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Bergman, Stacy (Stacy Adele) 1972. "Building competencies in sensor harness manufacturing through prototyping." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/34717.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science; and, (S.M.)--Massachusetts Institute of Technology, Sloan School of Management; in conjunction with the Leaders for Manufacturing Program at MIT, 2001.Vita.
Includes bibliographical references (p. 105-115).
Organizational knowledge is information about products, processes and customers that is held by the personnel in the organization. Institutionalization of the best practices contained within this knowledge is essential in creating competencies. Unfortunately, organizations do not utilize this knowledge effectively. This thesis introduces a framework that shows how establishing a prototype system to enhance product and process understanding can start to build organizational knowledge in the short-term. Along with external benchmarking, this internal knowledge can be used to form best practices based competencies. This framework will be illustrated through the use of a case study. The case study was conducted at the Delphi Automotive Systems Mexico Technical Center. The case study project was undertaken to improve the Energy and Chassis Systems division's competencies in sensor wire harness products. In order to support this competency development, the author worked with Delphi Automotive Systems personnel to develop best practices based competencies employing the competency development framework introduced in this thesis. Installation of a working prototyping system was achieved in the six-month project period. Through the production and delivery of these harnesses, internal best practices were developed. These were used along with benchmarking of other harness manufacturers to develop a baseline best practices based competencies repository for the division. Effective use of the best practices based competencies developed during the case study project should foster improvement in competitive metrics, particularly speed-to-market and product development costs. Extension of best practices based competencies development to other products will allow human and monetary capital to be released from re-engineering tasks. These resources can then be refocused on product advancement to exceed customer expectations in the automotive market. It will also allow the organization to focus resources on development of strategic nonautomotive markets in order to diversify the business to protect against future downturn in the automotive market.
by Stacy Bergman.
S.M.
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Lene, Christina L., and Dawn M. Poppler. "Army contracting workforce development building core competencies and skills." Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/43945.
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Approved for public release; distribution is unlimitedOperational contracting support provided by the Army Mission and Installation Contracting Command to the warfighter includes everything from acquiring the necessary equipment, supplies, and services vital to the mission to the overall well-being of the Army Soldiers and their families. The Army faces issues and challenges throughout the acquisition process, particularly in the contracting career field. Assessing any contracting knowledge gap can be a challenge because of the sheer magnitude of the required knowledge involved in Department of Defense contract management. To capture the data needed to measure and analyze tacit knowledge and explicit knowledge, a knowledge assessment tool was used. Following the distribution of the assessment tool, an analysis of the knowledge gap was performed on multiple demographic categories. This information enables organizations to develop an on the job training task management guide that will not only train contracting personnel in all of the contracting phases but also focus in on the knowledge gaps identified within the research. Furthermore, there will be an increased visibility for supervisors and contracting officers to provide the feedback necessary through supplemental training to ensure the readiness of the contracting specialists within the 1102 career field.
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Kolb, Arthur. "Methodology to support system builders in the optimisation of a competence network." Thesis, Coventry University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342844.
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Harrison, Tracy Lynn. "Building core competencies in auto body panel stamping through computer simulation." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/12849.
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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Materials Science and Engineering, 1992 and Thesis (M.S.)--Sloan School of Management, 1992.Includes bibliographical references (p. 76-78)
by Tracy Lynn Harrison.
M.S.
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Carver, JoAnne Yarbrough. "A study of core special education competencies needed for public school building administrators." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618323.
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As manager and instructional leader of the school, the principal is responsible for the well-being of all programs, including the provision of general and special education services for children and youth with disabilities. However, the intricacies of the Individuals with Disabilities Education Act, P.L. 101-476, coupled with the complexity of the building administrator's role in contemporary educational settings, result in a need to assist principals in keeping abreast of key information regarding special education. A core set of special education competencies, based on clearly defined areas and identified by the principal and other key stakeholders responsible for preservice and inservice training is needed.;The present study was conducted to investigate core special education competencies needed by public school principals in Virginia for the effective administration of special education programs in their buildings. The study was also designed to determine how elementary, middle/junior high, high school building administrators, special education administrators, and university professors in Virginia differ in their perceptions of the importance of these competencies. The final purpose of the study was to determine the degree to which building administrators perceive their level of knowledge relative to the core special education competencies identified.;The study involved responses from surveys received from 308 principals, special education administrators, and university professors (i.e., 74% of the 414 randomly sampled individuals from these groups). In response to the research question regarding which core special education competencies are needed by principals, a set of seven major competencies, accompanied by 24 sub-competency statements were generated. Five of the seven major competencies surveyed were deemed very important for building administrators by the groups surveyed. The remaining two competencies were deemed somewhat important by the groups. No statistical differences were found to exist between building administrators regarding either their perceived level of importance or their level of knowledge relative to the seven major competencies. The principals as a group considered their level of knowledge relative to the competencies to be moderately low. Recommendations are made for future research.
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Newton, Eric. "Building rapport in mediation| A study of the application of intercultural competencies in a Midwestern mediation center." Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140628.
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In today’s world, people from various cultures interact on a daily basis on a number of occasions. During these intercultural encounters, conflicts often arise. Intercessors are needed to help people navigate these types of disagreements. Mediators are considered some of these peacekeepers. This thesis engaged with mediators at a mediation center in the Midwestern United States in order to understand what strategies seemed most effective.
I examined the research that scholars have conducted regarding building rapport through utilizing respect and face issues, as well as nonverbal behavior. In addition, I explored the connection between the understanding of these factors and intercultural competence and intercultural conflict competence.
The purpose of this thesis was to see how these mediators understood and valued respect and face issues, including nonverbal behavior, when building rapport with parties in mediations. These mediators were engaged in two manners, via survey and interview questions. The intercultural competence of the mediators in these domains was also explored.
The results of the research in this thesis showed how the mediators were skilled in some areas, such as in rapport building and respect issues. It further revealed that they were in need of some skills for their toolbox, such as training on face issues and nonverbal behavior, including silence, tone of voice, and eye contact. Detailed recommendations for the mediators are provided. Future research is encouraged: A group of mediators that have exhibited intercultural competence should be selected in order to test their intercultural conflict competence.
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Foltz-Morrison, Robert C. "The north Jersey company of pastors| Building competencies and strengthening relationships for ministry as a community of practice." Thesis, Hartford Seminary, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3574237.
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This final project report set out to design a peer-led learning model that would assist pastors in building competencies and strengthening peer relationships among Presbyterian pastors in northern New Jersey. The project addressed a national trend that reveals an increasing number of pastors are leaving Christian ministry today because of inadequate support and their lack of varied and specialized skills to serve congregations. However, some of the most recent research by the U. S. Congregational Life Survey (US CLS Wave Two), the Sustaining Pastoral Excellence (SPE) project, and the Faith Communities Today (FACT) survey confirmed pastors and their congregations benefit by pastors participating in peer learning.
Grounded in the theology that Christian ministry is nurtured by communities that embody and practice what they believe, and by theories that enduring learning takes place in association with others, this project drew from Presbyterian ecclesiology, the company of pastors (Calvin), a community of practice (Wenger), self-directed learning (Knowles), group theory (Johnsons), and the areas of learning pastors volunteered to lead. There were no attending costs and the monthly format was simple: pastors shared a meal and fellowship followed by worship and relevant teaching led by the pastors themselves.
Twenty-five pastors, representing one-fifth of the congregations in three regional bodies, attended one or more of the nine gatherings. A large part of the report concentrated on the more active twelve mature, highly stressed, and highly motivated pastors who represented different urban and suburban communities, genders, races, and sexual orientations. The report evaluated what facilitated and hindered this project's objectives. Its conclusion provided seven insights for pastors and seminarians, denominational agencies and regional body leaders, seminaries and foundations concerned about pastoral preparation for the rigors and challenges of congregational ministry.
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Ciaccia, Frank. "Building the New Westminster Police Service as a learning and leadership organization, an employee assessment of leadership skills and competencies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59431.pdf.
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Joosten, Tracy Kathleen. "Building for the future: exploring social competencies and conflict transformation skills of second graders in a U.S. public elementary school /." Click here to view full text, 2007.
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Mathew, Nicholas. "Building International Business Competencies, Human Capital, and Service Capabilities: a study of emerging market professional service small-and-medium-sized enterprises." Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1558271960535679.
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Vengrin, Courtney Ahren. "Examining the Evaluation Capacity, Evaluation Behaviors, and the Culture of Evaluation in Cooperative Extension." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/64513.
