Journal articles: 'Building; Competencies'

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McCloskey, Erin M. "Global Teachers: A Conceptual Model for Building Teachers’ Intercultural Competence Online." Comunicar 19, no. 38 (March 1, 2012): 41–49. http://dx.doi.org/10.3916/c38-2012-02-04.

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Foreign language ability, global awareness, and intercultural communication skills are increasingly recognized as essential dimensions of productive participation in the emerging economic, civic, political and social arenas of the 21st century. Consequently, these skills are being promoted more intentionally than ever across the spectrum of K16 education. This newly articulated set of objectives for today’s students implies a concomitant set of competencies in educators. These competencies have not traditionally been a focus of professional development efforts in the United States, and little is known about how best to cultivate these competencies in educators. These competencies can be understood in terms of Byram’s (1997) model of intercultural communicative competence (ICC). The principles of ICC development point to online learning as a potentially powerful lever in cultivating teachers’ own competencies in this arena. A review of studies of intercultural learning, technologically-mediated intercultural learning and online teacher professional development is offered to suggest how these three domains might overlap. A synthesis of the findings across these literatures suggests a set of principles and educational design features to promote the building of teachers’ intercultural competencies. A key finding reveals the unique affordances of networked technologies in online learning opportunities to support the development of intercultural competencies in teachers across all subject areas.La competencia en lenguas extranjeras, la conciencia global y la comunicación intercultural están cada vez más reconocidas como aspectos esenciales de la participación productiva en el ámbito económico, cívico, político y social del siglo XXI. Como consecuencia, la promoción internacional de estas competencias adquiere una importancia única en el espectro de la educación infantil, básica y secundaria en Estados Unidos. El conjunto de nuevos objetivos para estudiantes de hoy implica el desarrollo de nuevas competencias entre docentes que no han sido contempladas hasta ahora en las iniciativas de desarrollo profesional llevadas a cabo en Estados Unidos, y poco se sabe sobre la adquisición de estas competencias entre educadores. Estas competencias pueden entenderse según el modelo de competencia comunicativa intercultural de Byram (1997), cuyos principios de desarrollo se basan en señalar el aprendizaje on-line como una herramienta eficaz para la adquisición de competencias entre docentes. En este artículo se presenta el análisis de varios estudios sobre el aprendizaje intercultural; aprendizaje intercultural y tecnología; y el desarrollo profesional on-line de profesores, con el fin de plantear la posibilidad de las tres dimensiones. En suma, se nos ofrece una serie de principios sobre el diseño educativo que promueven la construcción de estas competencias interculturales en los profesores, entre los que destaca la evidencia de que las tecnologías en red aplicadas al aprendizaje on-line poseen aspectos únicos para desarrollar las competencias interculturales en todas las áreas.

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Kovaliuk, Tetiana V., Volodymyr V. Pasichnyk, Nataliia E. Kunanets, and Nataliia V. Veretennikova. "УПРАВЛІННЯ ПРОФЕСІЙНИМИ КОМПЕТЕНТНОСТЯМИ ІТ ФАХІВЦІВ ВІДПОВІДНО ДО ВИМОГ ІНДУСТРІЇ НА ОСНОВІ КОГНІТИВНИХ КАРТ." Information Technologies and Learning Tools 64, no. 2 (April 30, 2018): 253. http://dx.doi.org/10.33407/itlt.v64i2.2002.

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The article analyzes and summarizes competences of the IT professions defined by the European Competence Framework and competencies declared by higher IT education standards. The authors carried out a comparative analysis of competencies identified by modern educational IT standards in order to determine the commonalities and differences in the content of IT specialists training in Ukraine with international standards. With the help of cognitive cards, a simulation of the development of professional IT competencies was carried out within the framework of the cognitive modeling methodology. As designations of concepts at the vertices of the cognitive graph, the notions of competences defined in the notation of the European competence framework are taken. Building cognitive cards to manage the competencies of IT professionals and imitation on their basis of managerial influences allow exploring the subject area and developing strategies close to optimal for organizing the learning process in order to improve the quality of training specialists for the IT industry.

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Ayunda, Anestasya, and Kusno Adi Sambowo. "Relevansi Mata Kuliah Ilmu Bahan Bangunan terhadap Bahan Bangunan di Dunia Industri." Jurnal PenSil 9, no. 3 (September 23, 2020): 172–80. http://dx.doi.org/10.21009/jpensil.v9i3.16564.

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In the current era of the development of the infrastructure industry, the building material industry in Indonesia has developed very rapidly along with the increasing national economic conditions and innovative technological advancements. Given the demands and encouragement from the industrial world, the Building Material Science Course is expected to be a means to shape these competencies by looking at the relevance of the development of innovative building materials, so that graduates are expected to produce students who have up-to-date knowledge and competencies related to materials building in the industrial world. The purpose of this article is to increase knowledge and information related to the development of building materials, especially buildings in the industrial world, through the study of Building Materials Science. The method used is the literature review. Literature study results show that learning from lectures is able to contribute to the increase in knowledge and competencies related to the development of building materials that are relevant to the industrial world, one of which is the Building Materials Science Course. The more competence of students regarding building materials, the building in any form can be easily realized when working in the industrial world.

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Volkova, I. A., and V. S. Petrova. "Building digital competence in professional education." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 17–24. http://dx.doi.org/10.36906/2311-4444/19-1/03.

