Dissertations / Theses: 'Components of competency development'

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Queiroz, Adriane Angélica Farias Santos Lopes de. "Projeto de rede de suprimentos: um modelo colaborativo para estruturação da rede de navipeças na Indústria de Construção Naval do Brasil." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/3/3135/tde-24032009-105153/.

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O objetivo deste estudo foi propor uma arquitetura de fornecimento de suprimentos capaz de garantir uma ICN Indústria de Construção Naval eficaz como um todo e eficiente no Brasil. O estudo parte da identificação e exame dos fatores condicionantes para a estruturação de uma rede de suprimentos, considerando que os recursos disponíveis na indústria podem favorecer a competitividade do todo e a natureza dessa indústria: em fase de reorganização de suas atividades e mobilizada pela entrega de projetos sob encomenda as embarcações. A proposição do framework teórico-conceitual para a estruturação da rede de suprimentos na ICN, com base em princípios colaborativos, parte de um diagnóstico geral da ICN no Brasil, caracterizando a rede de navipeças, realizado por meio de uma pesquisa do tipo survey. Com o resultado das análises, formam-se estratégias para a implantação deste modelo na rede analisada. Para tanto, consideram-se os fatores limitantes e incentivadores do seu processo de estruturação, gerando parâmetros de referência, que podem servir de base à consolidação de uma teoria sucinta sobre a gestão de relacionamentos na cadeia de suprimentos da ICN, ou até sobre o conceito de Supply Chain Management aplicado a indústrias dessa natureza. Espera-se, também, que se proporcione opção de estratégia para as empresas deste setor. The objective of this study was the consideration of a supply network capable of guaranteeing efficiency within the Brazilian Shipbuilding Industry (ICN Indústria de Construção Naval). The study was conducted under the identification and examination of the conditional factors of the structuring of a supply network, constantly considering that the available resources of the industry can promote the competitiveness of the whole, and the nature of this industry: in phases of reorganizing its activities and mobilized by (the) its made-to-order nature. The proposal of the theoretical-conceptual framework of the supply network structure of the Shipbuilding Industry was conceived on the basis of collaborative principles, initially beginning with a general diagnosis of the industry in Brazil, and then moving into the characterization of the component suppliers by methods of conducted surveys. The analyses pointed to the formulation of strategies for the implementation of this model within the analyzed network. Finally, the strengths and weaknesses of its structuring process were pointed in order to generate references for the consolidation of a plain theory for the relationship management among a network in the Shipbuilding Industry or on the concept of applied Supply Chain Management to this nature of industries, serving as strategical options for the companies of this sector.

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Cooper, Tara L. "Intercultural competency development in student success courses." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/779.

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Intercultural development is not an intentional goal or expected outcome for College Success courses. However, since such courses are designed to help students adapt to academic and campus cultures, an overlap and alignment between the development of intercultural skills and competence and the development of college competence might exist. This thesis investigated the degree to which intercultural learning was integrated into College Success courses at the curricular level, in instruction practices, and in the individual learning experiences of students, and it also identified current instructional activities most amenable to further targeting of intercultural learning. The research was guided by the following three questions. 1) What are the ways, if any, in which intercultural skills align with those skills seen as necessary for students' successful adaptation in academic and professional settings? 2) Do College Success instructors intentionally or unintentionally incorporate intercultural competence development into the curriculum and instruction? 3) What, if any, are the ways in which instructional practices in College Success courses contribute to intercultural skill development and help students leverage their current experiences with cultural differences? The research was focused on the study of one College Success class at a community college. Data was collected through multiple methods. Class sessions were observed. Interviews were conducted with students in the course, the instructor and the administrator responsible for the course. Documents, including the course syllabus, student learning outcomes, a selection of assignments and the course textbook were reviewed and analyzed. Research findings suggest that there is significant alignment between the development of college competence, as fostered in the College Success course studied, and the development intercultural competence, though such was unintentional and unrecognized by the instructor. The data also illuminated areas where course learning outcomes, curriculum, and instruction could be modified to further support the development of intercultural competency.

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Byrd, Rebekah J. "Promoting Counselor Skill Development for LGBTQ Competency." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/900.

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Minani, David Muhangwa. "Software developer competency framework." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1360.

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Thesis submitted in fulfilment of the requirements for the degree Master of Technology: Information Technology in the Faculty of Informatics and Design at the Cape Peninsula University of Technology 2013 The application of software systems in business organizations continue to increase as the Internet technology grows. Business processes that previously required manual interventions are becoming automated using software systems. The use of software systems is fundamental to electronic processing of business transactions. More business organizations, large and small, are utilizing information technology in order to have competitive advantage in the business arena. Software is ubiquitous. Among areas where software plays core roles are e-Banking where software systems are used to process banking transactions, e-Health where software systems are used to facilitate activities in the health sector, e-Commerce where software systems are used to facilitate online business transactions, e-Government where software system are used to facilitate government activities and e-Learning where software systems are used to facilitate the teaching and learning process. Nevertheless, the large number of failing software projects and the increase in software security problems coupled with shortage of skilled software developers are still major obstacles in the software development industry. Among others, the solution can be achieved by improving the competency of software developers so that software systems developed are of good quality, safe, robust, and support business objectives. Software companies and business organizations stand a big chance to increase their return on investment (ROI), if competencies of software developers are improved. A software developer plays critical roles in software development projects. A software developer, however, requires specific skills and knowledge in order to develop software systems that solve problems and deliver solutions. This research is about competencies of software developers. The research focuses on software development activities performed by software companies and business organizations within the Western Cape Province. The unit of analysis is software developers. Data pertaining to tasks performed by software developers, tools used by software developers and skills required were collected, examined and analysed. The objective of the research is to develop a competency framework for software developers. It can be used by institutions and the industry to provide better education. Most importantly, the industry will have access to competent software developers who can perform their job well. As justified in this research, knowledge of a competency framework for software developers is extremely essential.ÿ

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Головань, М. С. "Модель формування дослідницької компетентності". Thesis, Сумський державний педагогічний університет імені А. С. Макаренка, 2012. http://essuir.sumdu.edu.ua/handle/123456789/62979.

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Побудовано модель процесу формування дослідницької компетентності майбутніх фахівців у навчальному процесі вищого навчального закладу. В моделі виділено етапи (підготовчий, базовий, інтеграційний), стадії (самовизначення, самовираження, самореалізації) і відповідні їм три рівні (низький, середній, високий) розвитку дослідницької компетентності студентів. A model of the formation of the research competence of future professionals in the educational process of higher education was built. The model selected stages (preparatory, basic, integration), stage (self-determination, self-expression, self-realization) and the corresponding three levels (low, medium, high) of the research competence of students.

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Stupariu, Ioana. "Development and evaluation of a professional development framework for pharmacy undergraduate students to support their learning in professional practice." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557816.

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The roles of pharmacists have changed in the last decades requiring pharmacists to keep up with, and even anticipate, the changes in practice to continue to be competent healthcare professionals. Competency or professional development frameworks have been developed and validated to support pharmacists with their learning and development. However, such a tool has not been developed for pharmacy undergraduate students and it is sensible to think that such a framework might also help pharmacy students in their learning and competency development. Thus, the aim of this research was to identify competencies required of pharmacy undergraduate students and to develop, and evaluate the use of, a professional development framework for these students. A mixed methods approach was adopted in the two-phased study. A cross-sectional design was employed in the first phase. Literature on pharmacy students’ competencies was reviewed and a series of workshops, focus groups and interviews with pharmacy students and academics, and stakeholders in pharmacy were conducted to identify the competencies required of pharmacy students during their degree and to develop the framework. The findings of previous rounds of data collection fed into the subsequent rounds. After five iterations 17 competencies were identified and divided in two clusters: Professional; and Delivery of Patient Care Competencies. A longitudinal design was used in the second phase. The use of the framework was evaluated with third and fourth year pharmacy students who self-assessed their competencies three times in two schools of pharmacy over the academic year of 2009-2010. The students’ self-assessed competencies increased over the year and correlated positively with their examination results and perceived self-directedness towards learning. This research provides evidence that the framework captures pharmacy undergraduate students’ development of their competencies during the academic year based on their self-assessed competence. Thus, the framework can be used as a self-assessment tool to support their learning.

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Paul, Dennis D. Kennedy Larry DeWitt. "Critical components of staff development." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9101122.

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Thesis (Ed. D.)--Illinois State University, 1990. Title from title page screen, viewed November 10, 2005. Dissertation Committee: Larry D. Kennedy (chair), Michael A. Lorber, Thomas W. Nelson, Kenneth H. Strand. Includes bibliographical references (leaves 94-97) and abstract. Also available in print.

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Cole, Elise Marie. "Development of the Multicultural Competency Inventory-Client Version." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28011.

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Family therapists face a dramatic increase in the cultural diversity of their clients. Multicultural competence will help family therapists meet the needs of their increasingly diverse clientele (Kocarek, Talbot, Batka, & Anderson, 2001). The measurement of multicultural competence is necessary in order to evaluate the outcomes of multicultural competence programs and the services that minority persons receive. This study reports the development of an instrument to assess clientsâ perceptions of their therapistsâ multicultural competence that can be used in individual and family therapy. This instrument was developed through three phases: item generation and theme development, client feedback and evaluation of interrater reliability, and pilot and validity testing. Winsteps (Linacre, 2001) software was used to scale the measurement data to the Rasch Rating Scale Model, and evaluate the dimensionality, rating scale use, item fit, person fit, reliability and precision, as well as to create norms for interpreting the measures. Preliminary support for the MTCI-CV suggests a fairly reliable and valid measure at this stage. Additionally, logistic ordinal regressions were conducted to determine whether MTCI-CV measures are associated with client satisfaction level and goal attainment level. We found that positive client perceptions of therapist cultural competence (on the MTCI-CV) significantly contribute to the probability of clients expressing satisfaction and goal attainment in therapy. Ph. D.

