Nursing faculty are responsible for graduating competent students and being competent themselves; however, the required competencies of clinical nursing faculty who instruct students in the clinical area are unidentified. The practice problem addressed in this project was the lack of a structured, organized process for identifying initial and ongoing competencies of a clinical nursing facility. The purpose of this project was to explore nursing faculty clinical competency and provide a multimethod, multispecialty approach for implementing clinical nursing faculty competency. The target population was clinical nursing faculty (n= 30) in an academic setting. This project explored the impact of a multimethod, multispecialty approach for assessment and evaluation of clinical nursing faculty competency. The project was guided by Benner's theory of novice to expert; Roger's theory of diffusion and innovation; and the plan, do, check, act model. The study analyzed the data obtained from clinical nursing faculty demographics, and competency validation of 3 clinical and 3 academic, remediation, and retesting outcomes. Descriptive statistics and t test were utilized in analyzing the data. The project findings revealed the clinical nursing faculty members are 100% clinically competent and 68.7% academically competent in the areas evaluated. The project findings have implications for social change through role modeling of leadership skills by clinical nursing faculty and improving student clinical instruction by cultivating competent clinical nursing faculty.

Thesis ( M.Dev) --University of Limpopo, 2011

This study investigates the uniqueness and importance of the Australian National Competency Committee (ANCI) competencies to nurses and other health professionals. Very few Australian studies (Battersby, 1994; Hearn, Smith, Southerly & Close, 1995) have addressed this issue. Although there is widespread confusion of the term "competency", professional bodies regard competency standards as a process for supporting the integrity and control of their respective professions. The problem is that there is confusion across the health professions about competencies and their agenda. ANCI suggest that the nursing competencies reflect unique characteristics of nursing as well as those common with other professions. However, competencies that are unique to nursing have not been identified. ANCI have also not identified how competencies can enhance the development of nursing as a profession. The identification of differences in perceptions of uniqueness and importance of the ANCI competencies within nursing and across health professional groups may contribute to the debate on what is needed to achieve competence and those factors that may influence nursing autonomy, education, and future professional development. This study is important to assist in the identification of nursing as a profession in its own right. It will assist the arguments for and against economic reform in professional education courses and transfer of skills and competence across professions. This study compares the perceptions of nurses, physiotherapists, speech pathologists, and occupational therapists about the uniqueness and importance of the ANCI competencies to their professions. Participants completed a questionnaire that listed the ANCI competencies. They were asked to rate each competency first on uniqueness to their profession, and second, on importance to their profession. Two surveys were conducted; one in 1997 and the second in 2000. Surveys examined any change in perception over time by different cohort groups. The study takes a quantitative approach to data collection and analysis. Inferential analysis determined statistically significant differences and similarities of the four participating health professional groups. The differences are examined in relation to the characteristics that define a profession and implications for nursing are examined in relation to research, autonomy, and patient advocacy within an evidence-based practice framework. Eight hundred and thirty-one of questionnaires distributed were used in this study. The results showed that nursing emerged as significantly different to the other three health professions on perception of uniqueness of the competencies. Nineteen of the sixty-five competencies were perceived by nurses to be more unique to the nursing profession. This perception of uniqueness was found across all the four domains of the ANCI competencies. Although ANCI (2000) claimed that the competencies reflect the unique characteristics of nursing these characteristics have not previously been identified. This finding provides some support for the claim made by ANCI by identifying those competencies nurses perceive as more unique. The study findings showed also that the four participating health professions rated the ANCI competencies as important. However, there was a significant difference between nurses and the other three professional groups on the ratings of importance of the competencies of professional and ethical practice. The study found that nurses rated the competencies of this domain as more important than the other three professions rated these competencies. The findings indicate that the rank orders of importance of the competencies are different across the four professions. This reflects and indicates the different priorities and work roles of each of the four professional groups. It is interesting as well as being of concern to nursing that the participating nurses ranked research and management of care as being the least important of all of the competencies. This finding may help to explain why nursing research has been slow to develop in spite of changes to nursing education. Nurses have a subordinate past and