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Evaluation is a burgeoning field and remains fairly young by most standards. Within Cooperative Extension, evaluation practices have been implemented at a variety of levels given that evaluation is mandatory for much of the funding Cooperative Extension receives. With evaluation in high demand, it is expected that most Extension educators are performing some levels of evaluation as a routine part of their jobs. In order to perform the required evaluations, an Extension educator must exhibit some level of knowledge and skill regarding evaluation. While much research to date has been done on the level of evaluation within the organization, there is a lack of understanding regarding the evaluation competencies that Extension educators must possess and the culture of evaluation within the organization. This study set out to examine the evaluation competencies, culture, and evaluation behaviors within Cooperative Extension. Utilizing an online survey format and quantitative methodology, a widely accepted set of evaluation competencies were examined for their importance within Cooperative Extension. A panel of 13 experts was selected to examine the competencies and it was determined than all competencies in the list were necessary for Extension educators to exhibit in their jobs. The list of competencies was then combined with a subscale regarding culture and a subscale based on the Theory of Planned Behavior (Ajzen, 1991). A total of 419 Extension educators in four Extension systems participated in the study, with 222 generating usable data for a response rate of 13%. The highest and lowest skill level for the competencies were determined by Extension educators self-reporting. Perception of importance of each competency was examined and the highest and lowest importance rankings were determined. These were compared to the rankings of importance by the expert panel. A path analysis was conducted by modifying the Theory of Planned Behavior model and multiple regression analysis. Mean weighted discrepancy scores were calculated to determine the differences in skill level and perception for each of the competencies. The subscale of culture was examined for potential areas of Evaluation Capacity Building (ECB) within the organization. Results show that while there was much agreement between the expert panel and Extension educators regarding the importance of competencies, experts ranked all competencies as important while Extension educators did not. The results of the path analysis determined intention and perceived behavioral control explained 3.9% of the variance in the evaluation behavior exhibited by skill. Subjective norm and attitude explained 11.8% of the variance within intention. Perceived behavioral control, attitude and culture accounted for 13.1% of the variance in subjective norm. Culture and perception accounted for 7.1% of the variance in attitude. Perception, program area, college major, location, training in evaluation, degree level and years of experience explained 28% of the variance within evaluation culture. Finally, recommendations for practice and future research were made based on these findings.Ph. D.
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Luckhardt, Jessica Taylor Richard. "Building Cultural Competence Through Multicultural Literature." [Greenville, N.C.] : East Carolina University, 2010. http://hdl.handle.net/10342/2832.
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Haß, Detlef. "Entwicklung beruflicher Handlungskompetenz in der gärtnerischen Berufsausbildung durch die Anwendung des Lernfeldkonzepts." Doctoral thesis, Humboldt-Universität zu Berlin, Lebenswissenschaftliche Fakultät, 2016. http://dx.doi.org/10.18452/17629.
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Im Rahmen eines Dissertationsvorhabens am Albrecht Daniel Thaer-Institut für Agrar- und Gartenbauwissenschaften der Humboldt-Universität zu Berlin wurde die „Entwicklung beruflicher Handlungskompetenz in der gärtnerischen Berufsausbildung durch die Anwendung des Lernfeldkonzepts“ untersucht und in einem pädagogischen Unterrichtsexperiment an gartenbaulichen Berufsschulen in sechs Bundesländern durchgeführt. Damit eine durchgängige Kompetenz- und Outcome-Orientierung Berücksichtigung finden kann, erweiterte der Autor die Untersuchung zur Kompetenzentwicklung um die Aspekte Kompetenzmessung und Kompetenzbewertung. Basierend auf einer Arbeitsprozessanalyse zum Ausbildungsberuf Gärtner der Fachrichtung Garten- und Landschaftsbau wurden im Dialog mit dem Berufsstand Kriterien und Indikatoren beruflicher Handlungskompetenz von Landschaftsgärtnern definiert sowie berufliche Handlungsfelder (Tätigkeitsfelder) gebildet, aus denen Lernfelder abgeleitet und ein lernfeldstrukturierten Rahmenlehrplan für den berufsbezogenen Unterricht der Berufsschule konzipiert werden konnte. So war es möglich, handlungs- und kompetenzorientierte Lernaufgaben für den Berufsschulunterricht zu entwickeln, die sich an berufstypischen Arbeitssituationen orientieren. Durch die Bearbeitung dieser Lernaufgaben wurden bei den Versuchspersonen didaktisch begründete Lernhandlungen ausgelöst und angestrebte Kompetenzen entwickelt, die mittels eines standardisierten Bewertungsbogens durch Beobachtung (Fremdeinschätzung) und Befragung (Selbsteinschätzung) gemessen werden konnten. Die Bewertung ausgeprägter Kompetenzen erfolgte durch den Einsatz eines outcome-orientierten Abschlusstests „Virtuelle Kleinbaustelle“. Diese schriftliche Mehrfach-Situations-Aufgabe wurde nach Maßgabe eines systematischen Bewertungsrahmens unter Berücksichtigung der Anschlussfähigkeit an DQR und EQR ausgewertet, sodass auf den Erwerb beruflicher Handlungskompetenz in der Ausbildung zum Landschaftsgärtner geschlossen werden kann.Within a PhD project at the Albrecht Daniel Thaer-Institute for Agricultural and Horticultural Sciences at Humboldt-Universität zu Berlin the “development of vocational action competencies regarding the training of gardeners based on the application of the concept of domains of learning” was studied in a teaching experiment at six horticultural vocational schools in six German states. To allow for a consistent focus on competencies and outcome, aspects of competencies measurement and competencies evaluation were included in the study of competency development. Based on an analysis of work processes in occupational training of landscape gardeners, criteria and indicators of vocational action competencies in this field were defined in collaboration with the gardening profession; furthermore, vocational fields of activities were developed. On their basis “domains of learning” (“Lernfelder”) could be derived and accordingly a framework curriculum could be developed for vocational lessons at vocational schools. In this manner it was possible to develop activity- and competence oriented learning tasks for lessons at vocational schools. These learning tasks focus on typical work situations in landscape gardening. When the test persons performed these learning tasks, didactically meaningful learning activities were initiated and the test persons developed the desired competencies. These competencies were measured by means of a standardized evaluation form by observation (external evaluation) and questioning (self-evaluation). The evaluation of profound competencies was carried out using an outcome-oriented final examination tool “small virtual building site”. This written multi-situation task was evaluated according to a systematic evaluation frame under consideration of compatibility with GQF and EQF, so that conclusions can be drawn regarding the acquisition of vocational action competencies during the training for landscape gardener.
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Suda, Kyoko. "Developing metaphoric competence through schemata-building for English learners in Japan." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2768.
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Brinton, Christian S. "Authoritative Coaching: Building Youth Through Athletics." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5627.
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The purpose of this study was to determine the existence and extent of the relationship of coaching styles and adolescent athletes in terms of Self Determination Theory (SDT). Specifically, this study adapted Baumrind’s parenting styles of authoritative, authoritarian, and permissiveness to coaching styles and examined the relationship between each coaching style and the tenets of SDT, namely competence, autonomy, and relatedness. This study also examined the effect of the number of years an athlete participated in a chosen sport, the number of years played on a specific team, and the number of years played for a particular coach. The sample consisted of 194 Brigham Young University students who had participated in either club or high school level sports for at least one year while in high school. Study participants completed the Basic Needs Sports Satisfaction Scale (BNSSS) and a sports-adapted version of the Parenting Authority Questionnaire (PAQ). Results from block entry method linear multi-regression analysis suggested Baumrind’s Parenting Typology could in fact be successfully applied to adolescent sports and that coaching style could impact athletes’ levels of perceived autonomy, and competence. Results revealed that an authoritative coaching style was a significant predictor of athlete autonomy and competence while an authoritarian coaching style was a significant negative predictor of athlete autonomy levels. Results hold practical implications for coaches, athletes, parents, and league administrators.
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Brunner, Jason M. "Relationship building in a cross-cultural setting : the importance of intercultural competence." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3750.
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Schmelz, Lisa, Gabriele Myscenkaite, and Fares Youcefi. "Competence Neworks: Effects on Corporate Branding in B2B SMEs." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Marketing and Logistics, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-26745.
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The purpose of this thesis is to investigate the effects of competence networks on corporate branding in B2B SMEs and to develop a conceptual model of these effects. After reviewing the relevant literature that explores the field, eight components of corporate branding in an effective growth stage of an SME have been identified. Founders Alliance is a competence network in Sweden that was chosen as a case for our study. Representatives of five B2B SMEs within Founders Alliance were interviewed in order to understand what components of corporate branding the competence network influences. The study shows that even though B2B SMEs join competence networks for other reasons than improving their corporate branding, the corporate branding nonetheless is affected. However, the eight components of corporate branding are affected differently. Competence networks have no effect on three out of eight components of corporate branding, namely, controlling the corporate personality, assuring employees’ involvement and maintaining corporate image. Competence networks have possible effects on emphasizing brand-oriented strategic thinking, maintaining corporate identity and maintaining corporate brand communications. Finally, competence networks have an effect on managing corporate branding relationships and monitoring with feedback.
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Kasey, Jennifer Channel. "Building cultural competence in health care professionals : an instrumental case study of nursing students /." Full-text of dissertation on the Internet (673.46 KB), 2010. http://www.lib.jmu.edu/general/etd/2010/doctorate/kaseyjc/kaseyjc_doctorate_04-16-2010-03.pdf.
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Miyazaki, Kumiko. "The dynamics of competence building in European and Japanese firms : the case of optoelectronics." Thesis, University of Sussex, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333526.
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The central aim of this thesis was to examine the dynamics of competence building processes at the firm level in an international sample of companies engaged in the field of optoelectronics. The development of empirical measures to assess the dynamics of competence building is crucially important both for management practice and the modem theory- of the firm. The concept was derived from the notion of firm specific competencies which are closely related to the firm's intangible assets and its accumulated technological bases. The principal argument has been that in the development of technological competence. firms would view a radically new opportunity offered by an emerging new technology such as optoelectronics from different angles, shaped to a large extent by their different technological bases and business interests. Competence building is a painstaking, lengthy arduous process. characterized by uncertainty, trial and error. and requires continuous learning. Several factors affect the rate and direction of competence building, chief among them being: primary markets, top management strategy and the evolution of the R&D organization, management of the linkages between systems, key components and component generic technologies, organizational learning and economies of scope. Two main investigation techniques were employed to support my argument. The first consisted of statistical analysis of bibliometric scientific publications data and US patent data of the firms involved. The second consisted of in-depth interviews with the firms' researchers and R&D managers, who provided data on the historical account of the firms' optoelectronics competence building processes. A novel pioneering technique was developed to measure competencies using the three types of data. The analysis showed that within large firms, variation existed in the scope of competence building depending on the range of prior capabilities. The areas of strength and weakness within optoelectronics could be used to group the firms into three groups of 1, communications driven 2, consumer and industrial electronics driven 3, evenly balanced firms.