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Sherron, Charles T. "Psychometric Development of the Adaptive Leadership Competency Profile." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2697/.

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This study documented the psychometric development of the Adaptive Leadership Competency Profile (ALCP). The ALCP was derived from a qualitative database from the National Science Foundation project (NSF 9422368) and the academic body of literature. Test items were operationalized, and subject matter experts validated 11 macro-leadership competencies and 65 items. Rasch rating scale measurement models were applied to answer the following questions: (a) How well do the respective items of the ALCP fit the Rasch rating scale measurement model for the 11 scales of the ACLP? (b) How well do the person's abilities fit the Rasch rating scale measurement model, using the 11 scales of the ALCP? (c) What are the item separation and reliability coefficients for the 11 ALCP scales? (d) What are the person separation and reliability coefficients for the 11 ALCP scales? This study also sought to discern whether the ALCP could predict leader effectiveness as measured by the likelihood ratio index and frequency of correct predictions indices. The WINSTEPS and LIMDEP programs were used to obtain Rasch calibrations and probit estimates, respectively. The ALCP profiles the frequency and intensity of leadership behavior. Composite measures were calculated and used to predict leadership effectiveness. Results from this study validated 10 competencies and 55 items.

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Xu, Qingzhang. "Development of photosynthetic competency in tall fescue leaves /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924948.

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Sheepway, Lyndal. "Influences on Competency Development in Speech Pathology Students." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/11449.

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Due to shortages of clinical education experiences for allied health students, there is a risk that curriculum decisions are made based on availability of experiences rather than evidence regarding competency development. This research was situated in the speech pathology profession in Australia. The aims were to establish current clinical education practices internationally and the drivers behind these practices, explore growth of competency in a cohort of students, and compare impacts of features of clinical placements on students’ competency growth. This was achieved through three related studies. University personnel from speech pathology programs in seven countries were surveyed regarding the clinical placement and supervisory models used and drivers for choice of these models. The COMPASS® competency assessment tool was used to compare competency development of third year speech pathology students in placements which differed by caseload, intensity and setting. Competency development across the final two years of an undergraduate program was also investigated. Traditional placement and supervisory models are most commonly used, with some correlations between frequency of use and opinions of effectiveness. Drivers for choice of models included availability of placements, clinical educator factors such as training and availability and standards of professional associations. Results indicate that competency follows a developmental continuum suggesting that learning and competency transfer between placements. Students in placements with a paediatric caseload had greater growth of competency than those with adult caseloads. There were no differences in competency growth between groups of students who completed different intensities of placements or settings. The sequences of placements experienced did not have a significant effect on competency over a longer term.

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Argotsinger, Jamie A. "Components of performance-based teacher evaluation systems related to teacher growth : a case study /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060087.

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Chicampa, Victor. "The development and empirical evaluation of an affirmative development coaching competency questionnaire." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85845.

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Thesis (MComm)--Stellenbosch University, 2013. ENGLISH ABSTRACT: This study aimed at developing and empirically evaluating an affirmative development coach competency questionnaire. The development and empirical evaluation of the affirmative development coach competency questionnaire forms the first phase of a larger project of developing and testing a comprehensive affirmative development coach competency model. A coaching@work competency model would help in clarifying and defining the characteristics that affirmative development coaches need to possess and what affirmative development coaches need to do and need to achieve to be successful on the job. Inequalities brought about by exclusionary policies in terms of education as well as employment that characterised South Africa before the advent of democracy meant that many members of the previously disadvantaged groups lack the necessary skills to succeed at work, especially the ability to occupy higher level positions. Theirs was the world of unskilled work. In order to rectify the injustices experienced by members of the designated groups the new post-apartheid government enacted policies and laws based on the principle of affirmative action. However the preferential hiring in favour of Blacks required by the affirmative action measures disadvantages organisations and the economy because most members of the previously disadvantage groups lack the necessary job competence potential to succeed at work. Affirmative development has to play an important role in rectifying the injustices of the past. Coaching in addition has to play an important role in honing the newly developed abilities and skills. The study aimed at identifying the various coach competencies that behaviourally constitute coach success. Competencies were derived from examining the outputs that need to be achieved through the competencies. Understanding the relationships between the affirmative development coaching competencies (behaviours) and the outcomes the affirmative development coach attempts to achieve was important because the relevance of the hypothesised competencies need to be validated (logically and empirically) against the structural network of outcomes. The study identified nine outcome variables namely employee personal learning, role clarity, job satisfaction, organisational commitment, employee self-efficacy, work engagement, contextual performance, task performance and intention to quit. Seventeen coach competencies were examined in this study. The proposed partial coach competency model shows various structural paths between the coach competencies and the coach outcome variables the coach is held accountable for. The objective of the research was to develop the Chikampa Coach Competency Questionnaire (CCCQ) aimed at measuring the seventeen coach competencies and to empirically evaluate the psychometric properties of the CCCQ. The hypothesis of exact measurement model fit was rejected but the hypothesis of close fit could not be rejected (p>.05). The position that the CCCQ measurement model fits the data closely in the parameter was found to be a tenable position. The fit indices reflected good model fit in the sample. The measurement model parameter estimates indicated that the indicator variables represented the latent coaching competencies satisfactorily. Discriminant validity was problematic. The seventeen latent coaching competencies as measured by the CCCQ are not clearly separate but tend to flow into each other. AFRIKAANSE OPSOMMING: Hierdie studie was gerig op die ontwikkeling and empiriese evaluering van ‘n regstellende ontwikkingafrigter1bevoegdheidsvraelys. Die ontwikkeling and empiriese evaluering van ‘n regstellende ontwikkingafrigterbevoegdheidsvraelys verteenwoordig die eerste fase in ‘n groter projek om ‘n omvattende regstellende ontwikkingafrigterbevoegdheidsmodel te ontwikkel. ‘n Afrigter@werk bevoegheidsmodel sou meewerk om die persoonseienskappe waaroor regstellende ontwikkelingsafrigters moet beskik te identifiseer en te definieer en om helderheid te kry ten opsigte van die handelinge wat regstellende ontwikkelingsafrigters moet verrig en die uitkomste wat hul daardeur moet bereik om as suksesvol geag te word. Ongelykhede wat te weeg gebring is deur die uitsluitingspolitiek in terme van opvoeding en werksgeleenthede wat Suid Afrika gekenmerk het voor die aanbreek van demokrasie het meegebring dat baie lede van die voorheenbenadeelde groepe die nodige vaardighede ontbreek wat vereis word om in die wereld van werk sukses te behaal, spesifiek die vermoë om hoër-vlak posisies te bekleë. Hulle was gedoem tot ‘n wereld van ongeskoolde werk. Ten einde die ongeregtighede wat lede van die aangewese groepe ervaar het reg te stel het die nuwe post-apartheid regering beleide en wetgewing verorden gebaseer op die beginsel van regstellende aksie. Die voorkeur-indiensneming van Swartes wat deur regstellnde aksiemaatreëls vereis word benadeel egter organisasies en die ekonomie omdat die werksbevoegdheidspotensiaal wat vereis word om in die wereld van werk te slaag by die meerderheid lede van die voorheenbenadeelde groepe ontbreek. Regstellende ontwikkeling moet ‘n belangrike rol speel in die regstelling van die ongeregtighede van die verlede. Afrigting moet daarbenewens ‘n belangrike rol speel om die nuutontwikkelde vermoëns en vaardighede te slyp. Die doel van hierdie studie was om die afrigerbevoegdhede wat vanuit ‘n gedragsperspektief afrigtersukses beliggaam te identifiseer. Bevoegdhede is geïdentifiseer deur die uitkomste te bestudeer wat via die bevoegdhede bereik moet word. ‘n Begrip van die verwantskappe tussen die regstellende ontwikkelingafrigterbevoegdhede (gedrag) en die uitkomste wat die regstellende ontwikkelingafrigter probeer bereik was belangrik omrede die relevansie van die voorgestelde bevoegdhede teen die strukturele network van uitkomste (logies en empiries) gevalideer moet word. Hierdie studie het nege uitkomsveranderlikes geïdentifiseer, naamlik persoonlike leer, rolduidelikheid werkstevredenheid, organisasieverbondenheid, selfvertroue, werksverbondenheid, kontekstuele prestasie, taakprestasie en bedankingsvoorneme. Sewentien afrigterbevoegdhede is bestudeer in hierdie studie. Die voorgestelde gedeeltelike afrigterbevoegdheidsmodel dui verskeie strukturele bane aan tussen die afrigterbevoegdhede en die afrigteruitkomste waarvoor die afrigter verantwoordelik gehou word. Die doel van die navorser was om die Chikampa Coach Competency Questionnaire (CCCQ) gerig op die meting van die sewentien arigterbevoegdhede te ontwikkel en om die psigometriese eienskappe van die CCCQ te evalueer. Die hipotese van presiese metingsmodel passing is verwerp maar die hipotese van benaderde passing kon nie verwerp word nie (p>.05). Die standpunt dat die CCCQ metingsmodel die data in die parameter by benadering pas is dus ‘n houdbare standpunt. Die pasgehalte-maatstawwe het goeie modelpassing in die steekproef aangedui. Die metingsmodelparameterskattings het aangtoon dat die waargenome veranderlikes die latent afrigterbevoegdhede suksesvol verteenwoordig. Diskriminantgeldigheid was egter problematies. Die sewentien latent afrigterbevoegdhede soos gemeet deur die CCCQ word nie duidelik van mekaar onderskei nie maar neig om in mekaar te vloei.