are often described as doers rather than thinkers. It appears that this may not have changed. Current practice also reflects a dependency on other health professions such as the medical profession (Adamson & Harris, 1996). Finally, the study found that there was no change in nurses' perceptions of uniqueness over time. However, there was a slight increase in the nurses' ratings of importance of Critical Thinking and Analysis. There were no statistical significant differences for age, gender, year of graduation, state of residence, and employment status. The discussion chapter commences with an outline of the perceived importance of the competencies across the different health professions. Discussion compares the findings and methods of two important Australian studies of competencies (Battersby, 1994; Hearn et al. 1995, 1996) to this study. Discussion examines professionalism and identifies areas where nursing's perceptions of the competencies meet the criteria of a profession and where the four health professions have similar and different perspectives and qualities. Six characteristics of a profession that are discussed in relation to the perceptions of the ANCI competencies are: high intellectual functioning, special body of knowledge, responsibility and accountability, code of ethics, autonomy, and collegiality. The third part of the discussion highlights the implications of this studies' findings in relation to ANCI competencies as an evaluation tool, the empowerment of nurses, generic courses, scope of nursing, professional development, and curriculum development. The thesis concludes by arguing that 1) The ANCI competencies have the potential to increase the professionalism of nursing; 2) Nurses value accountability and responsibility, the code of ethics, and collegiality; 3) Nurses appear uncomfortable with the concept of autonomy; 4) Nurses undervalue high intellectual functioning and the importance of a body of knowledge; and 5) Perceptions are influenced by the context of competencies. The final chapter highlights a number of recommendations for nursing practice that include the need for further investigation of the uniqueness of the ANCI competencies. It is argued that there is a need for a number of changes to the ANCI competency list as well as a greater emphasis on research and management of care and support for discipline specific courses.It is apparent from the findings of this study that nursing education and clinical practice would benefit from the placement of more emphasis on the importance of research. Furthermore, nurses need to take better responsibility for pursing opportunities and funding for research and practice management. It is concluded that nursing research will increase the body of knowledge for the profession and will also increase professional autonomy with an outcome of better client care. Nurses need encouragement from administrators and educators to value management of care and the nursing process, as this will also encourage independence and quality of care provision. It is argued that commonalities in the perception of uniqueness and importance of competencies are not grounds for politicians to suggest the implementation of generic health professional courses. The commonality of the competencies being important to all four professions can be attributed to the complex nature of nursing practice, which captures aspects of other health professional roles and many of the competencies contribute to the characteristics that define a profession. There are differences in the rankings that can be attributed to the nature of knowledge, context, and priorities of the different professions. Each profession has its own governing body that ensures its members obtain an acceptable standard of professional competence and education. It has, and always will be, the responsibility of the profession to shape the service it provides (Pyne, 1998). This study highlights nurses' perceptions of competencies. The recognition of these perceptions could be used to guide nursing's strive toward autonomy, professional development, and recognition as a profession in its own right.

According to the statistics of the Ministry of Education in 2006, there were about 1,000 students educated in more than 10 institutes of the arts administration field in Taiwan. Most of these institutes are in graduated level. However, in a survey of 517 full-time arts administrators of performing arts groups published by Council of Culture Affairs in 2007 showed there were only about 15% of them with master degrees. Besides personal interests of these administrators, this research want to clarify the situation: if these arts administrators have any other special personalities or abilities; therefore, if there are some differences between arts administrators¡¦ competencies of performing arts groups¡¦ requirements and the academic training of the arts administration and management. The researcher has approached this problem in three directions: the curriculum designs of the related master programs, the ideal competencies from literature review, and the interview with four personnel managers of performing arts cultivation teams. The analysis and comparison are done by this triangulation. The study finds that there are 32 competencies suggested by the past studies, and 30 important competencies are mentioned by the performing arts groups. On the other hand, the schools¡¦ courses can only cultivate 12 competencies, required by the performing arts groups. The result shows that the related master programs are more concentrated on visible competencies than hidden ones. They all can be improved to meet the working field required. Key words: performing arts group, arts administrator, curriculum design, hidden competency, visible competency

