This study identified the perceived professional development needs of secondary business educators in West Virginia related to professional and business education content competency areas. A population of 408 secondary business educators was randomly assigned to two groups to evaluate their perceived professional development needs. A total of 104 (51.40% of 202) respondents reported their perceived need for professional development for professional competencies based on Policy 5310: Performance Evaluation of School Personnel of the West Virginia Department of Education. Also, a total of 89 (43.0% of 206) respondents indicated their perceived need for professional development for business education content competencies based on the NBEA's National Standards for Business Education. Data analyzed using frequency analyses revealed that the highest rated perceived professional development needs related to professional competencies were found in the areas of Programs of Study, Classroom Climate, and Instructional Management Systems. It was further determined that the highest rated perceived professional development needs related to business education content competencies were found in the areas of Information Systems, Career Development, and International Business. The one-way ANOVA analyses did not find differences among teachers' perceived professional development needs based on years of teaching experience or educational level for professional competencies or for business education content with the exception of the competency areas of Accounting and Business Law. In both of these areas, the post-hoc statistical analysis revealed differences among the educational levels of teachers, with respondents who had an Ed.S degree reporting a higher level of need than those with bachelor's or master's degrees. Overall, teachers perceived a higher need for professional development activities in the business education content areas than in the professional competencies. Findings of the study indicate that professional development activities should be relevant to teachers' needs. This study found specifically that business education teachers were most interested in technology-driven subject matter, technology integration into classroom learning, and general economic awareness and career awareness of international and technological occupations. In addition, all areas of methodology, professional competencies and content area competencies, should integrated into professional development activities to prepare teachers to effectively disseminate the content to ensure student learning. / Ph. D.

In Botswana, nurses play a major role in the provision of healthcare. Most of the time it is the professional nurses who frequently discover patients with cardiac arrests and it is necessary for them to be trained to perform CPR as efficiently as possible. The aim of this study is to describe and explore the perceptions, barriers and needs as experienced by nurses in Botswana during the provision of CPR. For this study, the researcher utilised both quantitative and qualitative research designs in four phases. Phase one assessed and audited the existing available facilities in the provision of CPR. Phase two investigated the existing knowledge and skills of registered nurses in the performance of CPR. Focus groups discussions and semi-structured interviews were held during phase three to identify the perceived barriers, needs in the performance of CPR. In phase four, the researcher made recommendation to improve the provision of CPR in relation to system, nurse and patient. Convenience sampling and purposive sampling were used in this study respectively. The auditing of the equipment in the two referral hospitals showed that the availability of equipment was below 50%. The CPR knowledge and skills demonstrated by the nurses in the pre-test were inadequate. Following CPR training with the help of a manikin, the knowledge and skills among registered nurses improved substantially. The focus group discussions and semi-structured interviews among registered nurses and senior nurse mangers revealed that there was a lack of organisational support and resources, lack of knowledge and skills among registered nurses, inadequate policies and protocols are the major contributory factors affecting the registered nurses performance in the provision of CPR. In order to enhance the performance of the registered nurses while providing CPR, the researcher recommends the two referral hospitals to • have adequate provision of equipment • introduce regular BLS training program for registered nurses • have clearly defined policies regarding the nurses’ role on end-of-life care / Health Studies

<p>Nowadays companies have changed the way they do the business and have realized that they must explicitly manage their intellectual resources and capabilities in order to remain competitive. The consequence is a rise in demand for knowledge management professionals. Since knowledge management is an emerging discipline, presently there is no widely accepted competency framework for knowledge management professions available.</p><p>A quantitative content analysis was performed using 89 job advertisements from United Kingdom, Germany, Switzerland, Austria and Ireland in order to identify competencies of knowledge management profession. The results of the study show that most of the job advertisements asked for skills in Knowledge Management Technologies which are important for knowledge management professionals to improve the effectiveness and efficiency of knowledge management processes. The study shows also that knowledge management is more than creation, capturing, sharing and using of knowledge. Moreover it proves that knowledge management does not have a set of clear job titles and that it does not provide clearly bounded set of activities and tasks. Generally much misunderstanding exists about who and what knowledge management professionals are and what kind of skills they have to possess.</p>