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Becker, Gina M. D. "Human Systems Integration Competency Development for Navy Systems Commands." Thesis, Monterey, California. Naval Postgraduate School, 2012. http://hdl.handle.net/10945/17322.

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Approved for public release; distribution is unlimited There is a growing need in defense acquisition to design timely, cost-effective competency development programs to facilitate qualifying new hires to replace a rapidly aging workforce. Navy Systems Commands (SYSCOMs), which are charged with system acquisition and sustainment, are engaged in Total Force Management strategies to support technical competency, development, and qualifications. This thesis examined a Competency Development Model constructed by Space and Naval Warfare Systems Command subject matter experts for Human System Integration (HSI) practitioners at four levels of their careers. The notional meta-competencies required by HSI practitioners were initially reviewed by 10 senior HSI acquisition professionals (representing each of the three major Navy SYSCOMs) and then 24 frontline supervisors to align them with the appropriate acquisition domain, validate the proper practitioner work level where the meta-competency was required, and identify the potential sources for meta-competency development. The results were then compiled for supervisory use in supporting HSI practitioner career development. In addition, an Individual Development Plan for front-line supervisors was constructed to support entry-level HSI employee development. It is asserted that this process can be used by other SYSCOM engineering competencies to identify requisite meta-competencies for practitioner career development and qualification.

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Rahman, Alphonsa A. "Development of a Nursing Informatics Competency Assessment Tool (NICAT)." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1715.

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Nursing workforce competency in informatics is crucial to providing safe patient care, improving quality, and reducing healthcare costs. Assurance of informatics competency in a workforce with increasingly diverse educational preparations, demographics, and informatics skills poses significant challenges. The question addressed was the lack of nursing informatics competency assessment tool relevant to bedside nursing. The purpose of this project was to develop and review a new nursing informatics competency assessment tool designed to address the individual educational needs of newly hired nurses. The tool was designed to measure nurses' competency in computer literacy, informatics literacy, and informatics management skills recommended in the American Nurses Association's Standards and Scope of Practice and Technology Informatics Guiding Education Reform. This tool supports practices at the bedside by providing individualized education according to the results of a self-assessment. The project was guided by the Benner's model and the Rosswurm and Larrabee framework. Content validity was established by item analysis, relevancy scale, and validation by the identified experts from the organization's Nursing Informatics Department (n = 4); the Department of Education, Practice, and Research (n =8); the Clinical Outcomes Department (n = 1); and bedside nurses (n = 14). The administration recommended this tool be incorporated into its strategic plan. This project promoted positive social change by developing a tool to assess informatics competencies in newly hired nurses and guide educators in developing future educational strategies. These efforts will assist in creating a workforce that is prepared to deliver healthcare safely, efficiently, and cost-effectively in the increasingly technology-savvy environment of U.S. healthcare in the 21st century.

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Janse, van Vuuren Jaco. "The development of a partial school principal competency model." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97068.

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Thesis (MCom)--Stellenbosch University, 2015. ENGLISH ABSTRACT: The unequal distribution of knowledge, skills, abilities, and other characteristics (KSAOs) across all South Africans is perhaps the most fundamental problem faced by South African organisations in terms of building sustainable human resource capacity. This inequality has a profoundly negative effect on the upward mobilisation of potentially competent employees within the labour market. Therefore, if the Human Resource Management and Industrial Psychology fraternity earnestly plans to earn the title of “strategic”, then both its academic and professional spheres need to get involved there where the fundamental cause of the problem originates: the lack of quality primary and secondary education in South Africa. Previous research found that the unequal distribution of the quality of primary and secondary schools in South Africa is to a large extent attributable to a lack of effective school leadership and management, with the school principal being the focal point (Van der Berg, 2007; van der Berg et al, 2011; Taylor, 2011). This finding leads to the research initiating question: why do some school principals outperform others in effectively leading their schools? The objective of this study is to offer an exploratory step towards explaining variance in school principal performance by studying the behaviours (competencies) associated with successful school principals. A comprehensive literature review was conducted to understand the context and identify broad categories of variables. This was followed by semi-structured interviews with a diverse sample of highly effective South African school principals (N=10). The qualitative analysis based on grounded theory principals, resulted in the refinement and expansion of the variables that were identified through the literature study. The final product culminates in a framework of eleven competency clusters, 32 School Principal Competencies (SPCs) and 173 behavioural examples. Similarly, the results yield two additional School Performance Outcomes (SPOs). Finally, a conceptual model is proposed that depicts the possible interrelationships between the School Principal Competencies and School Performance Outcomes. The study therefore contributes as a stepping stone in the path towards developing empirically-based human resource management instruments that in turn can lead to the improvement of the selection, development, and performance management of South African school principals. Due to the exploratory and qualitative nature of the study, follow-up studies are needed to develop and validate a School Principal Competency Questionnaire. This will enable future research to empirically test and validate a comprehensive school principal competency model. AFRIKAANSE OPSOMMING: Die ongelyke verspreiding van kennis, vaardighede, vermoëns en ander eienskappe (KVVAe) is waarskynlik een van Suid-Afrika se grootste uitdagings in die proses tot die bou van ŉ volhoubare en gebalanseerde arbeidsmag. Hierdie ongelykheid veroorsaak ŉ negatiewe effek op die opwaartse beweging van potensieël bevoegde werknemers binne die arbeidsmark. Indien die Menslike Hulpbronbestuur en die Bedryfsielkunde gemeenskap dus werklik die titel “strategies” wil verdien, moet beide die akademiese en professionele terreine van hierdie funksie betrokke raak by die oorsprong van die probleem: die tekort aan kwaliteit primêre en sekondêre onderrig in Suid-Afrika. Vorige navorsing dui daarop dat ongelykheid in die kwaliteit van skole en onderwys grotendeels is as gevolg van swak leierskap en bestuur met die skoolhoof as die sleutelrolspeler. (Van der Berg, 2007; van der Berg et al, 2011; Taylor, 2011). Hierdie bevindinge lei tot die navorsingsinisiërende vraag: waarom presteer sommige skoolhoofde beter as ander in terme van die effektiewe leiding en bestuur van die betrokke skole? Die doel van hierdie studie is om ŉ verkennende stap tot die verklaring van variansie in die prestasie van skoolhoofde te bied deur middel van die bestudering van gedrag (bevoegdhede) wat met suksesvolle skoolhoofde geassosieer word. ŉ Omvattende literatuurstudie was uitgevoer met die doel om die konteks te verstaan en breë kategorieë van veranderlikes te identifiseer. Dit was opgevolg deur semigestruktureerde onderhoude met ŉ diverse steekproef (N=10) van hoogs-effektiewe Suid-Afrikaanse skoolhoofde gevoer. Die kwalitatiewe analise, gebaseer op gegronde teorie, loop uit op die verfyning asook die uitbreiding van die veranderlikes soos geïdentifiseer deur die literatuurstudie. Die eindproduk ontwikkel in ŉ raamwerk bestaande uit elf bevoegdheidsgroeperings, 32 Skoolhoof Bevoegdhede en 173 gedragsvoorbeelde. Twee addisionele Skool Prestasie Uitkomste spruit ook voort uit die analise. Ten slotte bied die studie ŉ konseptuele model wat die moontlike verwantskappe tussen die Skoolhoof Bevoeghede en Skool Prestasie Uitkomste uiteensit. Die studie bied dus ‘n waardevolle wegspringplek in die pad tot empiriesontwikkelde menslike hulpbronbestuur (MHB) instrumente wat op hul beurt weer kan lei tot die verbetering van die aanstelling, ontwikkeling, en prestasiebestuur van Suid-Afrikaanse skoolhoofde. As gevolg van die verkennende aard van die studie, is opvolgstudies nodig om ‘n Skoolhoof-bevoegdheidsvraelys te ontwikkel en te valideer en ten einde ‘n omvattende Skoolhoof-bevoegdheidsmodel empiries te toets en te valideer.

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Lu, Hsin-yu. "Development of ZBLAN fiber-based components." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106358.

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With a superior transmittance in the mid-infrared, fluoride fibers such as ZBLAN fibers can be used to develop fiber-based components for that spectrum. In this thesis, we investigate the fusion splicing of ZBLAN fibers as well as the fabrication of long-period gratings and Mach-Zehnder interferometer structures. Average losses in the range of 0.23-0.31 dB are achieved for the fusion splicing among multi-mode and single-mode ZBLAN fibers. In the C- and O-bands, notches of depths ranging from 6-17 dB are obtained with mechanically induced long-periog gratings. All-fiber Mach-Zehnder interferometers are also demonstrated by cascading the long-period gratings. An equation used to calculate the relation between the fringe spacing and the separation length shows that the smallest and the largest difference compared to the measurements are 1.81% and 7.37%, respectively. Avec une transmission supérieure dans l'infrarouge moyen, des fibres de fluorure telles que des fibres de ZBLAN peuvent être employées pour développer les composants à fibres pour ce spectre. Dans cette mémoire, nous étudions les épissures ainsi que la fabrication des réseaux à long pas et des interféromètres Mach-Zehnder. Des pertes moyennes dans la gamme de 0.23-0.31 dB sont obtenues pour les épissures parmi des fibres multi-modales et unimodales. Dans les bandes C et O, la profondeur des bandes atténuées varie entre 6-17 dB avec des réseaux à long pas. Des interféromètres Mach-Zehnder sont également démontrés en cascadant les réseaux à long pas. Une équation pour calculer la relation entre l'espacement de frange et la longueur de séparation prouve que la plus petite et la plus grande différence comparée aux mesures sont 1.81% et 7.37%, respectivement.