¡§People¡¨ is the key to a company¡¦s success, as all processes from R&D, sales to services were handled by people. Therefore, quality of a team determines whether a company will be successful or not, and this is exactly why companies starting to pay increasing attention to ¡§core competency¡¨. Technology, products and services can easily be duplicated, but employees are the only, and most important, assets in a company that can not be replaced. Excellence employees will lead to the competitiveness and profitability of a company and are the foundation of successful companies. It is an imperative for modern companies to cultivate employees¡¦ ¡§core competency¡¨ so that companies can reasonably leverage, motivate and accumulate top quality human assets in order to reach maximum productivity and support the actualization of operation strategy. This study aims at using case study of a software development company of high tech industry to understand the construction of the core competency model and its process. Through literature review, focus groups and executive interviews, the study comes up with the core competency of all employees and the managerial core competency of managers. The study hopes to be able to help other industries to introduce their core competency so as to increase the overall organizational efficiency. Core competency means the knowledge, skills, behaviors and traits that employees need in order for a company to actualize its operation strategy. Therefore, the mid- to long-term business strategy is the base of the development of core competency. The 5 core competencies in the study were developed based on the following factors: company mission and vision, 3 year strategies and goals, unique competitive advantages, key successful factors and the benchmarking of other model companies. Each core competency must have very clear definition and description of its corresponding behaviors of the contribution and impact for various levels of employees. The definition and behaviors descriptions serve as the base for the company¡¦s core competency evaluation and also set the future direction for the company. This study results showed that the company, after introducing core competency system, was able to understand precisely the core competency gap between its individual manager and the team average. The study also demonstrated the fact that the individual manager¡¦s core competency improved visibly in a year through training on the targeted core competencies. This study validated that the organizational efficiency can be increased by the constructing of core competency system and the implementation of the performance management system.

Chief Information Officers (CIOs) in contemporary enterprises should not only possess technology specialties, but also cultivate themselves with an in-depth understanding of business and technology management skills/knowledge in order to effectively improve their role performance, enhance sustainable competitive advantages and achieve business strategic goals. Based upon activity competency model and prior theoretical works, this study presents a conceptual model to investigate the capability of business technology management (BTM) required by CIOs and the impacts of that capability on the performance of their roles. Our strategy for identifying CIOs¡¦ critical roles and activities, and the skills/knowledge required by CIOs is anchored within a comprehensive framework of business technology management (BTM) practices. A scale to measure CIOs¡¦ role performance and BTM capability was first developed and validated. Nine hundred and sixty eight high-tech companies of Taiwan and China which have a formal MIS department and global logistic firms were randomly selected from the databases of China Credit Information Service Ltd. and Strait Exchange Foundation as representative samples in this study. The partial least squares method was used to empirically test the conceptual model and hypotheses through the large-scale survey data collected. The empirical results support the proposed hierarchy of BTM capability and confirm that both business technology and business management competencies have positive significant influences on BTM activity effectiveness and BTM capability also significantly impacts CIOs¡¦ role performance. The findings of this study are of particular value to those concerned with BTM capability training and competency development for CIOs. Executive management can take advantage of such BTM capability profiles to assist in making succession-planning decisions and implementing guidelines by evaluating the competency levels and development needs of their IS professionals.

Thesis (M.J.S.)--University of Nevada, Reno, 2008. / "December, 2008." Includes bibliographical references (leaves 53-57). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