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Pena-Dix, Beatriz Maria. "Developing intercultural competence in English language teachers : towards building intercultural language education in Colombia." Thesis, Durham University, 2018. http://etheses.dur.ac.uk/12619/.
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This research is a qualitative exploratory, constructivist study that aims to investigate Colombian (public sector) English language teachers’ existing or prospective intercultural communicative competence (ICC) to understand their teaching profiles and then to be able to build upon them. To achieve my aims, teachers’ perspectives on culture and interculturality are explored based on the underpinning assumption that there is a need to transform language education in Colombia and move forward from the «cultural turn» to the «intercultural turn». Within this vision of language teaching, teachers can become, in a near future, intercultural mediators who enlarge the objectives of contemporary language teaching to build Third Spaces for dialogue and negotiation through English. This study is motivated by one main research question: how do Colombian English language teachers’ current practices, beliefs, and professional self-concepts relate to an envisaged profile of the intercultural English language teacher? This question is embedded in the research aim of providing a comprehensive understanding of current English language teaching in Colombia, including teachers’ experiences and perspectives on culture and interculturality. While exploring the literature on ICC, insight was gained into how the teaching of languages becomes a natural scenario to develop ICC and the transformed role of the language teacher as an agent of change and pedagogical progress in transnational and global contexts (Crozet, 2017; Guilherme, 2002, 2007; Porto & Byram, 2015; Risager, 2000, 2007; Sercu et al., 2005). The empirical findings show that teachers feel positively disposed to intercultural competence English language teaching (IELT), but their approaches to culture are mainly essentialist and nationalist, based on communicative language teaching (CLT) approaches. Despite efforts and infrequent demonstrations of IELT, their profile does not meet yet the expectations pertaining to the knowledge, skills and attitudes that are desirable for IELT. However, they have a positive disposition to advance towards IELT. Based on these findings, a tripartite model and a statement of philosophy were proposed to help English language teachers move forward towards ICC. Finally, this investigation provides valuable insights into the status quo of ICC and ELT in Colombia and has practical implications for ELT education programmes, teachers and policy makers who are interested in reanalysing ELT in Colombia.
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O'Driscoll, Aidan. "A longitudinal study of the nature and dynamics of marketing-related competence in the context of a company in the Irish building materials industry." Thesis, University of Ulster, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288824.
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Lilleby, Hilde Elise Sæther. "A Strategic Tool for Competence Building within the Health Sector : With the Use of Nurse Rerostering." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for industriell økonomi og teknologiledelse, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-20091.
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Implementing a model of competence building in the XpressMP and building a case based on a simplified version of a hospital gave room for computational studies. A lower amount of nurse rotation lead to lower cost of external hires and thus decreased the cost of absence. The hospital chose to invest in gained competence, though even by several rotations the nurses gained mostly competence and special expertise within their belonging home wards. The main result of this thesis was the positive change in cost, by the increase of nurses competence. Compared to the solution of working with the initial competence profile, the optimal profile found by the model proved to be more beneficial even though the building phase produce an extra yearly fixed cost by increased salary.
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Unger, Carina. "Industrialised house building : fundamental change or business as usual?" Doctoral thesis, Stockholm : Royal Institute of Technology, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-4120.
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Sawyer, Jason. "Crossing Boundaries: Building a Model to Effectively Address Difference in Community Practice." VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3455.
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Community organizing has a rich tradition within the field of social work. Prevailing community practice models, approaches, and frameworks remain primarily based on practice wisdom, experience, and intuition. Difference, pervasive in various contemporary contexts of practice, largely mediates interactions at the community level. Although difference is addressed at various levels of the practice continuum and within the IFSW and NASW codes of ethics, few methodologically driven tools exist within the literature to guide practitioners. This grounded theory study initiates early development of a community practice model based on forging alliances across boundaries of difference. The Critical Difference Engagement model is based on local community leaders’ and organizers’ experiences working across dimensions of power, race, gender, age, sexual orientation, and socio-economic status, it provides practitioners with a framework for social change and building solidarity across difference in multiple contexts.
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Hellenborn, Benjamin, and Kristoffer Haglund. "En analytisk studie av kompetensbrist som ett hinder för ett framgångsrikt byggande i trä : Med utgångspunkt i aktörernas omställning och påverkningsgrad på träbyggnadsprocessen." Thesis, Tekniska Högskolan, Jönköping University, JTH, Byggnadsteknik och belysningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49982.
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Syfte: Det moderna samhället befinner sig i en miljökris där utsläppsnivåerna måste minska om den globala uppvärmningen skall begränsas till 1,5 Co . Byggsektorn står för 21% av Sveriges koldioxidutsläpp, 36% av den totala energianvändningen och 31% av allt genererat avfall. Forskningen visar att en ökning av andelen trä i nyproducerade byggnader kan minska koldioxidutsläppen. Denna rapport syftar till att kartlägga de faktorer relaterade till kompetensbrist som negativt påverkar ett framgångsrikt byggande i trä. Metod: Genom en litteraturstudie av befintlig forskning på området har forskningsfronten kartlagts och använts som utgångspunkt för studiens datainsamling. Primärdatainsamlingen är gjord som semi-strukturerade kvalitativa intervjuer. Empiri har analyserats tematiskt i syfte att finna de mönster som framträder i data. Resultat: Kompetensbristen hos beställare är den enskilt största faktorn som negativt påverkar ett framgångsrikt byggande i trä. För att beställare ska bygga i trä måste det vara ekonomiskt lönsamt. Kompetensbristen anses ligga i att identifiera de nya arbetssätten och utmaningarna som att bygga i trä medför snarare än att lösa problemen i sig. För att uppnå ett ökat framgångsrikt byggande i trä krävs en omställning hos alla aktörer. Störst och förmodligen svårast att motivera är den hos de stora entreprenadföretagen på grund av delägarskap i betongindustrin och företagens storlek. Konsekvenser: Genom att identifiera faktorer som negativt påverkar ett framgångsrikt byggande i trä, skapas ett underlag för en utveckling av det moderna träbyggandet och på så sätt ett bidrag till att minska byggsektorns miljöpåverkan. Rekommendation: Precisa beräkningsmodeller för trähus behövs för att kunna göra exakta kalkyler. En nyckelfaktor till att minimera den ekonomiska osäkerheten hos beslutsfattare är exakta kalkyler. Begränsningar: Något som eventuellt kan begränsa studien är den geografiska utspridningen, alla representanter kommer främst från södra delarna av Sverige. Detta gör att utspridningen inte är representativ för hela landet. Vissa discipliner inom branschen representeras endast av en respondent och ingen hänsyn har tagis till olika upphandlingsformers påverkan.Purpose: The modern society is in the midst of an environmental crisis and carbon dioxide emissions must decrease if the global warming is to be limited to 1,5 Co . The construction sector in Sweden is responsible for 21% of the total carbon dioxide emissions, 36% of total energy usage and 31% of all waste. Research implies that by increasing the amount of wood in buildings the amount of carbon dioxide emitted can be reduced. This report aims to map out the factors linked to a lack of competence that hinders the progress of successful building with wood. Method: By performing a study of the existing literature on the subject the most relevant research can be converged and used as a starting point for the data collection part of this study. The primary data collection is conducted through semi-structured qualitative interviews. Empiricism was analyzed thematically with the purpose of finding patterns that present themselves in data. Findings: Developers that are lacking competence is believed to be the single greatest factor that hinders the progress of successful building with wood. If developers are to build with wood it has to be financially profitable. The lack of competence is believed to be connected to identifying the new work procedures and challenges that building with wood induces rather than solving the problem itself. If an increased usage of wood in construction is to be achieved all involved actors must readjust their practices. The greatest and probably the most difficult readjustment to motivate is the one that has to be made by the largest contractors because of their part-ownership in the concrete industry and the size of the companies. Implications: By identifying the factors that negatively affect the progress of successful building with wood a foundation for further development of modern wood construction can be established and assist in reducing the environmental impact of the construction sector. Recommendation: Precise calculation models for wood buildings are required for improving the accuracy of cost calculations. A key factor to minimizing the economic uncertainties of decisionmakers is accurate cost calculations. Limitations: The geographical diffusion of the study might limit its use. The respondents originate mostly from the southern part of Sweden. The diffusion might not be representative of the entire country. Some disciplines within the construction industry are represented by a single respondent and different forms of procurement has not been taken in to consideration.
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Trivette, Carol M., and Hongxia Zhao. "Home Visiting Can Be Challenging or Inspiring for Parents: Inspire Parents by Building Parents Confidence and Competence to Promote Child Learning." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4424.
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Muhamad, Suriyani. "Learning and competence building in innovation and knowledge systems : mismatches in supply and demand of information and communication technology (ICT) labour in Malaysia." Thesis, University of Manchester, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629350.