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Davids, Samiega. "The development of a science competency test for technikon students." Thesis, Port Elizabeth Technikon, 2003. http://hdl.handle.net/10948/87.

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In the mid-1980’s institutions of higher learning were coerced by the South African government to admit students from all races. As a result, these institutions were confronted with the need to identify preparedness for higher learning, especially amongst the ex-Department of Education and Training (DET) learners. Grade 12 results were not a sufficient predictor for ex-DET learners, and a review of current admission criteria became a necessity. This study aims to develop a suitable science entry-level test to be used as a component of an existing test battery. The test battery is used as an admission tool by the Port Elizabeth Technikon to further assess first year applicants who do not meet the normal entrance requirements for a science course. The only requirement for further assessment being Grade 12 physical science. The science entry-level test consists of a list of validated science skills and knowledge to be used to assess the skills and knowledge mastered at the time of test taking. On the basis of test scores, an assessment is made regarding the applicant’s preparedness for higher learning. This study holds the view that preparedness in students for higher learning in science can be measured by means of valid science competencies. In addition, knowledge of the level of preparedness of the applicant enables further educational support and guidance to be provided where necessary. Research which measures manifest academic ability rather than potential to learn is favoured since it is believed that the former generates psychometric evidence of that which was already mastered academically whilst the latter determines whether the student will be able to achieve under ideal conditions. The content covered by the proposed Science Competency Test was sanctioned by technikon lecturers of first year physics and chemistry courses. The content was taken from the examinable section of the Grade 11 and 12 physical science syllabi. This content is the most acceptable and fair knowledge-base a prospective science student can be expected to have mastered at school. The content was limited to those skills and knowledge believed by the lecturers to contribute to academic success in the first year. Items that tested this content were compiled and pilot tests were administered to Grade 12 physical science learners at various disadvantaged schools. The Science Competency Test was compiled from the pool of trial items after the performance of the items was statistically determined. This final Science Competency Test was completed by a sample of 179 first-time first year science students. The findings of the study were inconclusive as the Science Competency Test showed a moderate predictive ability for only one section of the sample. It further showed that the weighted matric score, WMS was not a significant predictor of future academic performance of the sample either. A discrepancy in performance amongst learners of different home languages and educational backgrounds was also noted.

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Story, AlliGrace, Alisha M. Hardman, Marina D. Denny, and Geoff Denny. "Determining Human Development Competency Training Needs of FCS Extension Professionals." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/22.

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Extension agents with Family and Consumer Sciences (FCS) programmatic responsibilities come from a variety of backgrounds but are expected to implement educational programs across FCS knowledge areas. This study examined [state] University Extension personnel’s perceived importance of and perceived ability related to human development competencies. There was a significant difference between how specialists (state-level) and agents (county-level) perceived the importance of three of the five human development concepts. Most agents’ perceived their ability across the human development competencies to be average or just above average. Using the perceived importance and perceived ability data from the agents, next steps include piloting a novel rank-order method which will yield data concerning the relative need for training and the percent of agents needing training in each competency. This information can be used to provide targeted professional development to agents.

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Day, Kari C. "CPA Perceptions of Human Skills for Professional Competency Development Needs." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264862.

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This study addressed CPA perceptions about the need for human skill competencies as professional development. The problem was identified as the undetermined assessment of state level CPA perceptions about human skill competencies as developmental needs. CPAs and education providers may be impacted by this problem. The purpose of this study was to produce an assessment of training needs from local CPAs using a non-experimental, quantitative research method. The theoretical framework was derived from a thematic funnel of industry, university, and the CPA profession. The conceptual framework focused on an organization of Rhode Island CPAs as the population. Data analysis was used with question one to determine a ranked order of perceived developmental need for nine human skill competencies. Data analysis was used for questions two and three to determine whether age anfnd gender groups differed among CPA perceptions regarding these competencies. The research design included nonparametric descriptive statistical and causal-comparative analysis applied to the nine human skill competencies for local CPAs. An online survey was used to gather data. Ranked results indicated low to moderate developmental need, and causal-comparative results indicated gaps in human skills of communication and change management for gender and age groups respectively. Recommendations were made to repeat this study using other CPA populations to compare results, to add qualitative components, and to test actual human skills compared to self-perceived competency levels.

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Byrd, Rebekah J., Janna L. Scarborough, and Laura Farmer. "Beyond Knowledge and Awareness: Promoting Skill Development for LGBQ Competency." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/912.

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Although advancements have been made in facilitating counselor awareness and knowledge in working with the LGBQ population, counselors identify skills as the competency they are most lacking. This leaves counselor educators with the task of improving skills-training for future counselors. Presenters will discuss and demonstrate techniques for working with the LGBQ population that may be infused into the counselor education curriculum. Delivery methods include brief didactic presentation, experiential exercises, and resources describing skill development activities.

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Purchase, Daniel S. "Development of system components for Raman spectrometers." Thesis, Heriot-Watt University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434939.

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Gallagher, Paul. "Molding process development for fuel cell components." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11472.

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White, Corina L. "Development of systems engineering competency career development model: an analytical approach using Bloom’s Taxonomy." Thesis, Monterey California. Naval Postgraduate School, 2014. http://hdl.handle.net/10945/42752.

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Systems engineering is vital for the acquisition of systems for the Department of the Navy (DON). As systems engineering is a relatively young discipline, no professional engineer occupational series exists under which systems engineers can be classified from a human resources perspective. In addition to the lack of an occupational designation, there is no official competency model to form the basis for employee selection and career development. In order for a competency model to be used for employee selection, it must be validated under the Uniform Guidelines for employee selection. Once validated, the model can be used to create systems engineering position descriptions and related career development plans that would be specifically used for systems engineers within the DON and perhaps for DOD. A baseline competency model is the first step in performing a validation process in accordance with the Uniform Guidelines. In order to begin to address this situation, a system engineering competency model was developed to provide a baseline. This model was designed specifically for the DON, though it should also be useable in any organization that employs system engineers. The core of the model is based on the knowledge, skills, and abilities (KSAs) that a systems engineer needs to develop competency in across varying career levels. These KSAs are defined using Bloom’s Taxonomy to describe, the cognitive and affective aspects needed for achievement of the respective competencies. The research also identifies whether these KSAs are best attained through specific methods, such as undergraduate education, graduate education, professional training, or through on-the-job experience. Furthermore, the model can inform the development of graduate and undergraduate curricula in systems engineering, since using Bloom’s Taxonomy describes the KSAs in terms that lend themselves to direct use as curriculum related learning objectives. The outcome is called the Competency Model for the Profession of Systems Engineering (COMPOSE) model. The COMPOSE model can be used by the DON and several other organizations as a means to formulate career development plans for the professional development of systems engineers.

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Wicinski, Melanie Lynne. "The Development and Initial Validation of an Instrument Measuring the Cognitive Domain of Intercultural Maturity." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5330.

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Abstract Through a two-phase process an instrument was created to measure the cognitive domain as proposed by King and Baxter Magolda in their Developmental Model of Intercultural Maturity (2005). The first phase involved expert panels who identified the competencies which exist in the cognitive domain, identified situations which might exist between individuals from different cultures, validated scenarios created from the identified situations, and created responses which corresponded to the three developmental levels (Initial, Intermediate, and Mature) defined in the Developmental Theory of Intercultural Maturity. Within the second phase, the created instrument was administered to 371 individuals representing eight geocultural world divisions (Asia, Caribbean, Europe, Middle East, North America, South/Latin America, South Pacific/Polynesia, and Sub-Saharan Africa). The initial instrument contained 8-12 interactive demographic questions and 20 scenario-based questions which were created to measure the four identified competencies (Ability to Shift Cognitive Perspectives, Flexibility in Thinking, Willingness to Seek Knowledge about Other Cultures, and Willingness to Consider Others' Viewpoints as Valid). Through exploratory factor analysis (EFA), the instrument was analyzed and a final 12-item instrument was identified which corresponded to three competencies: Ambiguity, Acclimation, and Acceptance. Overall, the final instrument functioned with minimal gender bias. Some differences in world regions were noted. The Caribbean was the only region who had consistently different scores from the other regions. While some significant differences were noted in scores of those who had lived abroad and those who had not, time spent outside one's home region was not correlated to scores on the instrument. Low reliability scores, factor pattern coefficients, and communality estimates indicated that opportunities to improve the instrument exist. Additional opportunities for further research include the creation of additional instruments to measure all three domains (Cognitive, Interpersonal, and Intrapersonal) and thus measure Intercultural Maturity in full. Recommended uses for the instrument are in the creation of intercultural curriculum to prompt discussion or to create metacognitive opportunities within intercultural training and classrooms.

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Raza, Mohsin. "Process development for investment casting of thin-walled components : Manufacturing of light weight components." Licentiate thesis, Mälardalens högskola, Innovation och produktrealisering, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27807.

