Thesis(M.S.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references.

Thesis (Ed.D.)--Liberty University, 2010. / Includes bibliographical references.

Thesis (Ph.D.) -- The University at Albany, Organizational Studies Ph.D. Program, 2003. / Includes bibliographical references (leaves 163-172).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 142-153).

The effectiveness of the design and construction team in meeting clients’ requirements entirely depends on the competency proficiency of the design and construction teams. This research presents a model of the important competencies required by the design and construction teams in order to provide a competent service as seen by the client. A review of related literature followed by interviews by selected practitioners yielded 29 architectural competencies, 31 civil engineering competencies, 32 construction management competencies, 31 project management competencies, and 33 quantity surveying competencies that were presented in a structured questionnaire. The questionnaire was completed by 52 developers from a census of developers and municipality managers in South Africa. Respondents were asked to rank or rate: the level of importance of each competency for a career in that specific discipline; how evident that competency is in the specific discipline in South Africa; the level of importance of the performance parameters to clients, and the extent to which the various disciplines realise client satisfaction relative to the various performance parameters. The techniques of re-scaling, principal component analysis, content analysis, ranking and quadrant analysis were applied to the data. Results showed a high degree of consistency among respondents in all disciplines, regardless of the demographic differences in the importance of the competencies. A factor solution was obtained for every discipline using principal component analysis on the important competencies of each discipline. The various factor solutions were in turn used to formulate a simplified model. The model shows that the factors are interdependent and interacting. The model indicates that primary competencies for each profession are supported by mostly secondary competencies. These factors v are in turn influenced by the inter-relationships between the practitioners, continued professional development/ research and universities, which are then in turn, influenced the governing bodies. The local and global environment then ultimately influences the governing bodies. An Importance-Evidence quadrant analysis was undertaken in order to integrate the rankings of the current importance levels and current proficiency levels for each discipline’s competencies, which helped to identify areas in which education and training is immediately needed. Respondents ranked all nine performance parameters above average which indicates that there are more than the traditional performance parameters of cost, quality, and time involved in satisfying clients. The research concluded that vital feedback from clients regarding the competencies required by the respective professionals in the design and construction team was obtained.

This study centered on competencies needed by entry-level automotive technicians. Many students in automotive technician programs immediately seek employment upon program completion. This study is one step toward identifying areas in the automotive technician curriculum that need the most training emphasis.

The purpose of this study was to determine the core competencies needed by state Baldrige examiners, to identify best practices in examiner training programs provided by state Baldrige organizations, and to identify best practices for teaching core competencies. A Delphi panel ranked core competencies, best practices, and best practices for teaching core competencies using a Likert-style survey. Descriptive statistics and a formula for determining consensus quantified the results. The key findings of this study were that the Baldrige Criteria for Performance Excellence continue to provide the core competencies for which examiners need to be trained to effectively evaluate and score applications and provide meaningful feedback to applicants. The best practices for teaching core competencies, however, vary according to the needs of each state organization and the expertise and teaching styles of the trainers in the various state organizations. Coaching was the one best practice upon which the panel agreed as being applicable to teaching most of the core competencies. A template for training examiners using the best practices for teaching core competencies was the outcome of this study. Recommendations include using this template to train examiners and using the actual teams, of which the examiners will be a part, for evaluating and scoring the applications from receipt of the application through the life of the application. It is recommended that the individual review of applications be eliminated. As examiners will work with the actual applications from the beginning of the process, it is recommended that the case study be eliminated as pre-work. It is also recommended that coaches work with the actual teams from the training session until the feedback report is written.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 231-242). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 114-124).

Dissertation (Ph.D.)--Auburn University,2006. / Abstract. Vita. Includes bibliographic references (p.131-157).