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The purpose of this paper is to develop a professional self-efficacy scale for counsellors and psychologists encompassing identified competencies within professional standards from national and related international frameworks for psychologists and counsellors.

An initial opportune sample of postgraduate psychology and counselling students (n=199) completed a ten-minute self-report survey. A subsequent independent sample (n=213) was recruited for cross-validation.

A series of exploratory analyses, consolidated through confirmatory factor analyses and Rasch analysis, identified a well-functioning scale composed of 31 items and five factors (research, ethics, legal matters, assessment and measurement, intervention).

The Psychologist and Counsellor Self-Efficacy Scale (PCES) appears a promising measure, with potential applications for reflective learning and practice, clinical supervision and professional development, and research studies involving psychologists’ and counsellors’ self-perceived competencies. It is unique in being ecologically grounded in national competency frameworks, and extending previous work on self-efficacy for particular competencies to the set of specified attributes outlined in Australian national competency documents. The PCES has potential utility in a variety of applications, including research about training efficacy and clinical supervision, and could be used as one component of a multi-method approach to formative and summative competence assessment for psychologists and counsellors. The scale may be used to assess students’ perceived competencies relative to actual competency growth against national standards, and to identify trainees’ and practitioners’ self-perceived knowledge deficits and target areas for additional training.

The goal of this research is to demonstrate how web‐based applications improve the effectiveness of a very important human resource (HR) function. It proposes a framework of a web‐based training needs assessment system for HR professionals to effectively assess employee needs for competency‐based training.

A conceptual framework of a survey‐based training needs assessment using the Internet was developed. A use case detailing a walkthrough of a prototype system developed under this proposed framework was created to illustrate how this system works. A two‐phased operation test of the prototype system was then conducted to assess how well human resource (HR) managers would accept and adopt this technology to develop organizational competencies. The first phase involved demonstrating the use case to a group of experienced HR managers and polling their opinion toward the system. The second phase involved one‐on‐one interviews with three select HR managers who were asked to experience the prototype system hands‐on.

HR managers from both phases of validation demonstrated positive acceptance of both the needs assessment model and the process improvement generated from the web‐based prototype system.

The qualitative validation test was conducted to a small sample of Taiwan's HR managers. Caution is advised when generalizing the positive results to other regions or countries with more advanced IT applications in HR practices.

This study contributes to the HR practice in several ways. First, it qualitatively confirms that HR professionals accept a competence‐based approach to build company's training curriculum. Second, it observes a lack of effective tools to help HR professionals in the task of training needs assessment. Third, it shows that HR professionals do recognize the power of web technology in helping them become more efficient.

Formal competency‐based training programs are rarely implemented in the real world because the process required is both tedious and time‐consuming. This paper adopts Internet technologies in a conceptual model for effective competency‐based training needs assessment, and presents an efficient web‐based tool to assist HR professionals in the needed analysis.

The purpose of this paper is to evaluate the effect of the Albertina Sisulu Executive Leadership Programme in Health (ASELPH) in improving the competencies and performance of public healthcare managers in South Africa (SA).

This study used a quasi-experimental study design, with pre-post assessments to assess the performance and competencies of students participating in a public health leadership programme. Students were assessed using a 360° assessment of 14 competencies and 56 performance indicators.

Students improved significantly in 11 competencies and 44 performance indicators; they perceived improvements in their own performance. The assessors observed the same improvements, which confirmed performance change at the students’ workplaces. The study showed the positive effect of the ASELPH Fellowship in improving the competencies and performance of public healthcare managers in SA.

The ASELPH Fellowship enhanced the leadership competencies and the performance of South African public healthcare managers. South African public healthcare managers face significant challenges and concerns have been raised regarding the competencies of healthcare managers to deal with these challenges. This study shows that leadership programmes can improve competencies and performance of managers to have an impact on the South African healthcare system

Information competency instruction is an essential component of the strategic mission of Fletcher Library at Arizona State University West. Instuction programs include drop‐in basic skills classes, course‐integrated instruction taught by subject librarians, and an online tutorial currently under development. From summer 1999 through summer 2000, faculty members and subject librarian for the Integrative Studies Program collaborated to integrate information competency instruction and assessment into the program’s gateway course. Two sessions were developed and taught by the librarian. A prelimanry assessment programms developed to evaluate student outcomes and to serve as the foundation of a future programmatic assessment program. This paper reports on the resulting sessions, the assessment, modifications made as a result of the information gathered and its place in the development of programmatic competencies.

The study aims to examine the digital competence of young employees (under 30 years of age) who graduated from the technical university. Self-assessment of selected digital competencies was examined along with the determination of a self-efficacy level in the area of using digital competencies.

Quantitative research was conducted using the computer-assisted web interview method on a sample of 4532 respondents.

Young employees' self-assessment of digital competencies and self-efficacy in the area of using them is high, and it can be assumed that they perceive themselves as digitally competent. Both digital self-efficacy and assessed digital competencies have a positive impact on satisfaction with the university.