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Manufacturing processes are getting more and more complex with increasing demands of advanced and light weight engineering components, especially in aerospace industry. The global requirements on lower fuel consumption and emissions are increasing the demands in lowering weight of cast components. Ability to produce components in lower wall thickness will not only help to reduce the cost of production but also help to improve the efficiency of engineering systems resulting in lower fuel consumption and lesser environmental hazardous emissions. In order to produce thin-walled components, understanding of mechanism behind fluidity as it is effected by casting parameters is very important. Similarly, for complex components study of solidification morphology and its effects on castability is important to understand. The aim of this work was to investigate casting of thin-walled test geometries (less than 2mm) in aero-space grades of alloys. The casting trials were performed to investigate the fluidity as a function of casting parameters and filling system in thin-walled sections. Test geometries with different thickness were cast and evaluated in terms of filled area with respect to casting parameters, ı.e. casting temperature and shell preheat temperature. Different feeding systems were investigated to evaluate effects of filling mode on castability. Similarly for complex components where geometries are very organic in shape, solidification morphology effects the quality of castings. Process parameters, that effect the solidification morphology were identified and evaluated. In order to develop a relation between defect formation and process parameters, solidification behaviour was investigated using simulations and casting trials. Similarly the effect of factors that influence grain structure and flow related defects were studied. It was observed that fluidity is affected by the mode of geometry filling in investment casting process. The filling mode also have different effect on defect formation. A top-gated configuration is strongly affected by casting parameters where as a bottom-gated configuration is more stable and thus fluidity is not significantly affected by variation in casting parameters. Less porosity and flow-related defects were observed in the bottom-gated system as compared to top-gated system. In the study about casting defects as affected by process parameters, it was observed that shell thickness is important to avoid interdendritic shrinkage. It was observed that the increased shell thickness induces a steeper thermal gradient which is essential in order to minimize the width of the mushy zone. It was also observed that a slower cooling rate along with a steeper thermal gradient at the metal-mould interface not only helps to avoid shrinkage porosity but also increases fill-ability in thinner sections. The work presented here is focused on the optimization of process parameters, in order, for instance, to improve castability and reduce the casting defects in investment casting process. The work, however, does not focus on externally influencing the casting conditions or modifying the casting/manufacturing process. The future work towards PhD will be focused on externally improving the casting conditions and investigating other possible route of manufacturing for thin, complex components.

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Sharif, Asif. "A functional analysis of building procurement systems and strategies in an international context." Thesis, Nottingham Trent University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337534.

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Shao, Ming Gang. "Development of project manager selection tool based on project manager competency." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/27295.

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Project management is entering into every aspect of our work with high speed but a relatively low success rate. Based on research into the current project management literature, this thesis concludes that three elements - a competent project manager, right project definition and right project organization are the key factors that determine the project success. This study focuses on the first of these three factors: selection of a competent project manager. The research process uses a web formed questionnaire based on the 102 Project Management Institute competency elements designed to measure Project Manager Knowledge, Performance and Personal competency. This questionnaire was used to gather data concerning real-world experience of critical project management skills from 16 people who have professional project experiences. Based on this data, a new project management tool was developed to highlight effective project manager selection considerations and effective organizational use of project management analysis and problem solving processes. This new tool attempts to assist the combination of project manager capabilities and organizational capabilities to achieve more effective project success. As a pilot survey, 16 respondents who have project experiences using a project-management approach were invited to complete the study project management questionnaire. The responses concerning the importance of the various elements named in the questionnaire were analyzed. The analysis resulted in a profile representing the critical skills associated with project management from the view of the expert respondents. This thesis proposes this profile as a project manager selection method. It also analyzes organizational project management problems in light of the selection model proposed as a way of helping the project manager, project, and organization move toward more sustainable development. As a part of future research, the effectiveness of this tool in distinguishing between effective and less effective project managers will form the basis of potential future research.

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Clarke, Maureen. "A grounded theory approach to Standards of Leadership competency framework development." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0019/MQ54550.pdf.

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Hoogenes, Jennifer. "Surgical education : development of curricula to optimise training and evaluate competency." Thesis, Manchester Metropolitan University, 2018. http://e-space.mmu.ac.uk/620315/.

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This PhD by Published Work (Route 2) thesis is comprised of a collection of significant papers I have published with co-authors between the years of 2010 and 2017. These published works are supported by supplemental papers, abstracts, and conference proceedings and comprise a body of work that has sought to understand how surgical education is carried out in surgical residency programs, with particular interest in learning about how surgical educators teach, how surgical trainees perceive the teaching they receive, the creation, use, and evaluation of new tools for surgical education, and the development of new surgical training curricula in an era of competency-based medical education. My research began out of a need to evaluate the problem of a lack of formal guidelines and direction to aid surgical educators in the development, delivery, and evaluation of competency-based residency education programs throughout Canada. Without formal guidelines driving curricula development, surgical trainees could potentially be graduating at different levels of proficiency, which is problematic. In addition to existing standardised testing procedures, other surgical education researchers and I believe that residents must also be evaluated via ongoing thorough assessments of their level of competency when performing in the high stakes environment of the operating room. The Royal College of Physicians and Surgeons of Canada (RCPSC) is well-known for their Canadian Medical Education Directives for Specialists (CanMEDS) physician competency framework, which has been adopted by medical and surgical training programs worldwide. In its most recent CanMEDS iteration (2015), the RCPSC has released a new initiative called Competence by Design (CBD), which will affect all Canadian residency programs. The primary goal of this initiative is to completely remove the time element of residency training and focus on residents’ progression through their respective programs solely based on the passing of pre-defined competency “milestones”. This will cause a paradigm shift whereby the traditional apprenticeship model long-used in surgical teaching may eventually cease to exist. With this thesis, I have included papers that have focused on surgical education within competency-based frameworks and means by which to optimise curricula for surgical training. My research began with the exploratory work around how surgical educators teach and how trainees perceive they are taught, and is followed by a description of simulation and the development of new tools for surgical simulation and training. I then describe the development of new curricula that are focused on competency-based initiatives and can be used to begin the development of residency curricula for CBD. This research is timely, as many accrediting bodies worldwide are currently in the process of adopting and developing competency-based curricula at different training levels. The research presented in this thesis significantly contributes to the existing body of surgical education research, and future work, some of which is described, will focus on expanding the reach of our research initiatives via collaborative efforts with other surgical residency programs within Canada and also abroad.

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Oehley, Anne-Marguerite. "The development and evaluation of a partial talent management competency model." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2110.

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Thesis (MA (Industrial Psychology))--University of Stellenbosch, 2007. This study was driven by a need that was identified within a large telecommunications organisation to establish the Talent Management competencies required of line managers, and to provide HR managers with a measure to constructively, rationally and purposefully manage the Talent Management performance of line managers. In an attempt to address the above research needs, the study set about to 1) identify the Talent Management competencies required by line managers in order to successfully implement the organisation’s Talent Management strategy; 2) formulate these competencies within a model, and 3) determine what the desired Talent Management outcomes are and how these relate to line managers’ Talent Management competencies. The initial part of this study describes the development of a Talent Management competency 360° evaluation questionnaire. This objective was achieved by means of a literature search, followed by the Critical Incidents Technique (CIT) of interviewing. The questionnaire consists of 8 dimensions and 43 items. The sample consisted of 123 leadership development candidates within this organisation. A total of 357 questionnaires were obtained. A comprehensive Talent Management competency model was developed that defines and describes the line manager behaviours required in order to successfully carry out the Talent Management strategies within an organisation. These competencies were evaluated against the outcomes of Job Satisfaction, Affective Commitment and Intention to Quit that the Talent Management competencies are meant to affect. Item analysis and dimensionality analysis were performed on each of the subscales, using SPSS. Thereafter, confirmatory factor analysis was performed on the relevant measurement model data sets, using LISREL. The results indicated in all cases satisfactory measurement model fit. Subsequently, the comprehensive Talent Management competency structural model was tested using LISREL. Reasonable to good model fit was indicated for the structural model. Ten of the 24 stated hypotheses in this study were corroborated. A notable unique result of this research presented itself in the significant positive relationships uncovered between the exogenous latent variable, Talent Management Mindset, and the endogenous latent variables of Attracts and Recruits Talent, Builds and Maintains Relationships, Provides Meaningful and Challenging Work, Remunerates and Rewards Fairly and Manages Work-life Balance. These significant positive relationships provide empirical evidence for the first time of the importance of instilling a Talent Management mindset within the line managers. Additional significant links established between Affective Commitment and Intention to Quit, between Attracts and Recruits Talent and Organisational Job Satisfaction, and between Organisational Job Satisfaction and Intention to Quit corroborates previous research findings.

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Rahimi, Saba Ryan. "Exploring existential interventions that enable competency development in Information Systems students." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15692.

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The Information Systems field is one characterised by constant debate about its central focus and lack of a defined identity. This debate has perpetuated as the field constantly changes its identity in response to rapid and often turbulent technological advances. By attempting to study humans, computers and the results when humans and computers interact, the field covers a vast intellectual territory. This vastness causes inconsistent focus and different prioritisation across geographic regions, academic institutions and industry entities. In contrast to established fields, where curricula are relatively standardised, Information Systems' curriculum has traditionally been slow to respond to industry needs, generic in nature and has served as a guideline rather than an authoritative truth. This research is concerned with how the nature of the field affects Information Systems students and graduates, and seeks to investigate how learners can contend both the with vastness of the subject matter and the lack of authoritarian guidelines. The theory of existentialism is presented as a possible philosophy that can be instilled in students to help them contend with the nature of the field. Through the gathering of personal accounts from graduates and Graduate Recruitment Officers, this research assesses how students have grown in academia and moved past the challenges of adaptation to industry. In this endeavour it confirms that existential interventions are necessary tools that can be instilled in practitioners to help them contend with the unstable and ever changing nature of the field. In addition, teamwork or the first team experience is determined to be a fundamental event in identity formation. Lastly, significant specialisation change, otherwise called role movement, is identified during this time and could be the subject of further research.