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The aim of this study is to highlight the importance of learning and competence building, specifically in terms of skilled workers. Specifically, it aims to explore the mismatch between supply and demand of information and communication technology (leT) labours, referring to the case in Malaysia. The research therefore answers four important questions. Firstly, it explores and identifies the nature of the skills gap, by looking at skills and competencies for employability. Secondly, this research aims to integrate both supply and demand aspects through the issue of mismatch between supply and demand of leT labour; this is necessary because of the lack of attention to the demand side of the employability concept. Thirdly and fourthly, this research focuses on the role of higher education in relation to the mismatch issue, based on collaboration between universities and industry, industrial training placement as well as the integration of lifelong learning in higher education. A combination of research strategies - questionnaire survey, structured interviews and secondary data - was used to address the key research questions. From the study, it has emerged that there is a mismatch between supply and demand of leT labour, specifically focused on leT graduates in Malaysia. The study has confirmed that the elements of skills and competencies, referred to as transferable skills, are important for employability. In addition, the need for collaboration between universities and industry, industrial training placement as well as the integration of lifelong learning for employability, is confirmed.
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Schumacher, Marinita. "Proposition of a Tool to Build Virtual Teams : Virtual Team Building Support System : Considerations of Virtual Project Management, Competence Management and Virtual Team Interaction." Phd thesis, Ecole Centrale Paris, 2011. http://tel.archives-ouvertes.fr/tel-00997402.
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Virtual teams become more and more courant in today's organisations for New Product Development (NPD) of a new product, service, system or organisational process. As potential partners of those projects are spread out over countries, organisations need access to a dynamic communication to increase de-centralisation and globalisation of work processes. Many organisations have responded to this dynamic environment by introducing virtual teams. These virtual teams have specific characteristics including distance of geography or time and cultural or organisational differences. In this PhD thesis we provide a preliminary design of a tool of support to build virtual teams, named Virtual Team Building Support System (VTB Support System). The VTB Support System functions as tool of analysis, communication and planning for virtual team building in the domain of NPD. This tool is a support that facilitates the constitution of a virtual team not only in organisations but also in projects without a real organisational structure. The VTB Support System identifies requirements and provides recommendations and adaptable technical solutions that permit to build a virtual team. In a virtual environment, project members can change frequently, which necessitates to identify the requirements of a VTB Support System to build those virtual teams. The process of virtual team building is not just limited to team development under the aspect of human resources or human interactions but takes also the organisation of working processes into account. The recommendations for virtual team building take into consideration three domains that are precisely presented in this work as Virtual Project Management (VPM), Competence Management (CM) and Virtual Team Interaction (VTI). In order to provide the VTB Support System, we choose the holistic approach of the functional analysis. This allows us to identify all the functions of the VTB Support System that describe the requirements of such a system. Then, we use the tool of Quality Function Deployment (QFD), especially the "house of quality", to deduce substantiated recommendations of the most important functions that are detected by the functional analysis. The house of quality allows representing the recommendations or technical solutions and the functions (issues of a functional analysis) in a matrix and to evaluate if a recommendation or a technical solution satisfies the demand of one or multiple functions. The VTB Support System is applied in three different cases, which underlines the generic aspect of the model.
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Schliemann, Marvin. "Implications of Logic Multiplicity During Early Phases of Competence Center Formation : A Case Study of 3D Printing in Life Sciences." Thesis, Uppsala universitet, Industriell teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-412959.
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Great challenges often require the combined strength of various actors. Especially in areas that are shaped by fast technological development such as the application of additive manufacturing (AM) in life sciences, the interplay of different fields of expertise, including experts from industry, academia and government, is needed. While the collaboration of diverse actors can constitute a vast potential for innovations, it also entails a major challenge to negotiate among diverse individual interest, backgrounds, beliefs, and value systems. One field of research that can help to understand the consequences of such differences in the interests and beliefs in organizational settings is the institutional logics perspective. Institutional logics account for broader institutional value systems that guide actors’ cognition and actions. When organizations embody multiple logics, scholars speak of logic multiplicity. However, the consequences for organizational functioning that arise from logic multiplicity are still discussed among scholars, ranging from an enhanced innovativeness, to an increased conflict potential and organizational dismiss. In order to better understand logic interaction and its implications for organizational functioning, an embedded-case study was conducted. The embedded-case study focused on AddLife at Uppsala University, a competence center in its early phases of formation which is concerned with the advancement of applications of AM in life sciences. Based on semi-structured interviews and documentational data, three different logics were captured for three main stakeholder groups in AddLife. Further, the interaction of these logics during the early phases of competence center formation was analyzed, corroborating the role of logic compatibility (whether logics imply consistent goals). This study’s findings suggest that common goals have been found in AddLife, but some differences regarding the different logics’ implied goals remain, stressing the role of active mediation. Further, the study suggests that building strong intra-organizational ties is pivotal during the early phases of competence center formation, proposing a framework that encompasses three main approaches to build such ties. The first approach is to create a sense of community, including to reinforce synergies, to ensure engagement, and to connect projects. The second approach is to establish an open communication flow which comprises to clarify roles, to encourage asking questions, and to match expectations. Finally, the third approach is to organize personal meetings in order to establish relationships in the first place and to enable discussions.
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Schneider, Daisy. "MP-CompEAD : modelo pedagógico baseado em competências para professores e para tutores em educação a distância." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/94705.
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A presente tese visou à construção e à validação de uma proposta de modelo pedagógico baseado em competências para professores e para tutores em educação a distância - MP-CompEAD. O objetivo é analisar as possíveis contribuições do MP-CompEAD para o processo de construção de competências por esses atores. A fundamentação teórica encontra-se nas obras de Philippe Perrenoud e Guy Le Boterf no que diz respeito às competências, de Patricia Alejandra Behar quanto aos modelos pedagógicos e Jean Piaget acerca da teoria da Epistemologia Genética. Parte-se do pressuposto de que um curso baseado no modelo sugerido possa contribuir para a construção de competências. A metodologia utilizada foi a pesquisa qualitativa, do tipo exploratória (primeira fase) e estudo de caso (segunda fase). Na primeira etapa, desenvolveu-se o objeto de aprendizagem CompEAD (Competências para a Educação a Distância), como também foram realizadas ações-piloto e cursos para o mapeamento de competências e levantamento de estratégias pedagógicas. Esses dois últimos aspectos compõem as questões secundárias e objetivos específicos da investigação, sendo respondidos nessa fase. Na segunda etapa, com base nos primeiros resultados, foi criado e validado o MPCompEAD, a partir de três cursos elaborados com base no modelo. O público dos cursos oferecidos para a coleta de dados em ambas as fases da pesquisa constituiuse de indivíduos de instituições de ensino públicas e privadas. As turmas foram compostas por alunos: (1) com experiência em educação a distância (EAD) - participantes que atuam ou atuaram como professores e/ou tutores; (2) sem experiência na modalidade - interessados em ingressar como professores e/ou tutores em cursos a distância (primeira e segunda etapas); e (3) uma turma mista em termos de experiência (aplicada apenas na segunda etapa da pesquisa). Os instrumentos utilizados foram os ambientes virtuais de aprendizagem institucionais ROODA e MOODLE, além da Roda das Competências, do bloco de anotações, do objeto de aprendizagem CompEAD e dos questionários. Como resultado, portanto, obteve-se um mapeamento de competências consideradas básicas para professores e para tutores atuarem na educação a distância, um quadro de estratégias pedagógicas e o Modelo Pedagógico MP-CompEAD. As contribuições desse modelo pedagógico para os sujeitos participantes na construção de competências para a EAD verificadas na sua validação envolvem os seguintes aspectos: compreensão sobre a EAD e os papéis dos seus atores; experiências proporcionadas pela aplicação das estratégias; possibilidades de reflexão sobre a prática na modalidade, os próprios recursos e os processos de aprendizagem.This thesis aimed to build and validate a proposal for a pedagogical model based on teachers' and tutors' competencies in distance education called MP-CompEAD. The goal is to analyze the possible contributions of the MP-CompEAD for the process of competency building with teachers and tutors being the actors. The theoretical foundation could be found in the works by Philippe Perrenoud and Guy Le Boterf regarding the competencies, also in Patricia Alejandra Behar's work regarding the pedagogical models and Jean Piaget's Genetic Epistemology's theory. It is assumed that a course based on the proposed model will contribute to build up the competencies. The methodology used was the qualitative research, exploratory type (first phase) and case study (second phase). In the first phase, we developed the learning goal called CompEAD (competencies for distance education), as well as some pilot actions and courses for competency mapping and a pedagogical strategies survey. These last two aspects are part of the secondary issues and specific objectives of the study that were answered at this phase. In the second phase, based on the first results, we created and validated the MP-CompEAD, from the three courses that were made based on the template. The audience of the courses offered for the data collection in both phases of the research consisted of individuals from public and private education institutions. The classes were composed of students: (1) with experience in distance education (DE) -participants that act or acted as teachers and/or tutors; (2) without experience in DE-interested in joining as teachers and/or tutors in distance education (first and second phases); and (3) a mixed group regarding experience (applied only in the second phase of the research). The research instruments were the institutional virtual learning environments like MOODLE, ROODA, as well as the Competency Wheel, the scratchpad, CompEAD learning goal and questionnaires. As a result, therefore, we obtained the competency mapping considered basic to teachers and tutors work on distance learning, a framework of pedagogic strategies and of the MP-CompEAD pedagogical model. The contributions of this pedagogical model for the participants in building competencies for the Distance Education verified in its validation involves: understanding about the DE and the role of people who are involved (the actors); experiences offered by the implementation of strategies; possibilities of reflection on practice mode, its own resources and learning processes.