企業對人才的重視態度逐漸轉變，從以往找到對的人放到對的位置上，漸漸變成找到對的人後並為其規畫適合的教育訓練以達成公司績效目標。 企業越來越重視內部員工的教育訓練，政府也開始針對教育訓練課程進行相關認證。除了2005年行政院勞動部勞動力發展署(以下簡稱勞動部)推動「人才發展品質管理系統(Talent Quality-management System，簡稱TTQS) 」以確保企業訓練的教育品質外，更在2010年5月立法通過「產業創新條例」第18條、2011年9月通過「職業訓練法」第4條之1條，以訂定職能基準的相關標準，並推動以職能為主的職能導向課程與相關技能檢定。 目前根據勞動部所規定的職能導向課程分為三類，第一類是經由中央主管機關認定特定職業或職類所設立的職能基準課程；第二類是根據特定職業中其中一項工作任務所規劃的職能基準單元課程；第三類的職能課程為自行採取職能分析流程後所發展之課程。 本研究主要與個案醫院合作，以協助個案醫院推動職能課程(Program of Competency model)為目標，在人資室的建議下，本研究將以科秘書為研究對象。科秘書在醫院內屬於行政人員，在專業能力相對較低的環境下，行政人員常常分配到的行政資源較少、受到的關注亦較少。因此本研究將利用職能訪談法(Competency Interview)了解科秘書工作任務、工作產出、行為指標、職能知識及職能技能等工作內容後，以規劃專屬於科秘書的教育訓練課程，藉以提升科秘書之專業能力與技能。 / Nowadays the human resource policy of the companies changed from recruit the right employee to the right place to design different employees’’ training program. As the company more focus on training program, the department named Ministry of Labor try to set some standard to those course. They build up the Talent Quality-management System in 2005 to ensure the quality of training course in company. And formulate different laws about competency to arouse society the sense of it. As for now, Ministry of Labor definite three types of Competency-Based Program-CBP, they are named Program of OCS-POCS, Program of OCSU-POCSU and Program of Competency model. The study is focus on department secretaries in a hospital and mainly issue around the Program of Competency model. Department secretaries are group of administrative staff in hospital. Compare the professional staff in hospital, they gain less resource to promote competency. The study use Competency Interview to generate the department secretaries’ task, output, behavior, knowledge and skill. Use the result to develop the training program of department secretaries so that the competency of department secretaries could be promote.

Šio darbo tikslas – atskleisti Šiaulių universiteto dėstytojų tarpkultūrinės kompetencijos struktūrą ir raišką bei patiriamas problemas dėl tarpkultūrinės kompetencijos stokos, dalyvaujant SOCRATES ERASMUS mobilumo programoje. Tyrimo instrumentas – autorės sukurtas pusiau struktūrizuotas interviu klausimynas. Magistro darbe, remiantis Lietuvos ir užsienio mokslinės literatūros bei dokumentų analize, atskleista sąvokų kompetencija, kultūra ir tarpkultūrinė kompetencija tarpusavio sąsajos bei šių sąvokų aiškinimo tradicijos; sukurtas bendrasis tarpkultūrinės kompetencijos teorinis-hipotetinis modelis, atskleidžiantis tarpkultūrinės kompetencijos sampratą, struktūrą, dimensijas. Tyrimas patvirtina autorės suformuluotą mokslinio tyrimo hipotezę, kad dėstytojo tarpkultūrinės kompetencijos modelio dimensijos turi specifinę raišką, atspindinčią aukštosios mokyklos dėstytojo tarpkultūrinę kompetenciją akademinio mobilumo kontekste. / Structure and Expression of Intercultural Competencies of Siauliai University Lecturers while Participating in Academic Exchange Programmes.

Summary Model of consultant competency Master studies final thesis, 52 pages, 18 pictures, 9 tables, 42 sources of literature, 15 suplements, written in lithuanian language. KEY WORDS: Competence, consultants, model of competency, development of competency Object of research: CSC. „Abišala ir partneriai“, Lithuanian agriculture consulting agency consultants of research group – 2004-2005 of Lithuanian university of agriculture, faculty of economics, business management department. Work object – to create model of consultant competency Goals: 1. To generalize the concept and understanding of competence 2. To submit a theoretical model of consultant competency, referring to analysis of scientific literature and singularity of consultant work 3. To perform the assesment of consultant competence in Kaunas region agriculture consulting agency, CSC „Abišala ir partneriai“ and research group – 2004-2005 of Lithuanian university of agriculture, faculty of economics, business management department. 4. To give advise for consultants‘ competence development. Methods of research – scientific literature analysis and synthesis, data comparison and assesment, questionnaires, methods of modelling. Referring to works and periodic literature of lithuanian and foreign scientist authors about structure and conception of competency, and analysing specifics of consultants‘ work, a model of consultant competence assesment is given, also components mostly missing in today‘s consultant... [to full text]