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Coleman, Jennifer C. "A Study of a Professional Development Initiative to Increase Cultural Competency." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3603.

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Abstract A STUDY OF A PROFESSIONAL DEVELOPMENT INITIATIVE TO INCREASE CULTURAL COMPETENCY By Jennifer Crowe Coleman, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2014 Major Director: Charol Shakeshaft, Ph.D. Professor, Department of Educational Leadership School of Education While there are broad, societal forces that contribute to achievement gaps, the professional development of teachers is one way educational leaders have sought to improve schools, improve teacher performance, and increase teacher knowledge and skills. Given the achievement and cultural gaps that exist between teachers and students, professional development that targets the development of teacher cultural competence in an effort to reach all students is necessary. The purpose of this study is to describe the implementation of a cultural competency professional development program across 62 schools in a large, suburban school district in central Virginia, comparing and contrasting implementation activities and outcomes over the 2-year period of its implementation with the initial expectations for the professional development initiative. This quantitative, nonexperimental study was carried out in two phases. The purpose of Phase 1 was a content analysis of the professional development plans of each of the district’s schools. Phase 2 consisted of a multiple choice, electronic survey of those who were trainers of the cultural competency professional development initiative in order to examine the implementation of the cultural competency professional development program and the relationship between the intended goal and the actual outcomes of the initiative. The survey was also used to collect demographic data, such as race and years of experience in education, in order to determine what, if any, impact these factors may have had on the implementation of the professional development initiative. Descriptive and inferential statistics were used to generalize the results to the population the sample represents. As this initiative was not designed to provide the training necessary to expect changes in classroom practice, this survey and its analysis focused on the trainers’ perspectives on the implementation of the professional development initiative. The results of this research were offered to frame a discussion around the fidelity of implementation; the factors that affected implementation; the relationship between the intended goals of the initiative and the actual outcomes of the initiative; and suggested next steps for the district as it moved toward a goal of a more culturally proficient workforce.

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Conte, Alberto. "Development of brake components: geopolymer based brake pads." Doctoral thesis, Università degli studi di Padova, 2018. http://hdl.handle.net/11577/3424930.

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The brake disc technology is the most used on commercial vehicle. The main focus of this project was the substitution of the phenolic resin, which is normally used as matrix in brake pads, with inorganic matrix, and in particular with geopolymer. The inspiration comes from their inorganic structure. Geopolymers have better thermal properties than organic resins, which typically decompose by oxidation starting from 400°C. In fact, during the braking events temperature in the order of 600°C-800°C can be reached. The research has been financed by ITT Italia s.r.l a world company leader on the production of brake pads. On the base of the guidelines of the company, the goal of the project has been the substitution of the phenolic resin with the geopolymer matrix and without any modification on the production process of brake pads. Brake pads were produced using a warm press technology in dry conditions. During the pressing step occurs the phenolic resin’s crosslinking which could be completed through a post-curing in oven. Based on the fact which the geopolymer are synthesized in solution, the first part of the project was focused on the development of geopolymer matrices suitable to be processed in the same conditions used to produce phenolic resin-based brake pads. Two geopolymer system have been developed: 1. the hydrothermal dry synthesis of hydrosodalite from the reaction of kaolin and sodium hydroxide; 2. the cold sintering of geopolymer powder based on metakaolin and sodium silicate. The best pressing conditions for the two system were evaluated on the base of their effect on mechanical properties and physical proprieties of geopolymer matrix. To evaluate the feasibility of the production in large scale of the geopolymer based brake pads, for the geopolymer matrices two goals have been followed at the same time: 1. The scale up at an industrial level for the geopolymer matrix production. Tests were carried out before at lab scale and subsequently with industrial technologies. 2. The optimization of the brake formulations has been done in ITT Italia s.r.l. on the base of physical properties and friction characterization of geopolymer based brake pads. La tecnologia di frenata basata sui dischi freno è la più utilizzata sui veicoli commerciali. L'obiettivo principale di questo progetto ha riguardato la sostituzione della resina fenolica, che viene normalmente utilizzata come matrice nelle pastiglie freno, con una matrice inorganica e in particolare con geopolimeri. L'idea deriva dalla loro struttura inorganica. I geopolimeri possiedono infatti proprietà termiche migliori delle resine organiche, le quali si decompongono in genere per ossidazione a partire dai 400 °C. Infatti, in fase di frenata frenata si possono raggiungere temperature dell'ordine di 600 °C - 800 °C. La ricerca è stata finanziata da ITT Italia s.r.l, un'azienda leader mondiale nella produzione di pastiglie freno. Sulla base delle linee guida dell'azienda, l'obiettivo del progetto è stato la sostituzione della resina fenolica con la matrice geopolimerica, e con il vincolo di non introdurre alcuna modifica sul processo di produzione delle pastiglie freno a base di resina fenolica. Le pastiglie freno sono state prodotte utilizzando una tecnologia di pressatura a caldo e a secco. Durante la fase di pressatura, avviene la reticolazione della resina fenolica, che può essere completata successivamente attraverso un post-curing in forno. Sulla base del fatto che il geopolimero è prodotto in soluzione acquosa, la prima parte del progetto, si è concentrata sullo sviluppo di matrici geopolimeriche adatte ad essere lavorate nelle stesse condizioni utilizzate per la produzione di pastiglie freno a base di resine fenoliche. Sono stati sviluppati due sistemi geopolimerici: 1. La sintesi idrotermale a secco di idrosodalite dalla reazione di caolino e idrossido di sodio; 2. La sinterizzazione a freddo della polvere di geopolimero ottenuto dalla reazione tra metacaolino e silicato di sodio. Le migliori condizioni di pressatura per i due sistemi, sono state valutate sulla base del loro effetto sulle proprietà meccaniche e sulle proprietà fisiche della matrice geopolimerica. Per valutare la fattibilità della produzione su larga scala delle pastiglie freno a matrice geopolimerica, per le matrici geopolimeriche sono stati perseguiti due obiettivi allo stesso tempo: 1. L’industrializzazione della produzione delle matrici geopolimeriche. I test sono stati effettuati prima su scala di laboratorio e successivamente con tecnologie industriali. 2. L'ottimizzazione delle formulazioni per pastiglie freno, che è stata effettuata presso il centro ricerche di ITT Italia s.r.l., sulla base delle proprietà fisiche e della caratterizzazione del comportamento ad usura delle pastiglie freno basate sui geopolimeri.

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GARG, PRIYANKA. "DESIGN AND DEVELOPMENT OF METAMATERIAL BASED MICROWAVE COMPONENTS." Thesis, DELHI TECHNOLOGICAL UNIVERSITY, 2020. http://dspace.dtu.ac.in:8080/jspui/handle/repository/18774.

