/10.5296/ijhrs.v4i3.5987.
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This study aims to analyze : (i) implementation of competency based human resource management, knowledge management, organizational culture and organizational performance, (ii ) the effect of the implementation of competency based human resource management and knowledge management either simultaneously or partially on organizational culture; (iii) the effect of the implementation of competency based human resource management and knowledge management either simultaneously or partially on organizational performance, (iv) the influence of organizational culture on organizational performance, and (v) the influence implementation of the competency based human resource management and knowledge management simultaneously to organizational performance through organizational culture.The analysis unit of the study conducted in 42 regions in the five state-owned energy sector companies in Indonesia. Therefore, the units of observation in this study were composed of 47 middle managers, 81 line managers and 155 employees. Meanwhile, to determine the simultaneous or partial influence implementation of competency-based human resource management and knowledge management of organizational culture and its implications for organizational performance, directly or indirectly, it was analyzed by using the Structural Equation Model (SEM) based on the model variant with Partial Least Square (PLS), using Smart PLS software 2014.The results showed that (i) the implementation of competency-based human resource management, knowledge management, organizational culture and organizational performance has been achieved well, (ii) the simultaneous implementation of competency-based human resource management and knowledge management were very large effect of organizational culture, the partial implementation of competency-based HR management influential moderate of the organizational culture, the implementation of knowledge management moderately influence of the culture of the organization, and the implementation of competency-based human resource management had a very large positive relationship with the implementation of knowledge management, (iii) the simultaneous implementation of competency-based human resource management and knowledge management had a small effect on the performance of the organization and so not significant, the partial implementation of competency-based human resource management had a medium effect on the performance of organization and the implementation of knowledge management had a very small effect (3.02%) on the performance of the organization, (iv) the organizational culture had a medium influence on the performance of the organization, (v) the simultaneous implementation of competency-based human resource management and the knowledge management had a very large effect on the performance of the organization through organizational culture.
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Arpentieva, Mariam, Olga Duvalina, Svetlana Braitseva, Irina Gorelova, and Anna Rozhnova. "Applying the competence-based approach to management in the aerospace industry." MATEC Web of Conferences 158 (2018): 01003. http://dx.doi.org/10.1051/matecconf/201815801003.
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Problems of management in aerospace manufacturing are similar to those we observe in other sectors, the main of which is the flattening of strategic management. The main reason lies in the attitude towards human resource of the organization. In the aerospace industry employs 250 thousand people, who need individual approach. The individual approach can offer competence-based approach to management. The purpose of the study is proof of the benefits of the competency approach to human resource management in context strategic management of the aerospace organization. To achieve this goal it is possible to obtain the method of comparative analysis. The article compares two approaches to personnel management. The transition to competence-based human resource management means (a) a different understanding of the object of management; (b) involvement in all functions of human resource management «knowledge – skills – abilities» of the employee; (c) to change the approach to strategic management aerospace industry.
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NEIDIG, JILL R., PEGGY DALGAS - PELISH, DEBRA L. JOHNSTON, JENNIFER GALLIGAN, ELEANOR LONGFIELD, KAREN MOSBY, and ANNE PETERSON. "Competency-Based Orientation in Pediatric Critical Care." Nursing Management (Springhouse) 24, no. 5 (May 1993): 96J. http://dx.doi.org/10.1097/00006247-199305000-00019.
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Wilkinson, Connie S., David Przestrzelski, Isabel Duff, and Kari J. Hite. "Competency-Based Telephone Triage Curriculum." Lippincott's Case Management 5, no. 4 (July 2000): 141–47. http://dx.doi.org/10.1097/00129234-200007000-00003.
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Purvis, Suzanne, Tamara Zupanc, Shelly VanDenBergh, and Helen Martin. "Population-Based Nursing Competency Development." Journal for Nurses in Professional Development 31, no. 4 (2015): 231–36. http://dx.doi.org/10.1097/nnd.0000000000000183.
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RUGAIYAH, RUGAIYAH. "STRATEGI MEMPEROLEH SUMBERDAYA MANUSIA PENDIDIKAN YANG BERMUTU." ALQALAM 27, no. 1 (April 30, 2010): 135. http://dx.doi.org/10.32678/alqalam.v27i1.586.
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Improving the quality ef education management begins with the improvement of human resources schools, principals as school managers need to have a high competence. To assume the principal's office is necessary to prepare the candidates who meet the qualifications and competence
Goals of this study to obtain strategy to get quality education through ; first competency mapping pricipal candidate, second; competency mapping for the principal candidates in terms of the total competence of the principal, third competency mapping principal candidate from each principal aspects of competence.