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In the next seven years, the Russian economy will have to switch to digital technology and digital product. The purpose of the article is to establish general recommendations to develop and implement digital competencies. The subject of the research is the set of necessary digital competencies and their ranking. To make it easier for people to adapt to the digital economy, the authors of the article conducted a survey among the chief executives of leading enterprises in Nizhnevartovsk to predict which digital competencies need to be taken into account in professional training. In addition, the research revealed additional features that a person should possess, e.g. the information consumption culture and decisiveness. The modern Russian professional education framework is setting a new educational paradigm for students and lifelong learning. This includes fundamental changes in the professional objectives of higher education. Therefore, the training must adapt to the new contextual requirements. The article provides reflections on building a profile of digital competencies for areas of higher education training that correspond to the current context and new scenario, including those that are a cross-cutting axis for other professional competencies that become relevant in the educational domain. Our research and analysis revealed areas for the further development of digital competencies, as well as three basic principles that are crucial for the successful design and advancement of new programmes in professional education. Standardized mass education in the field of digital economy is no longer relevant. Now taxonomy defines the skills that need to be included into the digital economy through a wide range of professions. This article provides a new insight into the role of competence transition from education to the labor market. To understand today’s demand for new skills and elaborate on how it might change over the next 5-10 years, we recruited employers to identify the competencies that they consider essential.

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Leung, S. Alvin. "Building Cross-Cultural Counseling Competencies." Contemporary Psychology: A Journal of Reviews 41, no. 5 (May 1996): 454–55. http://dx.doi.org/10.1037/004432.

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Shaw, Doris M. "Building Sales Competencies through Service Learning." Marketing Education Review 17, no. 1 (March 2007): 35–41. http://dx.doi.org/10.1080/10528008.2007.11488985.

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Miyazaki, Kumiko. "Building Technology Competencies in Japanese Firms." Research-Technology Management 42, no. 5 (September 1999): 39–45. http://dx.doi.org/10.1080/08956308.1999.11671304.

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Linker, G. R., and Yu M. Yusupova. "The formation and development of teachers’ professional competence regarding inclusive education." Bulletin of Nizhnevartovsk State University, no. 1 (March 20, 2019): 79–89. http://dx.doi.org/10.36906/2311-4444/19-1/12.

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This article represents experimental studies of the teacher’s professional competencies buildup and development in the field of inclusive education in school. The research participants were teachers of the general education establishment that implements adapted educational programs in accordance with the requirements of the Federal State Educational Standard of Primary General Education for students with disabilities. The education of students with special health care needs is established by law as one of the prioritized areas of State policy. The implementation of the inclusive education principles in accordance with the requirements of the Federal State Educational Standard requires teachers to continuously develop professional competencies and form teacher’s personal and professional orientations in the inclusive education field. The professional teacher competence in the field of inclusive education is a combination of built-up competences that determine the ability to perform professional functions in inclusive education, taking into account different educational needs and ensuring the inclusion of children with disabilities in the environment of educational institutions and creating conditions for their development and self-development. In the course of the research, there were selected specific activities to implement the programme for building up teacher’s professional competencies for implementing inclusive education in school. The solution of these tasks assumed building up the components of teaching competence: motivational, value, operational and reflexive ones, as well as a new type of teaching activity – implementing inclusive education in school.

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Никитина and T. Nikitina. "Analysis of Materials of the Federal State Educational Standards of Higher Education in the Context of Formation of Professional Communicative Competence of Cadets of Educational Organizations of Higher Education of the Federal Service for the Execution of Sanctions of Russia." Standards and Monitoring in Education 5, no. 4 (August 21, 2017): 24–29. http://dx.doi.org/10.12737/article_5979fc97c1a348.20728118.

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The author analyzes the Federal State Standard on Higher Professional Education of the third generation and Federal State Standard on Higher Education area of training “Jurisprudence”in search of means of shaping this competence. The author also formulates defi nition and diff erentiates of the concepts “professional competence”and “professionally applied competence”. These normative documents identifi ed requirements for the formation of professional communicative competence. As a result, the analysis identifi ed the proportion of communicative competences of the whole volume of all formed competencies. Matrix, passport and program competencies, basic educational programs and programs of educational disciplines of the Perm institute of the Federal Service for the Execution of Sanctions of Russia are analyzedconcerning formation of professional communicative competence of graduates. The author suggests forming professional communicative competence, not only within the discipline “Russian language and Standard of Speech”, but also to include the communicative blocks of profi le orientation in the cycles of General and professional disciplines, and program practices in the framework of implementation of the basic educational program. This is due to the fact that in the training plan there are not linguistic disciplines (except “Russian language and Standard of Speech”) aimed at building these competencies.

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Ivanov, I., and T. Lukyanova. "DEVELOPMENT OF THE MODEL OF COMPETENCE: APPROACHES AND IMPLEMENTATION." Vestnik Universiteta, no. 1 (March 15, 2019): 14–21. http://dx.doi.org/10.26425/1816-4277-2019-1-14-21.

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The analysis of the concept of “competence” has been made. The stages of building a competency model for an accountant performing consulting functions based on a judgement-based approach have been described. A step-by-step development of an accountant’s competency model has been carried out (the existing performance of functions was assessed, and the desired performance has been described; the competencies necessary for the successful performance of their functions were determined; the behavioral indicators have been distributed according to competences; finally the original competence model of the accountant of the organization has been formed).

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Pluciński, Mateusz, Przemysław Czajkowski, Krystian Golik, and Monika Kwiatkowska. "INFLUENCE OF MANAGERS COMPETENCIES ON THE INTERNATIONAL DEVELOPMENT OF POLISH IT COMPANIES." Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 19, no. 4 (December 31, 2018): 177–91. http://dx.doi.org/10.5604/01.3001.0013.1654.

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Undertaking the issues presented in the article indicates the importance of knowledge and leadership in management. The review of managerial competencies, including the comparison of the level of knowledge, skills and experience of managers, is the basis for competition mainly in the aspect of human resources through the management of their intellectual potential. The aim of this article is to draw attention to the importance of the competence of managers responsible for market building and development of IT enterprises. The authors presented the definition of competences, motivation of managers and the role of the sought competences in the international development of the organization. The research presented in the article shows which competences are most valued among managers responsible for the development of IT companies. They also show the plans and willingness of small and medium-sized Polish technology companies to further expand their activities on foreign markets. In this context, the concept of managers‘ competence and their motivation becomes crucial to international develop the polish companies.