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Planar technology has gained a lot of popularity since its inception due to various advantages it offered to the scientific world such as, light weight, compact size, ease of fabrication and integration, suitability of mass production and compatibility with planar solid state devices. However they also have certain drawbacks in terms of bandwidth, further miniaturization, gain, efficiency, etc. Metamataterials are introduced in the late 60s by a Russian physicist Victor Veselago [1], which were further investigated by Pendry et. al. [2] and are an active area of research these days. Metamaterials are the artificially engineered structures that offer extraordinary electromagnetic properties not found in nature such as epsilon negative media (ENG), mu negative media (MNG), double negative media (DNG), photonic band gap structures etc. They consist of multiple unit cells whose dimensions are much smaller than l0/4, where l0 is the wavelength corresponding to the highest frequency of operation, to achieve homogenization. It was discovered that these materials alter the behaviour of electromagnetic waves in an unconventional way leading to important phenomenon such as, reversal of Snells Law, Doppler effect and Vavilov-Cerenkov radiation. Due to the extraordinary behaviour of metamaterials they are used to improve the properties of various planar devices and components which are discussed earlier. They can be used to improve antenna’s gain, directivity, bandwidth and size, filter’s size, roll off, out of band rejection levels and bandwidth. They are used for multiple frequency operation. They are also being used for the development of super lenses, ultrathin perfect absorbers, cloaks, high sensitivity and high resolution sensors, phase compensator etc. The main focus of this thesis is on metamaterial based antennas, filters and absorbers. Chapter 3 presents the design of a compact, low-profile, coplanar waveguide (CPW)-fed metamaterial inspired dual band microstrip antenna for WLAN application. To achieve the goal a triangular split ring resonator (TSRR) is used along with an open ended stub. The proposed antenna has a compact size of 20×24 mm2 fabricated on an FR-4 epoxy substrate with dielectric constant (er=4.4). The antenna provides two distinct bands I from 2.40-2.48 GHz and II from 4.7-6.04 GHz with reflection coefficient better than -10 dB, covering the entire WLAN (2.4/5.2/5.8 GHz) band spectrum. The performance of this metamaterial inspired antenna is also studied in terms of the radiation pattern, efficiency, and realized gain. The antenna is practically fabricated and tested to show good agreement with the simulated results. Chapter 4 is divided into four sections. The first section presents a compact, low-profile Band Stop Filter (BSF) designed using Complimentary Split Ring Resonator (CSRR). An equivalent circuit model is also presented along with the simplified mathematical approach to extract the parameters of the circuit model. This paper also presents the effect of variation in the dimensions of split rings on characteristics of BSF. The proposed BSF has a compact size of 27×20 mm2 designed on FR-4 substrate with dielectric constant (er)=4.3. The filter provides complete suppression of the band at 2.4 GHz. The design and circuit analysis of this metamaterial based filter is presented in terms of reflection coefficient, transmission coefficient and impedance curve. The second section presents the design and analysis of a metamaterial inspired Bandstop Filter (BSF) providing suppression of frequency at 3 GHz. The overall size of proposed BSF is 20mm×20mm×1.6mm. Further,the extraction of lumped parameters of the designed BSF using simulated results is presented and validation of the results using equivalent circuit simulation is also presented. The third section presents a comparison based study of microstrip transmission line based bandstop filters taking different complementary resonators on the ground plane. Six metamaterial resonators unit cells have been investigated from the literature. The dimensions are optimized to operate at 3 GHz and then their comparative analysis is performed based on various properties of filters such as insertion loss, 3 dB v bandwidth, quality factor (Q), shape factor, overall size, unit cell size and group delay. There are a number of metamaterial based resonators available in literature, so the objective of this section of the chapter is to provide a comparative analysis so that the user can point out the best configuration required while designing the bandstop filter that suits the desired specification and also helps in developing the future ideas by taking into account the advantages of the available structures. The forth section presents a compact, low-profile, Band Pass Filter (BPF) based on balanced Dual Composite Right/Left Handed (D-CRLH) Transmission Line (TL) is presented in this chapter. A balanced D-CRLH TL can be used to provide wideband filter characteristics due to no frequency separation between the RH and LH frequency bands. The proposed D-CRLH TL is designed using U-shaped complementary split ring resonator (UCSRR). The extraction of equivalent circuit model of proposed UCSRR unit cell is also performed. Further, the bandwidth of the proposed filter is enhanced by using the concept of electric and magnetic coupling between the slot lines. The proposed via less BPF has a compact size of 15×15 mm2 designed on an FR-4 substrate with dielectric constant(er)=4.3. The design analysis of proposed bandpass filter is presented in terms of reflection coefficient, transmission coefficient, impedance curve, propagation constant and group delay. Chapter 5 presents a novel resonant metamaterial absorber exhibiting five resonant peaks with absorptivity more than 90% in the range from S band to Ku band for radar cross-section reduction and other FCC-airborne applications. The structure is designed on a low cost FR-4 substrate with 1 mm thickness which is equivalent to l /17.75 where l is the wavelength corresponding to maximum resonant frequency of absorption, showing its ultrathin nature. The fourfold symmetry of the design results in polarization insensitivity and provides an angular stability up to 60◦ of incident angle. The multiband characteristics are obtained by combining three different geometries in a single structure. Performance of the absorber is studied in terms of absorptivity, material parameters, normalized impedance, polarization insensitivity and oblique incidence. Finally, the design is fabricated on a 200×200mm2 FR-4 substrate and measurements are performed. Further, the chapter also presents a closed meander line shaped vi metamaterial absorber operating at 3.5 GHz WiMAX band. The proposed metamaterial absorber unit cell has a compact size of 0.11l0×0.11l0 design on an ultrathin FR-4 substrate with thickness 0.018l0, where l0 is the wavelength corresponding to operating frequency. The proposed absorber shows an absorptivity of 98.5 % at the intended frequency. The design is evolved from a simple square loop to a symmetrical meander line structure whose dimensions are optimized to operate at 3.5 GHz WiMAX band. An equivalent circuit model is also defined to depict the electrical properties of the structure. The proposed design also shows insensitivity to polarization as well as change in incident angle of the wave over a wide-angle (upto 60◦) for both TE and TM polarization. The proposed structure is a good candidate for radar cross section reduction of an antenna. Chapter 6 demonstrates the use of metamaterial absorber (MA) to achieve high isolation between two patch antennas in a 2-element MIMO system operating at 5.5 GHz resonant frequency useful for WiMAX application. The proposed flower shaped MA, designed on a 9×9mm2 FR-4 substrate with 1 mm thickness, exhibits near unity normalized impedance at 5.5 GHz with an absorptivity of 98.7 %. A 4 element array of the MA is arranged in the form of a line in the middle of the two radiating patches in order to suppress the propagation of surface current between them at the operating frequency. Using the proposed flower shaped MA, an isolation of nearly 35 dB is achieved. The MIMO structure is studied in terms of return loss, isolation, overall gain, radiation pattern, Envelope Correlation Coefficient (ECC), Diversity Gain (DG), and Total Active Reflection Co-efficient (TARC) etc. The structure is finally fabricated and measured to show good agreement with the simulated results.

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McIntyre, Craig Stewart. "The development of air-coupled ultrasonic transducers." Thesis, University of Warwick, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343184.

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Moore, Freeman Leroy. "Quantifying Design Principles in Reusable Software Components." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278795/.

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Software reuse can occur in various places during the software development cycle. Reuse of existing source code is the most commonly practiced form of software reuse. One of the key requirements for software reuse is readability, thus the interest in the use of data abstraction, inheritance, modularity, and aspects of the visible portion of module specifications. This research analyzed the contents of software reuse libraries to answer the basic question of what makes a good reusable software component. The approach taken was to measure and analyze various software metrics as mapped to design characteristics. A related research question investigated the change in the design principles over time. This was measured by comparing sets of Ada reuse libraries categorized into two time periods. It was discovered that recently developed Ada reuse components scored better on readability than earlier developed components. A benefit of this research has been the development of a set of "design for reuse" guidelines. These guidelines address coding practices as well as design principles for an Ada implementation. C++ software reuse libraries were also analyzed to determine if design principles can be applied in a language independent fashion. This research used cyclomatic complexity metrics, software science metrics, and traditional static code metrics to measure design features. This research provides at least three original contributions. First it collects empirical data about existing reuse libraries. Second, it develops a readability measure for software libraries which can aid in comparing libraries. And third, this research developed a set of coding and design guidelines for developers of reusable software. Future research can investigate how design principles for C++ change over time. Another topic for research is the investigation of systems employing reused components to determine which libraries are more successfully used than others.

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Goedde, Allison Marie. "FACTORS PREDICTING PRESERVICE TEACHER TECHNOLOGY COMPETENCY." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1151090686.

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Phippen, Andrew David. "Component technologies and their impact upon software development." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/1723.

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Software development is beset with problems relating to development productivity, resulting in projects delivered late and over budget. While the term software engineering was first introduced in the late sixties, its current state reflects no other engineering discipline. Component-orientation has been proposed as a technique to address the problems of development productivity and much industrial literature extols the benefits of a component-oriented approach to software development. This research programme assesses the use of component technologies within industrial software development. From this assessment, consideration is given to how organisations can best adopt such techniques. Initial work focuses upon the nature of component-orientation, drawing from the considerable body of industrial literature in the area. Conventional wisdom regarding componentorientation is identified from the review. Academic literature relevant to the research programme focuses upon knowledge regarding the assessment of software technologies and models for the adoption of emergent technologies. The method pays particular attention to literature concerning practitioner focussed research, in particular case studies. The application of the case study method is demonstrated. The study of two industrial software development projects enables an examination of specific propositions related to the effect of using component technologies. Each case study is presented, and the impact of component-orientation is each case is demonstrated. Theories regarding the impact of component technologies upon software development are drawn from case study results. These theories are validated through a survey of practitioners. This enabled further examination of experience in component-based development and also understanding how developers learn about the techniques. A strategy for the transfer of research findings into organisational knowledge focuses upon the packaging of previous experience in the use of component-orientation in such a way that it was usable by other developers. This strategy returns to adoption theories in light of the research findings and identifies a pattern-based approach as the most suitable for the research aims. A pattern language, placed in the context of the research programme, is developed from this strategy. Research demonstrates that component-orientation undoubtedly does affect the development process, and it is necessary to challenge conventional wisdom regarding their use. While component-orientation provides the mechanisms for increased productivity in software development, these benefits cannot be exploited without a sound knowledge base around the domain.

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Dean, Jennifer Kaye. "Quantifying Social Justice Advocacy Competency: Development of the Social Justice Advocacy Scale." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/cps_diss/40.

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Social justice advocacy has been a force throughout the history of Counseling Psychology and has been described as more critical to the field than any other time in its long history (Toporek & McNally, 2006). Accordingly, in 2002, the American Counseling Association endorsed the Advocacy Competencies in an effort to advance the status of social advocacy by defining competency for counselors engaged in social advocacy (Lewis, Arnold, House, & Toporek, 2002). However, at the writing of this article, these competencies had not yet been operationalized. Therefore, a comprehensive review of the multidisciplinary literature was conducted and seventy- three skills consistent with these competencies were identified and used to further describe what it means to be a competent social justice advocate. These skills were then used to create a measure of social justice advocacy. Content validity of the items was addressed through the use of expert ratings. One hundred participants were recruited to take this measure. Exploratory factor analysis yielded a four-factor model of social justice advocacy skills: Collaborative Action, Social/Political Advocacy, Client Empowerment, and Client/Community Advocacy. Evidence for construct validity was found in the expected positive correlations between the social advocacy survey and the Multicultural Knowledge and Awareness Scale (Ponterotto et al., 2002) and the Miville-Guzman Universal-Diverse Orientation Scale- Short Form (Fuertes et al., 2000). The resulting 43- item survey serves as a starting point for operationalizing and assessing counselors’ competence in social justice advocacy.