Surory approach use for this study data analysis with kuantitatif descriptive. Collecting data principal of competency with instmment by paper and pencil
Result of this study to Mapping of Competence Principal Candidate, first Mapping competencies for prospective principals principals only 3% of the candidates included in the category of high competence, and 46% of the principal candidates have been category, 51 % belong to low or very low. Second mapping competencies of principal are acquired 63% of the principal candidates have mastered the managerial competence and social competence, for competence and personal entrepreneurship 4 3% of the principal candidates master the competence, the competence for supervision while the only 26% controlled by the principal candidate. Third Mapping competencies for managerial competence, entrepreneurship, personal, supervision and social, there are some competencies have mastery and any competece have not master.
Based on mapping results, the implication of this study are : for the competence of managerial skills development priorities through education and training or workshop activities. For entrepreneurial competencies need to be trained to think of creative and innovative capabilities through case studies. For the supervision competencies need to be trained through simulation. For social competence and personality is only required to guide them through regular meetings.
Keywords: Strategy, qualified human resources, headmaster competence-managerial personality-supervision-social entrepreneurship.
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Lu, Hui, Hong Chen, Yong Yin, and Jie Yong Wang. "Comparative Study of Management Courses Teaching Competency from Two-View Based on Network Background." Advanced Materials Research 271-273 (July 2011): 1805–10. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1805.
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How to build Teaching Competency in response to the challenges caused by Network and Management Courses. This study designs questionnaires in the basis of reference to previous literature first, then explore the features of Management Courses Teaching Competency from "teachers" and "students" perspectives to do questionnaires and empirical study. In addition, this study provides proposals about effective management of educational courses by comparing the difference of competency between teachers and students view and the origin of conflict.
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Schilling, Jim F., and J. Randall Koetting. "Underpinnings of Competency-Based Education." Athletic Training Education Journal 5, no. 4 (October 1, 2010): 165–69. http://dx.doi.org/10.4085/1947-380x-5.4.165.
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Context: To understand and appropriately implement competency-based education (CBE) to its fullest potential in professional programs, an investigation of its evolution is required. Objective: To reveal the development of the CBE approach now dominating many professional programs in higher education, including Athletic Training Education Programs (ATEPs). While behavioral science research at the turn of the 20th century laid the groundwork for the CBE approach, the process used to establish its construct in education stemmed from scientific management methodology used in industry. A history of various educational paradigms, including social efficiency, essentialism, and vocationalism, contributed to the birth and eventual use of the CBE approach in professional programs. Data Sources: Literature reviewed for this article included published articles and books pertaining to CBE and the sciences, philosophies, theories, and educational paradigms that constitute the underpinnings of the CBE approach used in higher education professional programs. Data Synthesis: A contradiction of learning theories has led to inconsistent employment of the CBE framework, making its use inconsistent in professional programs. The emphasis in health care education programs, such as athletic training, has been on using specific behavioral objectives that provide distinct quantifiable data as competencies assessed within specific time frames, as opposed to incorporating integrated objectives as competencies with completion determined by level of skill achievement. Conclusions: Authenticity and immeasurable skills are examples of limitations with the CBE approach in athletic training programs. These limitations will be discussed and suggestions for future direction provided.
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Rezgui, Kalthoum, and Hédia Mhiri. "Towards a Semantic Framework for Lifelong Integrated Competency Management and Development." Computer Journal 63, no. 7 (August 15, 2019): 1004–16. http://dx.doi.org/10.1093/comjnl/bxz067.
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Abstract In the domain of technology-enhanced competency-based learning and training, there is an increased interest in the integration of competency-related information for supporting competency-driven decision-making purposes. Indeed, since competency development draws upon several related areas, including teaching subjects, instructional design, learning resource annotation, e-Portfolios and motivated by the need for an integrated and semantic-based approach to competency management and development, a series of ontological structures have been formalized and developed for each of these areas. This paper aims to provide a framework specification for lifelong competency management and development, called LCMDF. The main advantage of this framework lies in its ability to provide a unifying semantic foundation in the form of a set of controlled vocabularies for describing competencies and their related details within the contexts of technology-enhanced competency-based learning and training. Moreover, this framework provides a novel integrated model to support a wide range of use cases. The proposed framework results from reusing widespread international standards for competency modeling which helps designing and implementing interoperability architecture of semantically-enhanced competency-based learning/human resource (HR) systems.