<p>Syftet med studien är att undersöka hur rekryteringsprocessen vid anställning av chef går till samt vikten av organisatorisk och personlig matchning av chef och företag. Författarna är även intresserade av betydelsen av psykologiska kontrakt i rekryteringssammanhang. Studien är inriktad mot rekryteringsföretag specialiserade på chefsrekrytering som organisationsmässigt skiljer sig så mycket som möjligt från varandra för att få en bredare syn. Undersökningen har delats in i olika områden som består av rekryteringsprocessen, meriter och personlighet samt organisatorisk passform. Studien är utförd genom intervjuer på sju deltagande rekryteringsföretag belägna i Mälardalen. Resultatet visar att det avgörande för rekryteringsprocessen är kravprofilsmötet där rekryteraren möter företaget som ska anställa. Efter en grundläggande kompetens passande uppdraget, är det personligheten som avgör vem som får jobbet.</p>

Emotional Intelligence (EI) has been positively associated with success in the educational and corporate world, and has recently been linked with effective teaching. However, while it has been shown to be a learnable skill, studies of EI development in teachers are relatively rare. The present study explores the impact of a two-year, group-based EI coaching programme upon EI competencies and personal and professional effectiveness in teachers, the processes and experiences induced by the programme, and the elements which contributed to its success. The study was conducted in a single secondary school in Israel, and employed an interpretive, qualitative framework and a mixed-methods approach. In-depth, semi-structured interviews with twenty of the twenty-one training-programme participants were conducted at the end of the training and comprised the main research tool. Additionally, data from pre-post training Bar-On EQ-i assessments served to prompt discussions during the interviews, validate interview findings, and further illuminate the EI development process. The findings confirm links between EI and teachers’ effectiveness and indicate that EI competencies in teachers can be developed through group-based EI coaching. Stages in the EI development process and elements that supported it have been identified. It is suggested that dedicated EI development training programmes have the potential to improve personal and professional effectiveness in teachers and may lead to organisational, school-wide EI implementation. Accordingly, development of personal EI competencies in teachers within school-based CPD programmes should be favourably considered.

Background: Subsidiaries to multinational enterprises encounter pressure to fit the national cultural context as well as to keep consistent with the global corporation. For a Swedish multinational enterprise to be able to seize business opportunities in Thailand, an important aspect to take into consideration is the difference in national culture. It is the responsibility of the leader in the Swedish subsidiary in Thailand to manage the multinational enterprise corporate culture while also taking into account the Thai national culture. Global leadership competencies can enable this, although there is a lack of a unified framework of global leadership competencies. Aim:  The aim of this study is to gain a deeper understanding as to which global leadership competencies leaders in subsidiaries to Swedish multinational enterprises in Thailand should possess in order to manage the Swedish corporate culture while taking Thai national culture into account.   Methodology: The study has applied a qualitative research strategy and an abductive research approach. The data has been obtained from eight semi-structured interviews with four Swedish companies present in Thailand. Conclusion: Through a deeper understanding of global leadership competencies, this study concludes and provides evidence of six global leadership competencies that are of extra importance for leaders in Swedish subsidiaries in Thailand when managing the Swedish corporate culture and taking the Thai national culture into account.

This article deals with the importance of developing creative competencies in business sciences professionals, specifically marketing. It seeks to show the scope and advantages found in the development of lateral thinking so as to achieve a more empathetic relationship between business managers and their target audiences within a globalized economic context requiring greater personalization and social emphasis on corporate actions. This all is addressed from the parallel experience in creative and business schools, with the new approaches in business planning based on lateral, iterative, and cooperative thinking exercises as a starting point, and existing innovations as an example. The goal is to generate model proposals that can be integrated into the curriculums, and can shorten the gaps expressed today by independent business schools as opposed to the typical university academic model, and also to provide for the generational gaps existing in new consumers. / El presente artículo expone la importancia de formar competencias creativas en los profesionales de las ciencias empresariales, específicamente de mercadotecnia. Busca mostrar los alcances y ventajas que ofrece el desarrollo del pensamiento lateral, a fin de lograr una relación más empática entre los gestores de la empresa con sus públicos en un contexto económico globalizado que requiere de mayor personalización y énfasis social de las acciones corporativas. Se aborda desde la experiencia paralela en escuelas creativas y de negocios, partiendo desde los nuevos enfoques de la planificación de negocios basada en ejercicios de pensamiento lateral, iterativo y de cooperación; tomando como ejemplo las innovaciones producidas. Se busca generar propuestas de modelos que se integren a los currículums, que acorten las brechas que hoy se expresan desde escuelas de negocio independiente frente al modelo academicista de las universidades; así como atender a las brechas generacionales que se imponen en nuevos consumidores.