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Vilkhivska, Olga, and Marina Vovk. "Evaluation of personnel readiness to implementing of electronic business technologies." Economics of Development 18, no. 1 (April 4, 2019): 1–8. http://dx.doi.org/10.21511/ed.18(1).2019.01.

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The technology for evaluating the personnel readiness for the implementing of e-business technologies is developed, which includes the following steps: development of a list of competencies reflecting staff readiness for the introduction of e-business technologies; building a questionnaire to assess the level of development of staff competencies for each e-business technology; formation of a matrix of pairwise comparisons to determine the relative importance of competencies; personnel questioning; survey of experts; verification of the degree of consistency of expert opinions; definition of integral assessment of personnel readiness. The value of the developed technology is in determining the most important personnel competencies required to interact with the selected e-business technologies in business processes. The developed technology is tested at the enterprises of the machine-building industry of Ukraine. The selection of the most competent personnel for interaction with the e-business technologies in specific business processes is based on the developed technology. The competencies that are specific and necessary for the use of specific e-business technology are identified and evaluated. The technology has been tested at the machine-building enterprises of Ukraine. Assessment of personnel according to the requirements is implemented. The obtained results of the personnel competence before the introduction of e-business technologies in the business processes for enterprises are from 46.77% to 86.58%. Received results indicate a rather high level of competence of the personnel at the enterprises under study.

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Hinrichsen, G. A., V. Molinari, E. Emery-Tiburcio, and J. Gooblar. "BUILDING FOUNDATIONAL KNOWLEDGE COMPETENCIES IN PROFESSIONAL GEROPSYCHOLOGY." Innovation in Aging 2, suppl_1 (November 1, 2018): 796. http://dx.doi.org/10.1093/geroni/igy023.2952.

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Potnuru, Rama Krishna Gupta, Chandan Kumar Sahoo, and Rohini Sharma. "Team building, employee empowerment and employee competencies." European Journal of Training and Development 43, no. 1/2 (February 18, 2019): 39–60. http://dx.doi.org/10.1108/ejtd-08-2018-0086.

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PurposeThe purpose of this paper is to examine the impact of team building and employee empowerment on employee competencies and examine the moderating role of organizational learning culture in between these relationships.Design/methodology/approachAn integrated research model is developed by combining resource-based view, signalling theory and experiential learning theory. The validity of the model is tested by applying moderated structural equation modelling (MSEM) approach to the data collected from 653 employees working in cement manufacturing companies. The reliability and validity of the dimensions are established through confirmatory factor analysis and the related hypotheses are tested by using MSEM.FindingsThe findings suggest that organizational learning culture significantly strengthens the relationships of team building and employee empowerment on employee competencies.Research limitations/implicationsThe research is undertaken in Indian cement manufacturing companies which cannot be generalized across a broader range of sectors and international environment.Practical implicationsThe findings of the study have potential to help decision makers of manufacturing companies to develop strategies which will enable them to improve employee competency, to formulate effective human resource development interventions and to enhance the capability of the employees to achieve desired goals and objectives of the organization.Originality/valueThe research is unique in its attempt to combine three frameworks to build a new theoretical model explaining the importance organizational learning culture along with team building and employee empowerment.

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Magsaysay, Jowett F., and Ma Regina M. Hechanova. "Building an implicit change leadership theory." Leadership & Organization Development Journal 38, no. 6 (August 7, 2017): 834–48. http://dx.doi.org/10.1108/lodj-05-2016-0114.

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Purpose The purpose of this paper is to propose a model for implicit change leadership theory (ICLT) and to explore its relationship with perceived effectiveness of change management (CM). Design/methodology/approach The study employed a mixed-methods design. It used a qualitative approach to identify schemas on the traits and behaviors of an ideal leader and schemas on what constitute effective CM. A quantitative approach was followed to test the conceptual model. Findings The study suggests five competencies of ideal change leaders: strategic and technical competencies, execution competencies, social competencies, character, and resilience. Together, these five competencies comprise an ICLT. Moreover, schema congruence correlates with perceived effectiveness of CM. The closer the congruence between subordinates’ ideal change leader and their actual change leader, the greater the perceived effectiveness of CM. Research limitations/implications The study was limited to employees in the Philippines. It is thus suggested that data gathering in other populations be conducted to allow for generalizability of results. The research was cross-sectional in design, that limits causal explanations. Longitudinal studies examining perceptions and attitudes during and after the implementation of change could provide more robust evidence of the relationships between schemas and perceptions of change. Practical implications The results suggest that to increase the chances of success of their change initiatives, organizations could consider leadership development interventions that could enhance the competencies of their leaders in the implicit change leadership constructs. Organizations also need to consider employee schemas of effective CM when implementing change. Originality/value The main contribution of this paper is to expand implicit leadership theory by applying it to a specific leadership context, that of organizational change, and to derive an ICLT.

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Sztorc, Małgorzata. "Building Sustainable Intercultural Relationship by Hotel Corporation Staff." Kwartalnik Ekonomistów i Menedżerów 47, no. 1 (March 15, 2018): 159–73. http://dx.doi.org/10.5604/01.3001.0012.1423.

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The purpose of this study is to present the hotel staff’s opinions on the competences needed to build and develop sustainable intercultural relationships in global hotel corporations. The data was collected among 148 hotel staff from the departments dealing with buyers and contractors. The study was conducted using a questionnaire and a diagnostic poll, during which the author’s questionnaire was applied. The results of the analysis have confirmed that among the most developed competences employees have is the ability to build intercultural relationships, communicate and speak foreign languages and tolerate diversity. The research shows that hotels strive to gain competitive advantage by developing intercultural competencies, which allow them to build sustainable relationships.

