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Book part
Publication date: 22 December 2016

Rebecca J. White and Kevin Moore

Entrepreneurship is one of the fastest growing disciplines at colleges and universities today. Programs span campuses offering traditional coursework and a variety of…

Abstract

Purpose

Entrepreneurship is one of the fastest growing disciplines at colleges and universities today. Programs span campuses offering traditional coursework and a variety of experiential learning options for students from all majors. While most agree that as much learning, if not more, occurs outside of the classroom, there has not been a model for integrating curricular and cocurricular components in entrepreneurship programs. Moreover, there has not been clear agreement on how to assess value from these programs.

Methodology/approach

To resolve this, we used a five-phase competency development process to create a customized learning model that engages the learner, the educator, and the community volunteer in the learning and assessment process at both the individual and program levels. This chapter presents a case study in a private, metropolitan university of 8200 students. The case study presents the problem and rationale, a history and overview of the application of competency-based education, and a five-stage process used to develop the model and apply the model to achieve a customized learning path for students in entrepreneurship.

Findings

The five-stage model of competency-based education can be applied to develop a customized learning approach and assessment path for students who study entrepreneurship. The use of a technology support platform can extend and simplify the use of this model and allow for the integration of curricular and cocurricular components of an experiential education.

Originality/value

This is a unique approach to integrating curricular and cocurricular education to provide a holistic experiential education for learners. The value of this program extends to faculty who assess learning and volunteers who participate in the learning experience. Specific attention is given to the challenges and process for curriculum mapping and the use of this model for assessment.

Details

Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes
Type: Book
ISBN: 978-1-78635-063-3

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Abstract

Details

Global Leadership Talent Management
Type: Book
ISBN: 978-1-78714-543-6

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Article
Publication date: 12 January 2015

Mana Patamakajonpong and Tirapot Chandarasupsang

This paper aims to present an alternative practical framework to classify the skill and knowledge of the individual trainees by comparing it with the expert in an…

Abstract

Purpose

This paper aims to present an alternative practical framework to classify the skill and knowledge of the individual trainees by comparing it with the expert in an organization. This framework gives the benefit to the organization in order to know the ability level of the personnel and to be able to provide the personnel development method both in academic learning and workplace learning.

Design/methodology/approach

This research develops the framework based on relevant methodologies. Competency-Based Development is applied to investigate the knowledge and skill of the specific task. Knowledge Engineering is used to capture the experiences and construct knowledge model from relevance parties. Capability Maturity Model is then adapted to develop the capability and maturity level of the personnel. It can then be used to cluster the knowledge and skill. Finally, the Substation Maintenance Department of Provincial Electricity Authority (PEA), Thailand, is selected as a case study to test the proposed framework.

Findings

The results have shown that the proposed framework can be utilized to identify the capability level of the individual personnel. Furthermore, the appropriate maturity development of the employees in each level can also be identified. This proposed framework provides better results when comparing to the current PEA competency model, as the criteria in this framework are systematically derived from experts rather than relying solely on the proficiency level. Although, this framework was tested with the switchgear maintenance task, the results and its systematic approach have indicated that it can also be used to develop the capability maturity model for other fields of work.

Originality/value

The main originality of this research is the proposed competency analysis table, which integrates human resource development with knowledge management, risks management and management information system. Rather than performing these tasks separately for continuous quality improvement, organization can practically plan and perform the quality improvement-related tasks spontaneously. Moreover, the application of the capability maturity model to classify knowledge and skill of the maintenance tasks into maturity level is another academic value presented in this paper. The proposed framework gives the benefit to organization to classify the capability of the personnel. This is potentially beneficial to the human resource development personnel than traditional methods in the sense that it provides the information on how to develop the specific skill of the employees.

Details

Journal of Workplace Learning, vol. 27 no. 1
Type: Research Article
ISSN: 1366-5626

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Article
Publication date: 15 August 2016

Ellen Goldman and Andrea Richards Scott

The purpose of this paper is to investigate the competency models used by organizations to assess the strategic thinking ability of their leaders, managers, and other…

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Abstract

Purpose

The purpose of this paper is to investigate the competency models used by organizations to assess the strategic thinking ability of their leaders, managers, and other employees.

Design/methodology/approach

A basic interpretive study was conducted with human resource executives across a broad range of large organizations. Participants were interviewed, and competency models in use were shared, reviewed, and discussed. The model development process was also explored in depth. Findings were verified via member checks and triangulation.