Esta tesis buscó la construcción y la validación de una propuesta de modelo pedagógico basado en competencias para profesores y tutores en educación a distancia - MP-CompEAD. El objetivo es analizar las posibles contribuciones del MPCompEAD para el proceso de construcción de competencias por estos actores. La fundamentación teórica reside en las obras de Philippe Perrenoud y de Guy Le Boterf, respecto a las competencias, de Patricia Alejandra Behar, tocante a los modelos pedagógicos y de Jean Piaget, acerca de la teoría de la Epistemología Genética. Se parte del presupuesto de que un curso basado en el modelo sugerido pueda contribuir para la construcción de competencias. La metodología utilizada fue la pesquisa cualitativa, del tipo exploratoria (primera fase) y estudio de caso (segunda fase). En la primera etapa, se desarrolló el objeto de aprendizaje CompEAD (Competencias para la Educación a Distancia). Además, se realizaron acciones-piloto y cursos para la identificación de competencias y establecimiento de estrategias pedagógicas. Estos dos últimos aspectos componen las cuestiones secundarias y objetivos específicos del estudio, y fueron respondidos en esa fase. En la segunda etapa, con base en los primeros resultados, se creó y validó el MPCompEAD, a partir de tres cursos elaborados con base en el modelo. El público de los cursos ofrecidos para la recolección de datos en ambas las fases de la pesquisa se constituyó de individuos de instituciones de enseñanza pública y privada. Los grupos fueron compuestos por alumnos: (1) con experiencia en educación a distancia (EAD) - participantes que actúan o actuaron como profesores y/o tutores; (2) sin experiencia en esta modalidad - interesados en ingresar como profesores y/o tutores en cursos virtuales (primera y segunda etapas); y (3) un grupo mixto en términos de experiencia (aplicada solamente en la segunda etapa de la pesquisa). Los instrumentos utilizados fueron los ambientes virtuales de aprendizaje institucionales ROODA y MOODLE, además de la Rueda de las Competencias, del cuaderno de anotaciones, del objeto de aprendizaje CompEAD y de los cuestionarios. Como resultado, por lo tanto, se identificaron las competencias consideradas básicas para que profesores y tutores actúen en la educación a distancia, además de obtenerse un cuadro de estrategias pedagógicas y el Modelo Pedagógico MP-CompEAD. Las contribuciones de este modelo pedagógico para los sujetos participantes en la construcción de competencias para la EAD verificadas en su validación incluyen: comprensión sobre la EAD y los roles de sus actores; experiencias proporcionadas por el empleo de las estrategias; posibilidades de reflexión sobre la práctica en esta modalidad, los propios recursos y los procesos de aprendizaje.
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Svensson, Henrik. "Future sustainability and digitalisation reshape automotive testing : Using competence and market based business models to address opportunities in building internal capabilities or in spinning off businesses." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32581.
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There are several major trends that will affect the future of the car industry. One trend is the demand for newer models in shorter times. A second trend is the increase in automotive technology. A third trend is the effect of legislation on fossil fuel-based drivelines and the introduction of new technology in the driveline. Hence the cars developed by the Volvo Cars R&D division have to be tested in order to meet all requirements. Volvo Cars’ internal department, Analysis and Verification Environment, currently conducts these tests. In testing cars in the future, the challenge is to become more efficient in terms of operational capabilities as well as to review current competencies. Hence, future technology and legal challenges drive significant competence and investment needs in the automotive testing industry. A major shift in competences is needed in order to meet future requirements on sustainability and digitalisation. Sharing investment costs and facilities can have business potential. There is an opportunity to spin off VC’s Analysis and Verification Environment, which would permit sharing the future competence and investment burden with other stakeholders. However, from Volvo Cars’ perspective, achieving cost effectiveness and making test facilities available must be secured, but not at the risk of jeopardising future car programmes. Therefore a profitable business case for spinning off Analysis and Verification Environment is needed. This means Analysis and Verification Environment, as a spinoff company, must be capable of success on the open market. This report addresses the following questions: Can VC’s Analysis and Verification Environment division be spun off? If so, how can it be organised so that it can succeed in the open market? This report concludes there is a potential benefit to spinning off Analysis and Verification Environment. However, the success of the spin off requires execution of an Action Plan based on a competence/market business model that includes, for example, a strong value proposition.
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Andersson, Malin, and Daniel Svensson. "Impacts on teachers' lives of a capacity building course: A case study in rural Rajasthan, India." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12807.
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This case study is conducted on teachers working in Non-Formal Education centers (NFE's), for the Non-Governmental Organization Seva Mandir, in the Udaipur district in Rajasthan, India. The setting for the study is remote rural villages around the small city Udaipur, with one million inhabitants. The purpose of this case study is to investigate what impact the capacity building course that Seva Mandir offers the teachers, the NFE certification course, have had on the teacher’s lives. The aim is to get a picture of the overall impact of the course on a professional level and on the individual NFE teachers’ personal life. The case study was conducted on a sample of eleven out of 50 NFE teachers working for Seva Mandir in the Jhadol block. The empirical data was collected through qualitative interviews conducted in the NFE schools. The NFE centers that are run by Seva Mandir are a complement to malfunctioning government schools in areas where most of the children are first generation learners. The schools aim to keep children from working or starting to work, through giving them an educational base. The teachers have no previous teachers training and are having an average prior education of 8th to 10th class. The general findings of the study are that a majority of the teachers felt an increase in self-confidence after participating in the course. They generally had more concrete and ambitious future plans after the course than before it, and they were highly dominated of plans for further education for themselves and their children. It was also found that the teachers felt major changes in their teaching approach after the course. They had learnt new teaching strategies and seemed to have changed their attitude against the children. The teachers used activities like games, songs and stories in their teaching as well as taking help of the local surroundings when teaching.
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Rymell, Vania, and Thea Levin. "Egen regi i byggprocessen, gynnsamt eller inte? : En studie om byggprocessen inom den offentliga sektorn." Thesis, Tekniska Högskolan, Högskolan i Jönköping, JTH, Byggnadsteknik och belysningsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44632.
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Purpose: The purpose of this report is to find out whether or not it is beneficial for a municipality to design building projects in-house in an early stage. The goal for the final thesis is to analyze pros and cons of wide in-house competence within the municipal building process, and how its perceived to impact the process and end result. The goal is answered using three main questions: What is the economical difference between a project executed in Nässjö municipality compared to a similar project in another municipality? How do key participants within the projects experience the process? How do the tenants in the projects feel about the result in regard to its area of use? Method: The method being used for this project consists partly of a qualitative section with semi structured interviews, and partly of document analysis using economic data from two projects. Findings: The result of the study is that it can both be beneficial and not, depending on a few factors. If these factors are met, in-house competence in the design stage can be seen as beneficial for a municipality. If few, or none, of the factors are met there is no specific reason or advantage for a municipality to have in-house competence. The factors are: The size of the municipality Property stock Basis for projects The municipality’s resources Contracting form How the municipality wants to develop knowledge in the staff and invest inwide or narrow competences. Implications: For a municipality to benefit from working with in-house competence,they should follow the factors presented in the result. The conclusion is that a municipality should work in a way that works for them, and not based on what is more beneficial. Limitations: This final thesis is limited to only two municipalities with only one project form each. The report is also limited to the design stage, and the interviews did not include contractors.
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Spalla, Tara Lynn. "Building the ARC in Nursing Education: Cross-Cultural Experiential Learning Enabled by the Technology of Video or Web Conferencing." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1353368457.
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Oliver, Faubel Inmaculada. "Integración de la metodología BIM en la programación curricular de los estudios de Grado en Arquitectura Técnica/Ingeniería de Edificación. Diseño de una propuesta." Doctoral thesis, Universitat Politècnica de València, 2016. http://hdl.handle.net/10251/61294.
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[EN] BIM is the process of creating and managing information of a construction product in a three dimensional computer model that incorporates data of all its life cycle.
The Member States of the European Union have been recommended to use the BIM methodology in public funded projects since April 2016 by the Directive 2014/24/EU.
Particularly, the Spanish Government has approved in 2015 the transposition of this Directive where a Commission has been created, under the auspice of the Ministerio de Fomento, for the implementation of BIM methodology in Spain from 2018.
This fact implies a transformation for the building sector which has important implications for those people responsible for higher education in Engineering and Architecture: the BIM competences of the new graduates have to be ensured because of the requirements of the Directive for future professionals.
Universities, then, must meet that requirement because the responsibility of the design of the degrees in our country relies on them. Moreover, they have to do it efficiently in a context of the global crisis whose effects are specially affecting the building sector. In addition, a hostile environment is around: today's valuation of this methodology is still poor, although it will be soon become compulsory by the legal requirements.
After analyzing the state of the art in the building sector, in the profession of building engineer, in the legal framework related to it, in similar experiences that have occurred in other countries and taking into account the basis of the European Higher Education Area (EHEA), a strategy for the integration of BIM in the curriculum of the Degree in Building Engineering is proposed.[ES] BIM es el proceso de creación y gestión de la información de un producto de la construcción en un modelo informático tridimensional que incorpora datos relativos a todo su ciclo de vida. La Directiva2014/24/UE sobre Contratación Pública de la Unión Europea recomienda a los estados miembros el uso de la metodología BIM en los proyectos financiados con fondos públicos a partir de abril de 2016. El Gobierno Español por su parte ha aprobado en 2015 la trasposición de la Directiva y además ha constituido la Comisión para la implantación de la metodología BIM en España a partir de 2018 liderada por el Ministerio de Fomento. La transformación que esto supone para el sector de la construcción tiene importantes implicaciones para los responsables de la educación superior en Ingeniería y Arquitectura: deben garantizar la salida de egresados con las competencias BIM que, a causa de la Directiva, van a ser requeridas a los futuros profesionales del sector. Las universidades, en las que recae la responsabilidad del diseño de los títulos en nuestro país, deben responder a ese requerimiento. Y lo deben hacer de forma eficiente en este contexto de crisis generalizada y cuyos efectos están sufriendo especialmente. Además, lo deben hacer en un entorno un tanto hostil: a día de hoy la apreciación por esta metodología es todavía baja a pesar de que en breve se va a imponer por ley. Tras el análisis del estado de la cuestión en cuanto al sector de la construcción, de la profesión de arquitecto técnico, del marco normativo que le afecta, de las experiencias similares que se han dado en otros países, y teniendo en cuenta los fundamentos del Espacio Europeo de Educación Superior (EEES), se propone una estrategia para la integración de BIM en el Plan de Estudios del Grado en Ingeniería de Edificación.