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Shaikh, A., C. A. Bisschoff, and C. J. Botha. "A Theoretical Model to Measure Managerial and Leadership Competence of Business School Managers." Journal of Economics and Behavioral Studies 9, no. 6 (January 15, 2018): 149–65. http://dx.doi.org/10.22610/jebs.v9i6.2012.

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A theoretical model to measure managerial competence was developed by evaluating two previous models with similar aims. In addition to the original eight management competencies, another eight competencies were identified and applied to determine the management competencies needed in the Fourth Industrial Revolution with its fast-changing business environment. The article narrows down eleven management competencies and develops measuring criteria for each; in total 42 criteria. The eleven business competencies are leading change, cultural intelligence, team building, conflict management, communication skills, a global leader mindset, emotional intelligence, career awareness, personal value system, and external and ethical influences. The model is a theoretical model and presents management competencies relevant to the modern business environment. The value of this study resides in a strong theoretical basis for postmodern business environmental skills that managers need to maintain completeness of their organizations as well as providing a sound point of departure for other researchers of managerial competence.

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Vaseva, Elena S., and Nadezhda V. Buzhinskaya. "Team building as an essential component of team-based learning." Problems of Modern Education (Problemy Sovremennogo Obrazovaniya), no. 3, 2020 (2020): 116–23. http://dx.doi.org/10.31862/2218-8711-2020-3-116-123.

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When studying at a higher educational institution, a Bachelor must acquire competencies that will allow them to be successful in their future profession. According to the Federal state educational standard, one of these competencies is the ability to work and realize their role in the team, to carry out social interaction. The article raises the issue of the relevance of the use of command-oriented training as a way of developing the designated competence with an undergraduate taking the “Applied Informatics” course, the stages of teamoriented training are considered. Special attention is paid to the “team building” stage, and the goals and objectives of roleplaying, goal-setting, interpersonal, taskoriented approaches to the organization of this stage are discussed. The examples of implementation of each approach in practice of the Bachelor Degree training course “Applied Informatics” are given.

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�� and Tatiana Poddubnaya. "Competency-Building Approach as a Methodic Determinant in Training Bachelor-Degree Social-Work Specialists." Standards and Monitoring in Education 2, no. 2 (April 17, 2014): 57–60. http://dx.doi.org/10.12737/2663.

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The paper presents arguments in support of competency-building approach as a methodic determinant of modern-level education in the light of globalization process; justifies, that competence should be considered as innovation standard in the Third Generation Federal State Educational Standard of Higher Professional Education. Also presented is a set of competencies stipulated by the FSES for the training direction 040400.62 �Social Work� (with the degree (qualification) of Bachelor). The author reveals her own views on how to draw out an exemplary map of proper blend composition of competencies for a Bachelor-degree social worker with further integrating this map in the educational process, as one of the ways to implement competencybuilding approach. Challenge areas in developing and assessing competencies and benchmarks for eradicating these shortcomings are suggested with respect to implementing Third-generation FSES of Higher Professional Education.

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Andrienko, Tetiana, Vlad Genin, and Iryna Kozubska. "DEVELOPING INTERCULTURAL BUSINESS COMPETENCE VIA TEAM LEARNING IN POST-PANDEMIC ERA." Advanced Education 8, no. 18 (July 31, 2021): 53–69. http://dx.doi.org/10.20535/2410-8286.214627.

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To become successfully competitive in the globalised post-COVID 19 virtual business world, the engineering students, besides learning the English language for Specific Purposes as stipulated by the existing Syllabi, require purposed efforts for the formation of intercultural business communication competencies. This research, conducted successively in the USA and Ukraine combining observational and experimental methodology, aimed at studying the influence of team learning on the development of intercultural business competencies and skills highly desired and valued by employers, such as team building and teamwork, critical thinking, decision making, conflict prevention, and resolution, etc. The results were processed by combining qualitative and quantitative methods. Spanning in time from 2013 to 2020, the study proved the effectiveness of project work in learning teams for the development of intercultural competence and business communication skills. Team learning in virtual teams based on andragogical principles and methodology adapted by the authors to the needs of Ukrainian engineering students resulted in developing team building, teamwork, leadership, goal setting, planning, decision making, time management, creative and critical thinking, problem solving, conflict prevention and resolution, interpersonal and group communication and collaboration skills and competences, necessary for successful integration into the global workforce marketplace. Besides significant enhancement of intercultural business communication competencies, team learning resulted in raising Ukrainian undergraduate engineering students’ motivation towards learning ESP, engagement in group and classwork, persistence towards successful graduation and gainful employment, and overall positive learning experiences.

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Gainey, Barbara. "Building resilience for stronger communities." Proceedings of the International Crisis and Risk Communication Conference 3 (March 11, 2020): 37–40. http://dx.doi.org/10.30658/icrcc.2020.9.

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Much of the early research in crisis management and crisis communication centered on the core competencies of crisis response: why do we need to plan for crises; what are the stages of effective crisis planning; what theoretical perspectives are helpful to scholars and practitioners; and what are the steps of an up-to-date crisis plan. Delineation of these core competencies goes on. Among these competencies, the crisis stage meriting the least attention arguably is post-crisis, the critical days and weeks immediately following the formal resolution of the crisis. Research attention has often focused on recovery and learning, positioning the organization for the future. Another critical component of effective crisis response merits further study. In these days of black swan crises that take a huge toll on organizations and their communities, more focus is needed on building individual, organizational, and community resilience to destructive crises. While resilience can be best measured in the post-crisis phase, this assessment should lead to new efforts to educate and prepare individuals, organizations, and communities for the new threats to come. This research proposes strategies for building resilience to strengthen organizational and community response when confronted by major crisis events.