The hospitality industry in recent years has become intensely competitive. Better communication between industry professionals and educators is important for university programs to provide relevant learning experiences for students. The purpose of this study was to determine competencies that hotel and restaurant professionals deem necessary for the success of graduates in the industry. Thirty supervisors of hotel and restaurant management majors who graduated from the University of North Texas from 1990 through 1992 responded to the research questionnaire. The supervisors were given 36 competencies and asked to rate their level of importance. Percentages were used to identify the most important competencies. The skills most frequently identified as important by the industry professionals surveyed were leadership skills, professional ethics, personnel management, and understanding the different laws that affect hospitality operations and management.

The problem of this study was to determine competencies which are necessary for effective administration by secondary school principals. The sources of data included a review of the literature and supplemental materials. The survey technique, employing a jury-validated questionnaire, was used to collect the perceptions of superintendents, principals, teachers, and college professors in the State of Texas. A total of 316 educators responded to the questionnaire. The development and findings of this study are presented in five chapters. Chapter I presents an introduction to the study. In Chapter II, a survey of the literature is reported. Chapter III contains details of the procedures employed in collecting data for the study. Chapter IV presents the data gathered through the use of the questionnaire. Chapter V presents the summary, findings, conclusions, and recommendations resulting from the study. The study identified eight general areas of competency for secondary school principals. Those competency areas were (1) organization and administration, (2) curriculum design and improvement, (3) the instructional process, (4) business and financial management, (5) student management, (6) personnel management, (7) facilities, equipment, and supplies, and (8) communications. A total of ninety-five competencies was identified from the literature and from communications with college professors and practicing school administrators. The six-member jury panel validated ninety-one competencies for inclusion on the survey questionnaire. Eighty-eight of the ninety-one competencies submitted to the educator sample achieved the criterion level for acceptance. An analysis of variance procedure revealed that significant differences among group means appeared at the .01 level on eleven of the competency statements. The competency-based preparation and certification concept appears to be sound and to be in harmony with other movements in American education. Many operational aspects need additional refinement; however, the concept holds considerable promise for improvement upon the traditional approaches to the preparation and certification of educators. The movement is widespread and is gaining momentum rapidly. Competency-based programs are in operation in colleges and universities in over half of the states. Certain competencies are common to the various educator roles. It appears possible to identify those common competencies and to establish them as a core of educator competencies at the state or university level. The cognitive and psychomotor learning domains are quite visible in operative programs. Competencies in the affective learning domain are poorly developed in most cases. The following recommendations resulted from the study: (1) attempts to establish sets of competencies should include input from a broad cross-section of the education profession in each phase of development and validation, (2) additional research should be conducted to more precisely define those affective variables necessary for educator success, (3) a set of core competencies which are common to the various educator roles should be identified and validated, and the demonstration of competence in these areas should become requisite for all educators seeking certification, (4) the variable of time should become a larger part of competency-based programs, and participants who demonstrate minimum acceptable competence should not be required to remain in attendance for predetermined periods of time, (5) operative competency-based programs should include provision for continuous evaluation and modification based upon evaluation findings, and (6) each educator preparation institution in Texas should design and operate a competency-based program to determine feasibility of the approach at that institution.

This study develops the first measurement instrument designed to accompany the concept of competency basing in counselor training. In so doing, the study screens and validates a list of skills most essential to an effective counselor. The problem of this study is to develop and validate an instrument for the measurement of competencies of school counselors. The instrument developed and validated by this study is especially designed to delineate the specific skills which best represent the competencies necessary for a well-qualified counselor.