[CAT] BIM és el procés de creació i gestió de la informació d'un producte de la construcció en un model informàtic tridimensional que incorpora dades relatives a tot el seu cicle de vida. La Directiva2014/24/UE sobre Contractació Pública de la Unió Europea recomana als estats membres l'ús de la metodologia BIM en els projectes finançats amb fons públics a partir d'abril de 2016. El Govern Español per la seua banda ha aprovat en 2015 la transposició de la Directiva i a més ha constituït la Comissió per a la implantació de la metodologia BIM a Espanya a partir de 2018 liderada pel Ministeri de Foment. La transformació que açò suposa per al sector de la construcció té importants implicacions per als responsables de l'educació superior en Enginyeria i Arquitectura: han de garantir l'eixida d'egressats amb les competències BIM que, a causa de la Directiva, van a ser requerides als futurs professionals del sector. Les universitats, en les quals recau la responsabilitat del disseny dels títols en el nostre país, han de respondre a aquell requeriment. I ho han de fer de forma eficient en aquest context de crisi generalitzada, els efectes de la qual estan patint especialment. A més, ho han de fer en un entorn una miqueta hostil: a dia de hui l'apreciació per aquesta metodologia és encara baixa a pesar que en breu es va a imposar per llei. Després de l'anàlisi de l'estat de la qüestió en quant al sector de la construcció, de la professió d'arquitecte tècnic, del marc normatiu que li afecta, de les experiències similars que s'han donat en altres països, i tenint en compte els fonaments de l'Espai Europeu d'Educació Superior (EEES), es proposa una estratègia per a la integració de BIM en el Pla d'Estudis del Grau en Enginyeria d'Edificació.
Oliver Faubel, I. (2016). Integración de la metodología BIM en la programación curricular de los estudios de Grado en Arquitectura Técnica/Ingeniería de Edificación. Diseño de una propuesta [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/61294
TESIS
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James, Anne. "Building competence and confidence in the trainee primary teacher to deliver music in the classroom : an exploration of how one ITE provider might impact upon the confidence and ability of its primary trainee teachers to teach music." Thesis, Liverpool Hope University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.722159.
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Thongthuan, Thotsaphon, and Emma Landström. "YRKESARBETARES KOMPETENS GÄLLANDE ANVÄNDNING AV DIGITALA VERKTYG I BYGGPRODUKTION." Thesis, Tekniska Högskolan, Jönköping University, JTH, Byggnadsteknik och belysningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49710.
Full textAbstract:
Purpose: The lack of digital competence in the industry of construction is a fact, which can obstruct the implementation of digital tools. The goal for the study is to chart the workers at the construction site’s digital competence through semi structured interviews with participants in an extension project, Alfa. Method: The study was done through a case study with interviews as a primary source of data. The interviews are held at the construction site of the project alfa with an SME (small and medium-sized enterprise) as the general contractor. Findings: The digital competence regarding the use of digital tools in building construction is, just as the experience to use them, low and several difficulties can be seen on the construction site. To be able to use the digital tools that is implemented on the construction site the construction workers need to have knowledge about for instance their own role and duties, how to navigate in the tools and what benefits that can come from the use of digital tools. Good communication between design and construction is important for the use of digital tools. More collaboration and greater understanding about the demands from construction can create an easier implementation and use of the digital tools in construction. Implications: The digital skills of professional workers are generally low. Increased competence can be achieved through more training and information opportunities for professionals to take part in. Knowledge of the digital tools' structure and functions along with basic professional skills and computer experience contributes to a simplified use of digital tools. Through standards and guidelines for the use of digital tools in production, clearer strategies can be formed within companies and projects and result in simplified software development. By involving the contractors in the early planning stage, the demands and wishes of the professional workers can be lifted and simplify the use of the tools in the production. Limitations: Due to the delimitations made, the study becomes narrower and more specific. The limitations make the study's results more concrete and can be used as guidelines and recommendations for future projects with similar conditions. Keywords: construction, construction communication, obstacles, construction site workers, digital competence, building construction, digitalization
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Schmidl, Helen. "Från vildmark till grön ängel : Receptionsanalyser av läsning i åttonde klass." Doctoral thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8538.
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The subject of this dissertation is Swedish upper secondary pupils’ reception of novels read as part of their literature instruction. The main purpose is to study and compare the reading of female pupils with that of male pupils and to analyze to what extent attention is paid to their private reading experiences in the literary teaching. What strategies do the students use to interpret and discuss fiction? And what is the relationship between their private reading habits and the way fiction is studied at school? Consequently, the subject field of this qualitative study concerns not only teenagers’ private reading habits, but also gender related issues, school adjusted reading routines and didactic matters. Reading at school differs in many ways from the pupils’ private reading habits, but there are also differences regarding the students’ attitudes towards reading as such. There proved to be certain diversities between the reading habits of boys and girls. The boys read in general less than the girls, and many boys were interested in reading adventurous and exciting stories. The girls were more into reading realistic novels, and to them it was important that they could identify with the characters. Many pupils responded personally to their reading. Instead of reflecting on the meaning of a text and comparing it to other texts or phenomena of the surrounding world, their reception confined itself to categories like “boring” or “exciting”. Merely a few students included a more profound literary analysis in their responses. An important aim of literature instruction must be to broaden the pupils’ literary repertoires and to make them improve their reading skills. This study shows that to achieve these improvements the students must feel involved, which means that literature instruction must be adapted to the literary cultures of both boys and girls.
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Kiffer, Sacha. "La construction des compétences d'enseignement des enseignants-chercheurs novices de l'université en France." Thesis, Strasbourg, 2016. http://www.theses.fr/2016STRAG029/document.
Full textAbstract:
Le métier d’enseignant universitaire s’apprend le plus souvent sur le tas (Knight, Tait & Yorke, 2006). Mais que recouvre cet apprentissage sur le tas ? L’objectif de cette thèse est de déterminer les pratiques d’apprentissage au travers desquelles, en France, les enseignants universitaires débutants construisent leurs compétences d’enseignement. La recherche, menée auprès d'universitaires novices, questionne l'usage de huit modèles d’apprentissage susceptibles d’être à l’œuvre dans le processus de construction des compétences. La thèse montre que les pratiques des novices sont éclectiques et tendanciellement non-structurées. Alors que les pouvoirs publics considèrent la mise place d’une formation initiale formelle et systématique, cette recherche de thèse engage à une réflexion sur une formation pédagogique des universitaires qui prendrait en compte la diversité des pratiques et l'aspiration des novices à l'autonomieHow to teach in academia is most often learnt on-the-job (Knight, Tait & Yorke, 2006). But what does the phrase “on-the-job learning” genuinely mean in this case? This doctoral dissertation aims to identify which learning practices novice academics make use of to construct their teaching competences in France. A survey was carried out amongst novice academics asking them to describe how eight learning models may have contributed to the process of constructing their teaching competences. Results show that novices’ practices are eclectic and mainly informal. While public authorities have been developing for a while formal training structures targeted at all newly-hired academics, this research suggests that the variety of practices and the aspiration of novices to informality should also be taken into account
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Brand, Adriaan Cornelius. "Exploring experiences of co-worker trust, relatedness and vitality in a Music Therapy well-being intervention in a South African bank." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40283.
Full textAbstract:
A qualitative research project was conducted to explore experiences of co-worker trust,
relatedness and vitality through a short-term Music Therapy intervention designed to promote
well-being. Thirteen adults who work at a branch of a South African bank in the Cape
Winelands in the Western Cape Province of South Africa participated in the study. Six Music
Therapy sessions were conducted in work time. Focus groups were conducted before and
after the intervention. Data were generated by means of transcription of the focus groups, and
thick description of selected Music Therapy session video clips. Data were analysed by means
of content analysis through data-driven, open coding, followed by two levels of categorisation
and theme extraction (Ansdell & Pavlicevic, 2001; Gibbs, 2007; Graneham & Lundman, 2004;
Hsieh & Shannon, 2005; Punch, 1998). Findings suggest that participants experienced
meaningful shifts in experience on all three of the identified focus construct dimensions, as
well as on the dimensions of individual competence and autonomy. Further emerging
questions were explored regarding the transferability of gains made in the Music Therapy
space to the work context. It was proposed that increased experiences of autonomy,
competence, and vitality in the therapy space supported the development of trust and enriched
relatedness across both work and therapy contexts. Trust and relatedness gains were
proposed to be longer-lasting. A progression of relatedness development phases was
proposed, through which participants may have been able to achieve notable outcomes
pertaining to improved communication, decreased conflict, increased cooperation and interpersonal
support.Dissertation (MMus)--University of Pretoria, 2014.
gm2014
Music
unrestricted
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Lleida, Alberch Margarita. "El Patrimoni Arquitectònic, una font per a l’ensenyament de la Història i les Ciències Socials. El pensament i la pràctica docent dels professors." Doctoral thesis, Universitat de Barcelona, 2008. http://hdl.handle.net/10803/289783.