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Graham-Johnson, Judith. "Incorporating equity dynamics in professional development| Building Educator Cultural and Professional Competency." Thesis, Fielding Graduate University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629593.

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Since the statement of then -Secretary of Education Paige on the "soft bigotry of low expectations," the necessity of holding "high expectations" appears to be generally accepted as an important factor in student achievement. Secretary Paige asserted that not all teachers hold high expectations of their students, yet the possibility of such thinking is not typically acknowledged among educators. Instead there appears to be a presumption that all teachers do hold high expectations for their students and there is no evidence that this assumption is ever questioned. The assumption that high expectations are universally held negates belief that expectations should be part of the professional conversations in which educators engage and precludes the topic from being included in the professional development programs in which school staffs are engaged. My review of literature includes learning from the other social sciences on beliefs, cultural assumptions, and expectations. This dissertation examines the development of negative stereotypes and manifestations of those stereotypes in the educational experiences, past and present of African Americans, as representatives of those segments of the population who have historically been under-served by education. The results of the survey conducted as part of this study indicate that expectations are rarely included in professional development programs. Additionally, the results demonstrate a lack of consistency among districts in approaching similar challenges. Finally, a model developed to increase the effectiveness of professional development is proposed.

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Hogan, Terry. "Global leadership and the development of intercultural competency in U.S. multinational corporations." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/709.

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This study addresses the challenges of developing the intercultural competency of global leaders within the context of the U.S. multinational corporation (U.S.M.C.). This research seeks to examine how organizations develop managers capable of leading in a pluralistic work environment and the implications of this kind of learning on the current assumptions held by intercultural academia and the business community. The research approach was interdisciplinary: combining adult learning theory (self-directed and transformational learning), international business communication and leadership, systems thinking, organizational development and learning, and intercultural theory. The following questions were addressed: How is cultural competence developed, supported, and integrated by the U.S. multinational organization? What challenges and obstacles do organizations face in effectively developing globally competent leaders? How can the intercultural academic community help to facilitate cultural competency development in the organizational context? The study found that, although global leadership competency is largely undefined in organizations, the mandate "to be global" is pervasive. In spite of this, culture in the organizational context and its impact on leadership development and performance are not widely understood in U.S.M.C.s. Yet, the study also found that most organizations do not have programs of any kind that promote intercultural competency development. Reasons for this discrepancy centered mostly on lack of awareness and support at the highest levels in organizations, business cost justification, and the lack of collaboration among (corporate) departments as well as between organizations and the intercultural academic community. Two data sets were used to complete this research. The first set included members of the corporate business units of Learning and Development.(L&D), Human Resources (HR), and Diversity. The second data set was comprised of interculturalists who hailed from the academic community, the business community, or both.

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Rizvi, Farhan. "Integrating Competency Frameworks and Goal Setting in an Individual Development Plan Process." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843466.

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The purpose of this study was to design an integrated goal and competency framework based individual development plan process. Interviews with eight employees who had been through the process were conducted. Competency frameworks have been shown in existing literature and this study to be an effective tool for leveraging for employee development and driving discussions that employees value. Findings showed that using competency frameworks provides more than enough benefits to justify people managers investing the time to understand it, socialize it within their teams, and use it as a core piece of this process. Future studies should look at multiple teams with different managers to explore that variable further.

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Hall, Tracy Lynn Pfeifer. "Nurse Focused Cultural Competency Education for Patients with Differences of Sex Development." Mount St. Joseph University Dept. of Nursing / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=msjdn161944517472267.

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Ohorodnyk, N. Y. "Psychological and Pedagogical Foundations for Future Seafarers’ English-Language Communicative Competency Development." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67276.

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The general tendency of the present to regard the foreign language as a socially and personally important factor steps up the possibilities for the specialist’s self-realization and ensures his career success. It should be noted that a good command of the English language, as future seafarers’ working language and a universal means for their mutual understanding during professional and everyday communication on board a vessel takes a key role. Seafarers’ maritime English communicative competence is undoubtedly one of the fundamental indicators of their general professional competency as well as an essential feature of their identity with the profession.

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Atchley, Cindy J. "Exploring Linguistic Challenges and Cultural Competency Development in a Small Multinational Corporation." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2518.

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In 2016's global business landscape, the increase in workers moving across borders to find employment accentuates the language and cultural challenges for both employees and organizations. Employees working in a multinational environment need to have an understanding of language and culture to handle the complex nature of professional work in a multinational corporation (MNC). The purpose of this study was to explore what communication competencies employees in a small MNC needed to communicate across multicultural environments in the workplace. A dialectic approach of intercultural communication was used to explore these needs in one small MNC located in the Kingdom of Saudi Arabia using English as the corporate language. Data were collected from 9 employees of one data security firm using semistructured interviewing, the data was then coded into NVivo. Using interpretative phenomenology analysis, the themes of understanding, cultural sensitivity, pace, and fitting in emerged. Results of the study indicated a disconnect in the cultural mentality of Americanness versus Arabness in the business environment where societal factors and national identity reflected in how the employees think and act in the workplace. Lack of cultural knowledge in an MNC can impact the financial health of an organization in lost opportunities, reduced productivity, and long-term relationship damage with clients and partners. The results of this study could contribute to positive social change by providing small MNCs with the insight to enhance intercultural communication and intercultural awareness among employees in building a global workforce.

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LoPorto, Johanna. "Competency Development and Implementation among Direct Support Professionals in New York State." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6607.

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Direct support professionals (DSPs) serve an important function in the daily supervision and care of clients with intellectual and developmental disabilities (ID/DD) through standardization of technical, cognitive, and ethical competencies for all DSPs. It is not clear, however, how these DSPs and managers perceive the implementation process and utility of these competencies or whether implementation results in meeting the desired outcomes for clients. Using Donabedian's quality of care model as the foundation, the purpose of this qualitative case study in New York State to understand how DSPs perceived the implementation of the DSP core competencies under the direction of front-line managers. Data were collected through face-to-face interviews with 12 DSPs and front-line managers. Data were inductively coded then subject to Braun and Clarke's thematic analysis procedure. Findings revealed that DSPs and front-line managers implemented the core competencies inconsistently because of organizational perceptions and experiences. The implications for social change stemming from this study includes recommendations to the National Alliance of Direct Support Professionals to add a practicum component to the core competencies training which may benefit people living in community residential group homes diagnosed with ID/DD through hands-on approach training that would allow full implementation of the DSP core competencies in various, every day real life situations.

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Hannah, Kerry. "A Qualitative Assessment of Professional Development in a Competency-Based Education Model." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7872.

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Competency-based education (CBE) is increasingly important in higher education, both in volume and pervasiveness, which increases the need for comprehensive, systematic, and effective program-based support and instruction for faculty and staff. The purpose of this qualitative Delphi study was to gather expert opinions about competency-based best practices in professional development, support, and training resources in order to effectively implement a CBE method at a university. The conceptual framework comprised of adult learning theory and competency-based education. Eight experts in competency-based education completed 2 rounds of anonymous questionnaires with open- and closed-ended questions. Data analysis involved a systematic process of coding and identifying themes. Results included a list of effective best practices for the professional development, support, and training resources that might be used to develop a community of practice online learning site for effective implementation of CBE methods. The results were further used to deliver a position paper that provided the research site with concrete descriptions of the important factors and mechanisms for CBE, as well as recommendations for action, including increased emphasis on Communities of Practice. Implications for positive social change include aiding higher education institutions in understanding the needs of faculty professional development, support, and training resources in a CBE method. In turn, adult learners who enroll in a CBE model will be able to attain a degree in less time and cost than in a traditional model, providing the learners with an opportunity to make an economic difference in society.

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Elmqvist, Jonas. "Components, Safety Interfaces, and Compositional Analysis." Licentiate thesis, Linköping University, Linköping University, Department of Computer and Information Science, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-57490.

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Component-based software development has emerged as a promising approach for developing complex software systems by composing smaller independently developed components into larger component assemblies. This approach offers means to increase software reuse, achieve higher flexibility and shorter time-to-market by the use of off-the-shelf components (COTS). However, the use of COTS in safety-critical system is highly unexplored.This thesis addresses the problems appearing in component-based development of safety-critical systems. We aim at efficient reasoning about safety at system level while adding or replacing components. For safety-related reasoning it does not suffice to consider functioning components in their intended environments but also the behaviour of components in presence of single or multiple faults. Our contribution is a formal component model that includes the notion of a safety interface. It describes how the component behaves with respect to violation of a given system-level property in presence of faults in its environment. This approach also provides a link between formal analysis of components in safety-critical systems and the traditional engineering processes supported by model-based development.We also present an algorithm for deriving safety interfaces given a particular safety property and fault modes for the component. The safety interface is then used in a method proposed for compositional reasoning about component assemblies. Instead of reasoning about the effect of faults on the composed system, we suggest analysis of fault tolerance through pair wise analysis based on safety interfaces.The framework is demonstrated as a proof-of-concept in two case studies; a hydraulic system from the aerospace industry and an adaptive cruise controller from the automotive industry. The case studies have shown that a more efficient system-level safety analysis can be performed using the safety interfaces.

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Jenkins, Kalesha D. "The Self-Awareness Process in Multicultural Counseling Competency: An Exploratory Qualitative Inquiry." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1595846977256139.

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Dissertations / Theses on the topic 'Components of competency development'

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