Findings

Models in use either identify strategic thinking as a stand-alone competency, or embed it under three different areas. Most cover one or more executive levels, stating varying expectations for strategic thinking by job title or level, or differentiating strategic thinking performance levels. The models include descriptions of strategic thinking behaviors that cross seven categories of strategy development, implementation, and organizational alignment.

Research limitations/implications

The study provides indications of potential generalizations that should be considered with more organizations across sectors.

Practical implications

The findings provide practitioners with format and content examples to enhance the assessment of strategic thinking in existing competency models, as well as process considerations for model development/revision. The findings also identify how competency model components are used across the spectrum of talent management activities.

Originality/value

The study fills a gap in the literature by providing empirically based identification of the strategic thinking behaviors organizations consider essential competencies and how they are assessed. In so doing, the study provides a glimpse of how strategic thinking is used in practice and across a range of strategic management activities. In addition, the study links strategic thinking to the competency development literature, illustrating details of competency model development for strategic thinking, and identifying opportunities for related theory development in both domains.

Details

Journal of Strategy and Management, vol. 9 no. 3
Type: Research Article
ISSN: 1755-425X

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Article
Publication date: 1 December 2001

Bo Hansson

This study examines the accuracy of individual perceptions (self‐estimates) of acquired competence. A concept of relative competence is introduced to account for…

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2725

Abstract

This study examines the accuracy of individual perceptions (self‐estimates) of acquired competence. A concept of relative competence is introduced to account for variation in rater elevation and differences in importance (significance) of specific competencies. The results indicate that the self‐estimates of job‐specific competencies are well executed. Because the distortion in elevation and stereotype accuracy is largely associated with general constructs, the findings suggest that we should focus on modeling competencies to the job. The results also show that even without a correction for interrater differences or a correction for the importance of different competencies, the competency model carries value‐relevant information.

Details

Journal of European Industrial Training, vol. 25 no. 9
Type: Research Article
ISSN: 0309-0590

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Article
Publication date: 24 October 2008

Tobias Ley, Armin Ulbrich, Peter Scheir, Stefanie N. Lindstaedt, Barbara Kump and Dietrich Albert

The purpose of this paper is to suggest a way to support work‐integrated learning for knowledge work, which poses a great challenge for current research and practice.

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4035

Abstract

Purpose

The purpose of this paper is to suggest a way to support work‐integrated learning for knowledge work, which poses a great challenge for current research and practice.

Design/methodology/approach

The authors first suggest a workplace learning context model, which has been derived by analyzing knowledge work and the knowledge sources used by knowledge workers. The authors then focus on the part of the context that specifies competencies by applying the competence performance approach, a formal framework developed in cognitive psychology. From the formal framework, a methodology is then derived of how to model competence and performance in the workplace. The methodology is tested in a case study for the learning domain of requirements engineering.

Findings

The Workplace Learning Context Model specifies an integrative view on knowledge workers' work environment by connecting learning, work and knowledge spaces. The competence performance approach suggests that human competencies be formalized with a strong connection to workplace performance (i.e. the tasks performed by the knowledge worker). As a result, competency diagnosis and competency gap analysis can be embedded into the normal working tasks and learning interventions can be offered accordingly. The results of the case study indicate that experts were generally in moderate to high agreement when assigning competencies to tasks.

Research limitations/implications

The model needs to be evaluated with regard to the learning outcomes in order to test whether the learning interventions offered benefit the user. Also, the validity and efficiency of competency diagnosis need to be compared to other standard practices in competency management.

Practical implications

Use of competence performance structures within organizational settings has the potential to more closely relate the diagnosis of competency needs to actual work tasks, and to embed it into work processes.

Originality/value

The paper connects the latest research in cognitive psychology and in the behavioural sciences with a formal approach that makes it appropriate for integration into technology‐enhanced learning environments.

Details

Journal of Knowledge Management, vol. 12 no. 6
Type: Research Article
ISSN: 1367-3270

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Article
Publication date: 20 January 2020

Nor Aishah Mohd Ali, Zurina Shafii and Shahida Shahimi

The purpose of this study is to identify the competencies required of Shari’ah auditor (SAR) in the Islamic banking environment.

Abstract

Purpose

The purpose of this study is to identify the competencies required of Shari’ah auditor (SAR) in the Islamic banking environment.

Design/methodology/approach

A qualitative approach using a multiple-case study through the semi-structured interview was used. Data was gathered from a representative of Central Bank of Malaysia, and 30 other respondents consist of the Head of Shari’ah audit (HSA) and SAR from four types of banking institutions. A focus group discussion was later conducted to validate the model of competency proposed.