The research sample consisted only of employees who graduated from the technical university, but the results may provide feedback on the demand for digital competencies sought in the labor market and constitute valuable information useful in university curriculum development and in vocational education and training.

This is the first study that focuses on the Kozanoglu and Abedin approach to the concept of digital literacy in the context of research on self-assessment and self-efficacy in using digital competencies among technical university graduates, adapting the creative self-efficacy scale by Tierney and Farmer, for measuring digital self-efficacy.

1. Young employees' digital competencies self-assessment is high.

2. Young employees' self-efficacy of using digital competencies is high.

3. Graduating from a DT-focused department has a positive impact on satisfaction.

4. Digital self-efficacy has a positive impact on satisfaction with the university.

5. Assessed digital competencies have a positive impact on satisfaction.

Young employees' digital competencies self-assessment is high.

Young employees' self-efficacy of using digital competencies is high.

Graduating from a DT-focused department has a positive impact on satisfaction.

Digital self-efficacy has a positive impact on satisfaction with the university.

Assessed digital competencies have a positive impact on satisfaction.

This article describes the first of a series of assessments examining discrete areas of the service, needed to evaluate a digital reference program. The University of California, Los Angeles, began the first stage of a planned comprehensive evaluation with an assessment of competencies designed to reveal gaps in training that would be the starting point for a revised training program. The objectives of the first assessment were to isolate librarian‐error from user‐error, software‐error and network‐error. This assessment is the first piece of wide‐ranging evaluation that will involve all staff in the process of crafting best practices for digital reference service.

The proliferation of enterprise education initiatives in Britain emphasises the importance of understanding the meaning of the term “enterprise competency”. Ironically, though the provision for enterprise education grows, there are few research and evaluation studies available to clarify the meaning of enterprise competency for education and assessment. A literature review of this area which is published by the Scottish Enterprise Foundation is summarised. Without precise definitions and research enterprise competency risks meaning everything and nothing to those involved with enterprise education and assessment.

The purpose of this paper is to create a practical system for assessing the need for developmental opportunities for management development while functioning on the job and to assist managers in selecting from those opportunities. This includes assessment strategies, discussion of developmental patterns, and potential gains in organizational commitment and managerial performance.

A model is proposed for connecting previously established management competencies to developmental opportunities in the manager's current task and group environments.

Self‐assessment instruments are presented for general management competencies and for task structure with notes on how managers, their supervisors and/or mentors might complete those ratings, in order to then use the proposed action model for learning/development.

The potential impact of managerial coaching processes or diversity in organizational cultural contexts on the use of this model are noted.

Improved managerial competencies and organizational performance may be obtained from following this model along with increased organizational commitment by the managers.

This paper presents a new model for self‐assessment of managerial development needs, discusses how those can be linked with on‐the‐job tasks within an existing job placement and organization. While the literature documents the value of developmental opportunities, no system exists for the assessment or selection of a developmental plan within an existing job title or organization. The proposed model fills a large conceptual gap in mapping a manager's personal career goals onto the organization's career paths or management development system objectives.

Health professionals are in an ethical dilemma. The patients should be assumed as competent. Involuntary treatment is a violation of human rights. Therefore incompetent patients should be protected. However, one cannot determine a patient's incompetency without testing him/her, which is a violation of the assumption of competency. Thus, we propose two different types of uses for competency tests. One is to measure the appropriateness of information disclosed,but with a poor test result the information should be repeated. Another is to measure the competency of the patients when making major decisions. A poor test result will be followed by the designation of a proxy so that incompetent patients can be protected.

The purpose of this paper is threefold. First, to add to the empirical literature related to the validity and practical utility of emotional, social, and cognitive competencies in the workplace. Second, using data from two different European samples, to demonstrate the methods for validating competency models for applied use. Third, to discuss the impact of role demands and culture on the manifestation of competencies most predictive of performance.

The basic design used in both studies is to compare data from outstanding performers against data from typical or average performers in order to determine competencies which predict performance. The data presented here are based on operant assessment of competencies using critical incident interviews, which are then systematically coded using thematic analysis to yield behavioural evidence of specific competencies.

The results indicate that, while some competencies such as achievement orientation and team leadership are consistently linked to performance in both studies, the correlation of other specific competencies with performance varies among the samples. Moreover, the relative importance of specific competencies in terms of the amount of variance in performance explained also varies across the two samples.

The criterion measures available, i.e. client ratings of performance, did not provide the continuous objective performance data that are generally considered preferable so as to provide a clearer picture of the value added by superior performance. A further limitation was that there was no opportunity to evaluate the effectiveness of the various initiatives which were put in place to improve managers' competencies after their initial assessment.

This is one of the few articles that explore the validity of competencies within the European Union across different organizations using a common competency framework and methodology. Both studies were originally initiated as applied consulting projects and the findings of the research applied to human resource practices within each organization. Although competencies are ubiquitous in today's global workplace, the number of published studies with data to support the validity of competency‐modelling techniques has been limited. The current research adds to the growing literature in this area and adds to one's confidence in the ability of emotional, social and cognitive competencies to predict performance in a variety of settings and cultures.