Reflecting on competences to increase role clarity during service delivery in a Third World setting

Abstract

Purpose

The purpose of this study is essentially to examine the contribution of reflection in providing a stronger association between explicit competences and role clarity when reflection is used as a means of articulating competences (knowledge, skills and attitudes).

Design/methodology/approach

The study employed a correlational survey design and targeted 223 employees in managerial positions of nine districts' local governments in Uganda and primarily used a structured questionnaire.

Findings

The research confirmed a significant positive relationship between reflection and explicit competences, showing the importance of articulating tacit knowledge to develop explicit competences that would increase role clarity.

Research limitations/implications

There are seemingly other confounding factors that may enhance reflection and explicit competences such as community participation in goal setting which need to be considered in future studies.

Practical implications

This paper adds to the understanding of the consequences of routinely utilizing competences without concern on whether they will leads to the desired results. It introduces the concept of reflection; an approach for articulating competences explicitly to increase role clarity.

Originality/value

The study recommends district managers to formally engage in continuous reflection on tacit competences in order to minimise errors and increase role clarity during service delivery.

Citation

Nansubuga, F. and Munene, J.C. (2013), "Reflecting on competences to increase role clarity during service delivery in a Third World setting", Journal of Workplace Learning, Vol. 25 No. 4, pp. 231-246. https://doi.org/10.1108/13665621311316429