Full textAbstract:
El tema d’estudi de la investigació s’emmarca en el camp de la didàctica de les ciències socials i el patrimoni.
L’objecte d’estudi és la didàctica del patrimoni arquitectònic i, tanmateix, el comportament i desenvolupament de la professionalitat dels docents.
El cos central de la tesi te dos eixos vertebradors:
1. La conceptualització i construcció de nous coneixements que puguin millorar la didàctica del patrimoni arquitectònic com a font històrica.
2. La descripció i anàlisi de les competències del professorat: els seus coneixements, les seves opinions i idees, i també les seves pràctiques professionals.
És una investigació descriptiva i empírica que fa servir instruments de tipus qualitatiu (grup de discussió) com de tipus quantitatiu (qüestionari).
El patrimoni arquitectònic és un testimoni viu del passat humà. Quan el professor el fa servir com a font històrica, hauria de tenir en compte una sèrie de factors que són inherents a l’objecte arquitectònic, entenent aquest com una realitat viva i un document de la història. La font arquitectònica és diferent al document escrit i per tant cal fer un ús adequat a la seva naturalesa. La complexitat de l’obra arquitectònica, la dificultat per a interpretar-la i els problemes didàctics que se’n deriven segons els diferents criteris emprats en la restauració, són elements a tenir em compte quan es fa ús del patrimoni arquitectònic com a font de coneixement històric i social.
La investigació es formula tres preguntes sobre les competències dels docents:
1. Quin tipus de coneixements tenen els professors sobre el patrimoni arquitectònic
2. Quin és el pensament i concepcions dels professors
3. Quina és la pràctica docent dels professors
La tesi està estructurada en tres apartats:
1. Primera part. Marc teòric-conceptual: en primer lloc es formula l’objecte d’estudi, les preguntes, objectius i hipòtesi. Es fa una revissió de l’estat de la qüestió sobre la didàctica del patrimoni arquitectònic. Es revisen els estudis i investigacions que precedeixen la investigació. Es plantegen les bases conceptuals i disciplinars de la didàctica del patrimoni arquitectònic com a font històrica. Les disciplines de referència són l’arquitectura, la història i la didàctica.
2. Segona part. Marc empíric: per poder conèixer la realitat dels docents en matèria de competències patrimonials s’ha definit com a població d’estudi, els professors de Secundària dels centres públics de Catalunya que tenen l’especialitat de Ciències Socials. Els instruments d’observació indirecta que s’han dissenyat són el grup de discussió i el qüestionari. La mostra participant ha sigut d’un 10% dels professorat d’aquests centres. Una vegada recollits, mesurats i processats els resultats, la investigació descriu i analitza les respostes dels professors.
3. Tercera part. Conclusions: Es presenten els resultats obtinguts. Fan referència als tres àmbits que defineixen les competències docents: sobre els coneixements, les idees i concepcions, i les pràctiques docents.
La investigació adjunta, com a apèndix, uns suggeriments sobre el tractament didàctic del patrimoni arquitectònic com a font històrica. Proposa en primer lloc la manera de fer la crítica de la font i en segon lloc, unes orientacions per realitzar visites i itineraris patrimonials.
Al final de la investigació es presenten uns annexos. Cal destacar l’annex fotogràfic que aporta contingut visual al discurs en presentar imatges d’abans i desprès de les actuacions de restauració efectuades.The subject of academic study of this investigation resides in the area of the didactics in social sciences and heritage. The study topic is the didactics of architectural heritage, including the behaviour and development of teachers’ expertise. The main body of the thesis is comprised of two supporting axis: 1. The conceptualisation and construction of new knowledge that helps the improvement of the didactics of architectural heritage as a historical source. 2. The description and analysis of teachers’ competences: their knowledge, opinions and ideas, and their professional teaching practices. This is a descriptive and empirical research that uses both qualitative tools (group discussion) and quantitative tools (questionnaire.) The investigation formulates three questions about teachers’ competences: 1. What is the type of knowledge that teachers have got on architectural heritage? 2. What is the knowledge and conception of teachers? 3. What is the teaching practice of teachers? The thesis is structured on three parts: 1. Theoretical-conceptual framework. The study topic, questions and hypothesis are formulated. A revision of the state of the question on the didactics of architectural heritage is implemented. 2. Empirical framework. The teachers of Secondary Education in Catalonia form the study population of the thesis. The indirect observation tools designed for the investigation are the group discussion and the questionnaire. The range of participation was a 10% of the teachers in these education centres. Once the results have been obtained, measured and processed, the investigation describes and analyses teachers’ answers. 3. Conclusions: the results obtained in the investigation are presented. They cover the three areas that describe teaching competences: knowledge, ideas and conceptions, and teaching practices. The research attaches, as an appendix, suggestions for didactic treatment of heritage as a historical source. At the end of the investigation the annexes are shown. It is important to emphasise the photographic annex that provides the discourse with visual content as it presents images before and after the restoration.
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Tirado, Ramos Miguel Ángel. "L'actitud crítica sobre el culte al cos des de l'educació física. Investigació-acció entorn del disseny, aplicació i avaluació d'un recurs educatiu multimèdia." Doctoral thesis, Universitat de les Illes Balears, 2010. http://hdl.handle.net/10803/9398.
Full textAbstract:
Aquest context de cultura del consum en què ens trobem, on la mercadotècnia ha aconseguit associar un determinat model corporal a l'èxit personal i social -relació que s'intensifica en l'adolescència, quan l'aspecte físic és objecte de la màxima atenció i preocupació- ha motivat la realització d'una intervenció específica des de l'educació física a través d'un procés d'investigació-acció.L'objectiu de la recerca ha consistit en desenvolupar l'actitud crítica de l'alumnat cap al culte exacerbat al cos mitjançant el disseny, aplicació i avaluació d'un recurs educatiu multimèdia. Tot això en el marc d'una unitat didàctica de condició física i salut per a 4t d'ESO.
En la investigació s'analitzen els fonaments curriculars i pedagògics d'aquesta intenció educativa i es delimita conceptualment el principal objecte d'ensenyança: l'actitud crítica. Posteriorment es dissenya, es descriu i s'avalua un pla d'acció aplicat de manera sistemàtica i amb el rigor científic que requereix una recerca que naix i es desenvolupa en la pràctica.
El contexto de cultura del consumo en que nos encontramos, donde la mercadotecnia ha conseguido asociar un determinado modelo corporal al éxito personal y social -relación que se intensifica en la adolescencia, cuando el aspecto físico es objeto de la máxima atención y preocupación- ha motivado la realización de una intervención específica desde la Educación Física a través de un proceso de investigación-acción.
El objetivo de la investigación ha consistido en desarrollar la actitud crítica del alumnado hacia el culto al cuerpo exacerbado mediante el diseño, aplicación y evaluación de un recurso educativo multimedia. Todo ello en el marco de una unidad didáctica de condición física y salud para 4º de ESO.
En la investigación se analizan los fundamentos curriculares y pedagógicos de esta intención educativa y se delimita conceptualmente el principal objeto de enseñanza: la actitud crítica. Posteriormente se diseña, se describe y se evalúa un plan de acción aplicado de manera sistemática y con el rigor científico que requiere una investigación que nace y se desarrolla en la práctica.
The consumer society in which we live, together with certain merchandising campaigns, has resulted in the fact that people tend to associate more and more the idea of a "perfect body" with personal and social success. Needless to say, people are more and more concerned about their physical appearance during adolescence. All this has inspired a thorough study on this topic from the perspective of the physical education and by means of an "Action-Research" process.
The aim of this research was that some students in the fourth year of ESO (the last compulsory school year in the Spanish educational system) should acquire a critical attitude towards the body-building and body-care obsession. This study has been carried out by designing and using an Educational Multimedia Resource.
This educational research is to be justified in the curricular foundations of the Spanish educational system and it aims to define clearly the core of this study: the development of a critical attitude. Several teaching strategies are designed, described and assessed, so that students can develop this critical thinking.
All in all, the final goal is that students are able to develop a critical attitude while working from their own experiences.
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Torres, Ospina Sara. "Uncovering the Role of Community Health Worker/Lay Health Worker Programs in Addressing Health Equity for Immigrant and Refugee Women in Canada: An Instrumental and Embedded Qualitative Case Study." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/23753.
Full textAbstract:
“Why do immigrants and refugees need community health workers/lay health workers (CHWs) if Canada already has a universal health care system?” Abundant evidence demonstrates that despite the universality of our health care system marginalized populations, including immigrants and refugees, experience barriers to accessing the health system. Evidence on the role of CHWs facilitating access is both lacking and urgently needed. This dissertation contributes to this evidence by providing a thick description and thorough analytical exploration of a CHW model, in Edmonton, Canada. Specifically, I examine the activities of the Multicultural Health Brokers Co-operative (MCHB Co-op) and its Multicultural Health Brokers from 1992 to 2011 as well as the relationship they have with Alberta Health Services (AHS) Edmonton Zone Public Health. The research for this study is based on an instrumental and embedded qualitative case study design. The case is the MCHB Co-op, an independently-run multicultural health worker co-operative, which contracts with health and social services providers in Edmonton to offer linguistically- and culturally-appropriate services to marginalized immigrant and refugee women and their families. The two embedded mini-cases are two programs of the MCHB Co-op: Perinatal Outreach and Health for Two, which are the raison d’être for a sustained partnership between the MCHB Co-op and AHS. The phenomenon under study is the Multicultural Health Brokers’ practice.