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Miller, Robin, and K. Viktoria Stein. "Building Competencies for Integrated Care: Defining the Landscape." International Journal of Integrated Care 17, no. 6 (January 4, 2018): 6. http://dx.doi.org/10.5334/ijic.3946.

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Schwaninger, Markus, and Michael Flaschka. "Intelligent Organizations: Building Core competencies Through Information systems." Electronic Markets 5, no. 3 (November 1995): 6–8. http://dx.doi.org/10.1080/10196789500000029.

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Hall, E., S. Rose, and K. Baltzell. "Building a curriculum for global health nurse competencies." Annals of Global Health 82, no. 3 (August 20, 2016): 361. http://dx.doi.org/10.1016/j.aogh.2016.04.081.

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Dada, Joshua Oluwasuji, and Godwin Onajite Jagboro. "Core skills requirement and competencies expected of quantity surveyors: perspectives from quantity surveyors, allied professionals and clients in Nigeria." Construction Economics and Building 12, no. 4 (October 15, 2015): 78–90. http://dx.doi.org/10.5130/ajceb.v12i4.2808.

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AbstractDeployment of appropriate skills and competencies is crucial and germane to the development and continuous relevance of any profession. In the built environment, the science for selecting the required skills and competencies expected of quantity surveyors and understanding the inherent dependencies between them remains a research issue. The purpose of this study was to determine the skill requirements and competencies expected of quantity surveyors. A structured questionnaire was administered among quantity surveyors, architects, engineers, builders and clients in Nigeria. The respondents were asked to give rating, on a 5 point Likert scale, on usual skills and competencies required of quantity surveyors. A secondary objective of the study was to examine the important skills and competencies and categorized them into core skill, basic skill, core competence, optional competence and special competence. The results of the study indicate the important skills as computer literacy, building engineering, information technology, economics, measurement/quantification and knowledge of civil/heavy engineering works. The results also indicate the important competencies as cost planning and control, estimating, construction procurement system, contract documentation, contract administration and project management. It is emphasized that the findings of the research have considerable implications on the training and practice of quantity surveying in Nigeria.

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Singh, Chandan Deep, and Jaimal Singh Khamba. "A Case Study of a Two Wheeler Manufacturing Unit on Manufacturing Competency & Strategic Success." International Journal of Engineering Research in Africa 19 (October 2015): 156–70. http://dx.doi.org/10.4028/www.scientific.net/jera.19.156.

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Competence management comprises the management, building, leveraging and deployment of strategic and operational competencies, the causal relationships and linkages between them, and the way competencies are embedded in organizational and individual resources. In-house development and external acquisition to contextual factors, for small manufacturing firms, such as the firms’ strategic orientations are inter related. This paper presents a detailed case study in a two wheeler manufacturing unit.Keywords: Manufacturing Competency, Strategic Success, Case Study, Two Wheeler Manufacturing Unit

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Marišová, Eleonóra, and Ivana Lichnerová. "Contractual Cooperation of Municipalities for Performance of Transferred Competencies in the Building Sector." EU agrarian Law 8, no. 2 (December 1, 2019): 27–36. http://dx.doi.org/10.2478/eual-2019-0010.

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AbstractThe reform of the self–governments in Slovakia caused the transfer of competencies from state authorities to municipalities. Every municipality is in accordance with Act no. 369/1990 Coll. on the Municipal Establishment obliged to ensure original and transferred competences for its inhabitants. However, for objective reasons, not all municipalities are able to perform them. Municipalities began to use the possibility of mutual contractual cooperation in accordance with the amendment to the Act on Municipal Establishment, under which municipalities can cooperate with each other for the purpose of carrying out a specific task or activity. Such cooperation between municipalities also exists for the purpose of exercising competence in the field of the building order. Pursuant to Act no. 50/1976 Coll. as amended, each municipality is a building authority. The aim of the paper is to qualitatively assess the reasons for contractual cooperation between the municipalities of the Nitra (NR) and Košice (KE) regions in the area of the building order (by using the method of structured interview). So far, 2 649 municipalities, which are a part of 189 joint building offices (JBO), have used the possibility of mutual contractual cooperation in the SR. Specifically, in the NR region there are 343 municipalities, which are part of 26 JBOs and in the KE region 391 municipalities, which are part of 28 JBOs. The qualitative method was used to find out the opinions of the building offices. Based on the obtained results, an optimal solution for problems of cooperation of municipalities was proposed by adopting new legislation, namely by the allocation of building offices to the seats of registry offices.

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Ahmed, Essam O., and George M. Bodner. "Developing occupational standards and their impacts on capacity building." Journal of Management Development 36, no. 3 (April 10, 2017): 390–400. http://dx.doi.org/10.1108/jmd-04-2016-0055.

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Purpose The purpose of this paper is to describe a framework for enhancing organizational productivity and capacity building at the national, industry-wide level that is based on an active collaboration between elements of the industry that the authors will refer to as the organization and the educational system that trains/educates the human resources that play a vital role in enabling the organization to acquire and then maintain the competitive advantage needed to be successful. Design/methodology/approach This framework is based on the concept of competencies of the human resource and a competence-based model for recruiting and developing these human resources. This framework has been successfully applied by the Kemt Enterprise Training Partnership (ETP)/Technical and Vocational Education and Training (TVET-Egypt) project in the Egyptian papermaking industry to solidify an understanding of the required competencies in this sector. For the purposes, the term competency will be defined as a set of skills, knowledge and behavior that allows employees to do their jobs effectively and efficiently without interfering with either other tasks or tasks they will encounter in the future. Findings Organizational productivity will be assumed to be related to having a workforce that is both competent and of the appropriate size, and can be determined using an organizational function map coupled to the development of a set of related occupational standards. Originality/value The paper proposed a national framework competence-based model which collaborates all the national efforts to enhance the national competitiveness.