Findings

Results show a mixed practice on the recruitment of SAR. Most banking institutions prefer to use their existing internal auditors as opposed to recruiting fresh graduates or acquire experienced SAR from other financial institutions. Knowledge in Shari’ah, Islamic banking and Fiqh Muamalat is considered as the essential knowledge component for SAR, while auditing is revealed as the core skill that SAR should have to perform the Shari’ah audit effectively. The study also found that personal skills such as willingness to learn and teamwork as the complementing characteristics to the knowledge and skill components, as a package required for a competent SAR.

Research limitations/implications

The results of this study would have both theoretical and practical contributions to the regulatory bodies, academicians and professionals. Theoretically, this study made a concerted effort to enhance prior studies on the qualification aspect of Shari’ah audit literature, emphasizing the elements necessary to recruit competent SARs in the Islamic financial institutions (IFIs). The element of “time” has been infused to the existing effective job performance theory add dynamics to the model, recognizing the need for years of experience as part of elements necessary to become competent SAR. In practice, the competency model is recommended to the industry players in pooling competent talents in the Islamic finance industry (R4) and (B5). In spite of its limitation to confine only to the IFIs, it sheds light on human resource management within the Islamic organizations.

Practical implications

The study would contribute to the practitioners as a guideline to the Human Resource Department in recruiting their SAR and also for succession planning purposes.

Originality/value

A competency model for SAR was proposed focusing on building knowledge, core and personal skills that can be used as guidance in determining the criteria needed for a competent SAR, which is a new dimension for Islamic auditing literature. The sub-objective of determining the elements of competency, as well as understanding the current practice of recruiting the SAR became the input in the building of the competency model.

Details

Journal of Islamic Accounting and Business Research, vol. 11 no. 2
Type: Research Article
ISSN: 1759-0817

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Article
Publication date: 1 August 2001

George Boak and Diane Coolican

Describes the development of a competency model for middle‐senior managers in a large fashion retailing company, to encourage them to act more strategically. Discusses the…

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4059

Abstract

Describes the development of a competency model for middle‐senior managers in a large fashion retailing company, to encourage them to act more strategically. Discusses the relative benefits of researching a custom‐made model against using or adapting a generic model. Describes how the model has been used in the company for training and development. Evaluates the model against a critical view of management competencies.

Details

Leadership & Organization Development Journal, vol. 22 no. 5
Type: Research Article
ISSN: 0143-7739

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Article
Publication date: 23 August 2018

Irameet Kaur, Charu Shri and K.M. Mital

The technological advances worldwide are posing challenges for the teaching fraternity. However, certain competencies can enable the teachers to enhance their performance…

Abstract

Purpose

The technological advances worldwide are posing challenges for the teaching fraternity. However, certain competencies can enable the teachers to enhance their performance by managing self and adopting flexible teaching and learning tools. The purpose of this paper is to identify, analyse and model such competencies with special reference to emotional intelligence and social media competencies (SMCs). A competency framework is developed and a subsequent performance ranking system is derived in this study.

Design/methodology/approach

The statistical approach of multiple regression using partial least square based strucutural equation modelling is used for model development by estimating the impact of various competencies on performance. The technique of analytical network process is applied to derive a performance management system for ranking employees.

Findings

The paper estimates the relative impact of various competencies on superior performance of teachers, thus enabling to develop a competency model. A performance management and ranking system has also been developed.

Practical implications

A working practical model for performance management and ranking of teachers is developed on the basis of different criteria having different weightage. The ranking model can enable to develop suitable strategies for making effective recruitment and appraisal decisions.

Originality/value

The performance management model integrates emotional intelligence competencies, SMCs along with knowledge, skills and attitude, to develop fair and weightage-based performance ranking system.

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Book part
Publication date: 21 July 2017

Mark E. Mendenhall, Todd J. Weber, Audur Arna Arnardottir and Gary R. Oddou

The process of global leadership development remains a challenging theoretical problem in the field of global leadership. To help address this issue, we develop a…

Abstract

The process of global leadership development remains a challenging theoretical problem in the field of global leadership. To help address this issue, we develop a theoretically grounded process model of global leadership competency development that addresses the dynamics involved in the adoption and enhancement of intercultural competencies associated with global leadership. We do this by integrating theoretical constructs associated with competency development from the adult learning and development, cognitive-behavior therapy, global leadership development, leadership development, organizational development, and social learning theory literatures. The resulting model includes testable propositions – a critical feature that existing global leadership development process models currently lack. Our chapter concludes with a discussion of the implications of the model for future research and practice.

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