I triangulate multiple methods (research strategies and data sources), including 46 days of participant and direct observation, 44 in-depth interviews (with Multicultural Health Brokers, mentors, women using the programs, health professionals and outsiders who knew of the work of the MCHB Co-op and Multicultural Health Brokers), and document review and analysis of policy documents, yearly reports, training manuals, educational materials as well as quantitative analysis of the Health Brokers’ 3,442 client caseload database. In addition, data include my field notes of both descriptive and analytical reflections taken throughout the onsite research. I also triangulate various theoretical frameworks to explore how historically specific social structures, economic relationships, and ideological assumptions serve to create and reinforce the conditions that give rise to the need for CHWs, and the factors that aid or hinder their ability to facilitate marginalized populations’ access to health and social services.
Findings reveal that Multicultural Health Brokers facilitate access to health and social services as well as foster community capacity building in order to address settlement, adaptation, and integration of immigrant and refugee women and their families into Canadian society. Findings also demonstrate that the Multicultural Health Broker model is an example of collaboration between community-based organizations and local systems in targeting health equity for marginalized populations; in particular, in perinatal health and violence against women. A major problem these workers face is they provide important services as part of Canada’s health human resources workforce, but their contributions are often not recognized as such. The triangulation of methods and theory provides empirical and theoretical understanding of the Multicultural Health Brokers’ contribution to immigrant and refugee women and their families’ feminist urban citizenship.
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Cotio, Vincent Sy, and 許逸泉. "Building Core Competencies through Internal and External Learning." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/89101464693676534178.
Full textAbstract:
碩士國立政治大學
企業管理學系
90
This research studies how organizations, through internal and external learning, go about to develop core competencies. By internal learning, we derive from Huber's (1991) information theory approach, looking at the processes with which organizations acquire, distribute, store and retrieve information. By external learning, we look at how organizations acquire information and learn from strategic alliances. This research adopted the case study approach and interviewed top ranking officers from two companies, one from the automobile industry and one from the brokerage industry. We show that firms, through well-planned and well-executed strategic alliances and/ or mergers and acquisitions, as well as various information acquisition, distribution, storage and retrieval activities, are able to absorb, learn, and eventually develop core competencies.
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CHIANG, TZU-LING, and 江紫羚. "Building Up the Core Competencies Model of Compulsory Education." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/79410809067673526577.
Full textAbstract:
碩士開南大學
商學院碩士在職專班
105
This paper discusses the interaction model of the core competencies of 12-year compulsory education to infer the suitable teaching strategies. At first, the 3 dimensions and 9 criteria of the core competence are inducted through the literature review and questionnaire survey. Next, the DEMATEL method is used to explore the relevance of the criteria in each dimension and to illustrate the interrelation mappings. Then, present DANP approach to calculate the weight of each criterion. The finding shows the dimension “Autonomous Acting” has the highest influence degree among 3 dimensions; the criterion “Physical and mental well-being with self enhancement” has the highest influence degree among 9 criteria. They both have the priority to be improved. At last, apply VIKOR for assessing the performance of the core competencies, to acquire practical device and strategies for improving.
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Yang, Wan-Ting, and 楊琬婷. "Building Core Competencies for the Government IT/IS Professionals." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/42143637306702562915.
Full textAbstract:
碩士國立政治大學
公共行政研究所
94
Information and communication technology advance with each passing day, bringing revolutionary influence for government functions. Government information technology/information system（IT/IS） professionals should have played the important role provided that the resources and techniques were not scarce. The current challenge of IT/IS outsourcing pushes government IT/IS professionals to transform their competencies. Accordingly, this study attempts to find out the core competencies of government IT/IS professionals to make them develop the competitive advantage and improve the organization performance.
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Huang, Wen-Zheng, and 黃文政. "The Model Building of Professional Competencies - A Case of Plastics Manufacturing Industry." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/73339286853934563386.
Full textAbstract:
碩士國立暨南國際大學
管理學院經營管理碩士學位學程碩士在職專班
99
According to DGBAS statistics: In 2009 plastic products industry in number of firms of about 6,800, the output value of about 2,174 billion, hiring about 13,000 people. The plastic products industry mainly composed of small and medium enterprises, since the industry still can not find the right people, do not know whether the skills needs and there is still gap between learning to use. The other hand, advanced countries are actively promoting professional license and certification system as mechanisms of training system and in response to industry demand. The ultimate goal is to narrow the gap between talent supply and demand, in order to enhance industrial competitiveness. This study attempts at building a competence model of professional plastic injection engineer based on previous literature, environmental investigation and analysis, interview with experts, manufacturers, and workers in this business, competence analysis, and meetings with experts. Performance index of this model was validated with questionnaires. This model not only provided information like the environment of this business, criteria of hiring an employee, and job description, but also pointed out the competence a plastic injection engineer should have, including 6 jobs, 16 tasks, 25 behavior performance indexes, 45 knowledge, 20 skills, 11 abilities, and 10 working outputs. Meanwhile, based on the investigation on working environment of industries, there are two main issues in plastic manpower need to improve, which are how to distinguish the level of professional competence and how to balance human resource supply and demand. Therefore, this plastic competence model and the research of this study might provide a mechanism to distinguish the level of competence for recruiting the required talent and proposing training projects. Also, this model could be used as a reference for career planning in schools or training institutions for students to evaluate themselves and achieve the goal of eliminating the gap between the supply and demand of human resource in the future.
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Lai, Rou-Han, and 賴柔含. "Building an Industry-Wide Technical Competencies Scale for Retail Chain Store Manager." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/24913315403565373380.
Full textAbstract:
碩士銘傳大學
企業管理學系碩士班
100
To increase the competitive advantage, the retails take a path of chain operation. In order to achieve this object, the retail chain store manager’s work content gains popularity and extends. For the types of operation, the head office pays more attention to specialty retailers.Spencer & Spencer (1993) argue that company use competency model can strengthen their competitiveness. In recent years, many studies develop competency model by case study, but lack of generalization competency model. Competency means the job’s knowledge, skill and ability, and they are appearing by behavior. If lack of specific index to measure train and career management, the competency’s effectiveness will be reduce U.S. Department of Labor Employment and Training the Administration develop the competency model of specific kinds of business. The competency model’s content integrity and have reliability and validity.This study, according to the competency model to build the competency scale. The competency includes nine competencies. Industry wide technical competency is including general knowledge and skill of retail, and it’s similar to the store manager’s work content of this study’s compilation. Industry wide technical competency is including five sub- competency, they are sales, customer service, merchandising/ retailing, operations and human resources. This study uses the literature review and expert opinion investigation to build the description of behavior, and use behaviorally anchored rating scale to develop the competencies scale. The competencies scale has reliability and validity. Outstanding store manager should obtain by selection and training, this competency scale can not only use in selection and training, but also build the assessment system and specific index.
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CHUANG, YING-HUNG, and 莊英宏. "Building the Health Workers’ Competencies on Self-Identity and Self-Care Ability." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/47516184978994385296.
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碩士大葉大學
運動健康管理學系
104
Abstract This study investigated mainly in self-identity and self-care, and which competency elements are more important to the serving doctors. We hope to provide school of medicine in the design of competency curriculum. This study investigated the competency of the medical serving doctors views on education by use of questionnaires, the integration of Kano model, refined Kano model and the CS coefficient model. We investigated the more attractive factors to doctors from 31 quality element items, and classify these items. And then analyzed by CS coefficient to know satisfaction and dissatisfaction. In this research, we found 4 critical quality elements, 1 high val-ue-added quality elements, 1 highly attractive quality elements, and 11 potential quality elements. Competency elements which was more im-portant when planning to cultivate medical education goals. Finally, specific recommendations based on findings, and provide the reference of school of medicine, to planning competency of curriculum and educational objectives in the future.
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Poon, Patrick Sui-kwong, University of Western Sydney, College of Health and Science, and School of Natural Sciences. "How can we shape our safety destiny-building capability and taking the pulse." 2006. http://handle.uws.edu.au:8081/1959.7/15081.
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How do we shape our safety destiny? It is within the limits or our own making, that is, our capability. But, how do we know it is on the right track? In other words, how do we take the pulse? These questions set the context and scope of the research in which a number of key issues related to capability building and evaluation were addressed. In recent years, the approach of capability development has been widely researched by economists, organizational psychologists and management theorists. Unfortunately, because of its complex nature, the assessment of capability in professional context has not been properly addressed in the literature. The problem is two-fold. First, is criticality, or more accurately the lack of understanding about what capabilities are critical to our future success. The second one is concerned with the evaluative aspects of capability development. Using safety management as a study platform, this research introduced a contingency model of “strategic capability development” (SCD) as a plausible alternative to some of the well-established approaches. To address the evaluation issues, an innovative method for assessing capability maturity was constructed. The key variables were based on people’s pro-activeness and their self-efficacy beliefs. Through meta-analysis, a set of critical capabilities or indicators was identified and used as the key variables for designing the survey instrument, the Safety Management Efficacy Scale (SMES). These variables included goal-setting, risk management, safety training, risk communication, and operation/administration capabilities. Hypotheses regarding the interactive effects of each of these critical capabilities were then derived and tested. The results suggest that a high degree of coherency among the key variables does exit. There is a positive and significant association between critical capabilities and goal-setting capability. The positive effects of risk management capability on safety pro-activeness are strong. In regards to how goal-setting capability influences pro-activeness, no conclusion can be drawn. Having taking the pulse, the capability maturity profile of the safety profession is examined. The proposed SCD framework and SMES instrument together provide a point of departure for conducting similar research, including but not limited to human resources development, people capability maturity assessment, training/curriculum development, and performance evaluation.Doctor of Philosophy (PhD