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Jaafar, Syamim, and Nor Aini Hj. Salleh. "A REVIEW OF PROPERTY MANAGER’S COMPETENCY IN MANAGING GREEN BUILDING." Malaysian Journal of Sustainable Environment 3, no. 2 (December 31, 2017): 31. http://dx.doi.org/10.24191/myse.v3i2.5590.

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The insufficient property manager competency in handling operation and maintenance work often overshadows the benefits from green building development. The uniqueness of green building design makes it different with traditional building and need expertise to handle it. Thus, this study intends to determine the competencies required by property manager in managing green buildings. The reviews from previous research were conducted and study indicates four main competency elements, which are knowledge, skill, ability and other characteristics for property managers to manage green buildings. This research gives a significant impact for property managers in providing an effective and efficient green building management.

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Ali Jogana, Musa, Talatu Musa Garba, and Nasiru Mukhtar. "Analysis of the Performance Objectives of Nigerian Higher National Diploma Building Technology Curriculum." Asia Proceedings of Social Sciences 5, no. 1 (December 3, 2019): 86–91. http://dx.doi.org/10.31580/apss.v5i1.1100.

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Polytechnics produce technical manpower in various technical and professional disciplines to make nations self-sufficient through efficient man power planning, and optimum utilization and management of resources (Awere, Edu-Buandoh, Dadzie, and Aboagye, 2016). Building construction programme in polytechnics supplies manpower to the various sectors of the economy, notably the construction industries. But documented evidences show that the Nigerian graduates of this programme do not meet up to the requirements of the construction industries regarding the attainment of effective occupational competences (Onwuka,2009). Consequently, this study analyzed the performance objectives of the HND Building Technology curriculum to establish the sufficiency of the occupational competencies. We generated the data from the curriculum using content analysis and analyzed it with the help of descriptive statistics. Results show that the performance objectives tilted towards cognitive domain with 88.87%. Psychomotor and affective domains were rarely represented in the curriculum with 9.68% and 6.45% respectively. The findings provide curriculum developers with information regarding the inadequacy of basic occupational competences in the Building Technology curriculum for consideration in the event of curriculum review. This study opens the stage of analyzing the content of curriculum of various courses at HND level in Nigerian polytechnic, with a view to identifying the satisfactoriness of the occupational competence therein.

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Latukhina, A. L., and Ju A. Marinina. "Professional portrait of Teacher of Russian as a Foreign Language: competence-based approach." Vestnik of Minin University 8, no. 4 (November 7, 2020): 4. http://dx.doi.org/10.26795/2307-1281-2020-8-4-4.

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Introduction. One of the urgent problems of modern education is building a professional competence model of a specialist in order to increase the effectiveness of training and the formation of professional competencies necessary for a successful entry into the profession. From this point of view, the description of a professional portrait of Teacher of Russian as a Foreign Language will contribute to the most effective design of educational programs in this area of training.Materials and Methods. In the course of the work, theoretical and empirical research methods were used: analysis, synthesis, generalization, comparison, juxtaposition, scientific theorization.Results.In the preparation of Teacher of Russian as a Foreign Language, two models were initially laid down: when the teacher is a native speaker and when he himself learns Russian as a foreign language and subsequently broadcasts the acquired knowledge to foreign students. The main difference between these portraits of teachers is the presence of a foreign language communicative competence in the training of foreign language teachers, as well as the formation and improvement of a foreign language reading competence. At the same time, the common, uniting both models, are the psychological, pedagogical, methodological, intercultural and acmeological competences, which constitute the portrait of Teacher of Russian as a Foreign Language. The designated competencies made it possible to formulate professional competencies in educational programs in the direction of training «Pedagogical education» at the bachelor's and master's degrees at the Nizhny Novgorod State Pedagogical University named after Kozma Minin (44.03.01 «Russian as a foreign language» and 44.04.01 «Teaching Russian as a foreign language») and the corresponding sets of regulatory documents. Discussion and Conclusions. Teacher of Russian as a foreign language being a translator of Russian culture, it should be a competent, erudite, tolerant, ready for intercultural communication, striving for constant professional improvement, having both general pedagogical and specialized competencies.

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Wijayanti, Metha, and Amat Jaedun. "THE RELEVANCE OF CIVIL ENGINEERING GRADUATE’S COMPETENCES TO WORK IN CONSTRUCTION INDUSTRY." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 3, no. 1 (July 8, 2020): 81–94. http://dx.doi.org/10.21831/jk.v3i1.18115.

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This study was aimed at analyzing the competencies that are provided and the relevance of graduate competence of vocational schools to work in the construction industry. The evaluation study used was a discrepancy model by identifying gaps between the needs of construction industry competencies and the competencies of Building Engineering graduates. The objects of the study were company owners, heads of the Human Resources Department, and head of the Building Engineering Expertise Program. The data were retrieved using a questionnaire with 60 open statements. The instruments were prepared based on the Director General of Secondary Education Decree Number 7013/D/KP/2013 which is adjusted to the theory of competence and competency of the pre-survey results. The data then were analyzed using quantitative descriptive analysis technique. The results of the study showed that industry requires seven attitude competencies, seven knowledge competencies, and six skills competencies. Industrial competency requirements that are relevant to the competencies supplied by Vocational Schools are six attitude competencies, five knowledge competencies, and one skill competency with a level of relevance in the high category which shows that vocational school graduates are competent to work in the construction industry.RELEVANSI KOMPETENSI LULUSAN SMK TEKNIK BANGUNAN UNTUK BEKERJA DI INDUSTRI KONSTRUKSIPenelitian ini bertujuan untuk menganalisis kompetensi yang dibekalkan dan tingkat relevansi kompetensi lulusan Sekolah Memengah Kejuruan (SMK) Teknik Bangunan untuk bekerja di industri jasa konstruksi. Penelitian evaluasi menggunakan model diskrepansi dengan mengidentifikasikan kesenjangan antara kebutuhan kompetensi industri konstruksi dan kompetensi lulusan Teknik Bangunan. Objek penelitian adalah pemilik perusahaan, kepala Human Resources Departement (HRD), dan kepala Program Keahlian Teknik Bangunan. Pengambilan data menggunakan kuesioner dengan 60 pernyataan terbuka. Instrumen disusun berdasarkan Keputusan Direktur Jenderal Pendidikan Menengah Nomor 7013/D/KP/2013 yang disesuaikan dengan teori kompetensi dan kompetensi hasil prasurvei. Data dianalisis dengan menggunakan teknik analisis deskriptif kuantitatif. Hasil penelitian menunjukkan kompetensi yang sangat dibutuhkan industri adalah tujuh kompetensi sikap, tujuh kompetensi pengetahuan, dan enam kompetensi keterampilan. Kebutuhan kompetensi industri yang relevan dengan kompetensi yang dibekalkan SMK adalah enam kompetensi sikap, lima kompetensi pengetahuan, dan satu kompetensi keterampilan dengan tingkat relevansi dalam kategori tinggi yang menunjukkan bahwa lulusan SMK kompeten untuk bekerja di industri konstruksi.

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Tavares Neto, Anna Luisa, Colleen George, Chelsea Willness, and Vince Bruni-Bossio. "Building and evaluating team-based competencies: Closing the loop." Academy of Management Proceedings 2017, no. 1 (August 2017): 14105. http://dx.doi.org/10.5465/ambpp.2017.14105abstract.

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Chukova, Daria, Dmitry Medvedev, and Maria Litvinenko. "Model for Building Competencies of a Computer Crime Investigator." Voprosy kiberbezopasnosti, no. 3(31) (2019): 57–62. http://dx.doi.org/10.21681/2311-3456-2019-3-57-62.

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Roux-Dufort, Christophe, and Emmanuel Metais. "Building Core Competencies in Crisis Management Through Organizational Learning." Technological Forecasting and Social Change 60, no. 2 (February 1999): 113–27. http://dx.doi.org/10.1016/s0040-1625(98)00033-x.

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Hatfield, Jennifer M., Kent G. Hecker, and Ashley E. Jensen. "Building Global Health Research Competencies at the Undergraduate Level." Journal of Studies in International Education 13, no. 4 (February 3, 2009): 509–21. http://dx.doi.org/10.1177/1028315308329806.

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Collier, Barbara, and Susie Blackstien-Adler. "Building competencies in augmentative and alternative communication among professionals." Augmentative and Alternative Communication 14, no. 4 (January 1998): 250–60. http://dx.doi.org/10.1080/07434619812331278426.

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Knight, Bob G. "Commentary on “Building foundational knowledge competencies in professional geropsychology”." Clinical Psychology: Science and Practice 25, no. 2 (April 17, 2018): e12239. http://dx.doi.org/10.1111/cpsp.12239.

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Whyte, Hilary E., and Michael Narvey. "Team Models in Interfacility Transport-Building and Maintaining Competencies." Current Treatment Options in Pediatrics 3, no. 4 (November 8, 2017): 327–41. http://dx.doi.org/10.1007/s40746-017-0107-7.

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Stensaker, Bjørn. "Building institutional capacity for student competencies: An organizational perspective." International Journal of Chinese Education 10, no. 1 (April 19, 2021): 221258682110062. http://dx.doi.org/10.1177/22125868211006200.

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One of the key ambitions of universities around the world is to improve the educational design and delivery to the benefit of their students. Many universities acknowledge that they need to educate students for a future characterised by high levels of uncertainty in which individuals need to possess substantial confidence and competencies to navigate. While much attention has been given to the need for innovation in educational design, this paper focuses more on the organizational conditions needed to realize the necessary changes. Based on a review of current organizational developments and characteristics of universities, it is argued that a number of tasks, areas and practices need to be better integrated if higher education is to fulfil their ambition to equip students with the competencies needed for the future.

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Lichnerová, Ivana, and Eleonóra Marišová. "Public Services in Construction Sector and Waste Management in SR." EU agrarian Law 9, no. 2 (December 1, 2020): 29–35. http://dx.doi.org/10.2478/eual-2020-0010.

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Abstract The issue of public interest is regulated by the legislation of the Slovak Republic, which addresses services provided in the public interest in specific fields. One of these areas is also the provision of services in the construction sector, while these competencies were transferred by the Act no. 416/2001 Coll. from the state administration to self-government - municipalities and each municipality became a building authority. The problem, however, is that mostly small building offices have existential problems with the performance of this delegated competence, as the basis of their existence - financial resources for this competence- are insufficient. The way out of this unfavourable situation in this case could be the adoption of new legislation consisting of legally defined seats of joint building offices. When investigating the construction competencies of municipalities, we also encounter a solution for waste management (since it is also one of the competencies transferred to municipalities, but only partially). Municipalities are burdened by insufficient legislative specification of sorting biodegradable municipal waste from mixed municipal waste and subsequently an alternative in practice - waste sorting by citizens themselves. The population is dissatisfied with the amount of the fee for the collection and removal of municipal and small construction waste. In order to avoid paying fees for the storage of small construction waste, municipal residents export it to black dumps, which is in conflict with the EU and Slovak legislation in the field of waste management, whereas this type of waste can be the basic material for new, especially construction, materials.

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Maduka, Nnamdi Stanley, Helen Edwards, David Greenwood, Allan Osborne, and Solomon Olusola Babatunde. "Analysis of competencies for effective virtual team leadership in building successful organisations." Benchmarking: An International Journal 25, no. 2 (March 5, 2018): 696–712. http://dx.doi.org/10.1108/bij-08-2016-0124.

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Purpose Global competition and advances in technology have enhanced the growing trend of virtual teams in order to execute business strategies. Thus, understanding the competencies needed for virtual leadership effectiveness is essential and vital to organisational success. The purpose of this paper is to identify and analyse the required competencies for virtual team leadership and its effectiveness in an organisation. Design/methodology/approach The study adopted case study methodology to undertake an exploratory study of a manufacturing organisation. Using a questionnaire that was designed following a focussed literature review to identify the specific virtual leadership competencies, structured interviews were conducted face-to-face with 14 respondents from two major virtual team groups. The interviews were designed to elucidate the opinions and perceptions of virtual team members with respect to selected characteristics of their virtual team leaders (VTLs). The responses obtained were analysed using descriptive statistics and thematic analysis. Findings The study identified the competencies required for effective leadership in virtual teams in order to achieve the organisational project success. The performance of the two VTLs in the organisation was then assessed in the light of these identified competencies. The study also identified transformational leaders as important to be considered when selecting VTLs because they are known to achieve high-performing team. However, the study found that considering the virtual leadership competencies, the two VTLs were found to have not, on the whole, performed well because they are lacking in some of the leadership competencies required for effective leadership in a virtual team and this has led to their organisation not achieving the required success in virtual teams. Practical implications The study has implications for organisations’ virtual team project leaders. The identification of specific leadership competencies for virtual team leadership will enable organisations to be more informed when looking for effective leaders in their virtual teams in order to achieve high-performing virtual teams, which will lead to organisational growth and success. The study is expected to enhance the success rate of any typical organisation using virtual teams. Originality/value The study would be highly beneficial to both the potential and current stakeholder organisations considering virtual teams to execute business strategies. This study has also added to the body of knowledge by further exploring the leadership competencies needed for virtual teams.

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Wei, Hongguo, Diana Bilimoria, and Shaobing Li. "How Does Culture Matter? The Xin (Heart-Mind)-based Social Competence of Chinese Executives." Management and Organization Review 13, no. 2 (May 15, 2017): 307–44. http://dx.doi.org/10.1017/mor.2016.37.

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ABSTRACTIn this study we explore the emotional and cognitive dimensions of Chinese business leaders’ social competence. We argue for a culturally inclusive conceptualization of leader social competence and its internal structure, which takes into account Chinese indigenous features. Data were collected by critical incident interviews from 42 top executives of small- and medium-sized private enterprises in China. A total of 302 competency episodes were included in the current study. Grounded theory was used for data analysis. The following xin (heart-mind)-based social competencies were referenced in episodes of effective Chinese competency-relevant social interactions: guanxi building and maintenance, empathy, inspiration with wisdom, empowerment and developing others, resilience, and appreciation of problem solving. Each of these competencies includes an emotional and a cognitive element and embodies dynamic interplay between the emotional and cognitive dimensions of social competence. Xin-based social competencies impact effective interactions in relational contexts that implicate the individual self, the organizational self, and their interactions. The theoretical contributions and practical implications of the findings are discussed.

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Бурянина and Oksana Buryanina. "Development of a core competency model of a head of sales for a woodworking enterprise." Forestry Engineering Journal 6, no. 2 (April 28, 2017): 147–52. http://dx.doi.org/10.12737/19972.

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The proposed approach involves building matching job profile on the basis of a preliminary assessment of the options to profile competencies. On the basis of the competency model, and the system of assessing the levels of a candidate, developed in this artide the author built a profile of competencies of a sales Manager of wood processing enterprises. The results of the study showed that the implementation of competence model in personnel management system allow you to create structural personnel policy of the organization, where the competency model is the Central element of the system of personnel management

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Carrougher, Gretchen J., Kristen Burton-Williams, Kristy Gauthier, Amy Gloger, Lois Remington, and Kelli Yukon. "Burn Nurse Competency Utilization: Report From the 2019 Annual American Burn Association Meeting." Journal of Burn Care & Research 41, no. 1 (November 12, 2019): 41–47. http://dx.doi.org/10.1093/jbcr/irz188.

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Abstract Competence in healthcare is a recognized expectation by consumers. In 2018 following an extensive review and consensus-building process, burn nursing practice competencies were published. Clinical nurse leaders were called upon to use these published competencies in practice as a basis for the requisite knowledge and skills needed in the care of the burn-injured individual. In 2019 at the 51st Annual Meeting of the American Burn Association, nurses from four U.S. burn centers reported on their center’s incorporation of the competencies within their educational nursing curriculums. This paper provides a forum for each of the lead authors from Rhode Island Hospital Burn Center, the University of Utah Health Burn Trauma Intensive Care Unit, Parkland Regional Burn Center, and the University of Chicago Medicine Burn Center to outline their current utilization of the new burn nurse competencies and plans for future use. Competence in nursing practice is a recognized expectation by the U.S. healthcare consumer. The ability to demonstrate competence is also important to authoritative entities such as The Joint Commission (TJC) and other verifying agencies or societies (e.g., the American Burn Association for burn center verification). Without established and recognized standards of nursing care and documented educational preparation for staff, burn centers cannot ensure consistent and competent care.

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Korpan, Cynthia, Suzanne Le-May Sheffield, and Roselynn Verwoord. "Teaching Assistant Competencies in Canada: Building a Framework for Practice Together." Collected Essays on Learning and Teaching 8 (June 12, 2015): 219. http://dx.doi.org/10.22329/celt.v8i0.4246.

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This paper examines the stages of development for a framework of teaching assistant (TA) competencies initiated by the Teaching Assistant and Graduate Student Advancement (TAGSA) special interest group (SIG) of the Society of Teaching and Learning in Higher Education (STLHE). TAGSA initiated an iterative consultative process to inform the creation of the competencies that sought input from the STLHE community on four occasions. At each stage of the consultations, the competencies were formed and re-formed, their purpose and value debated, and the challenges of creating a development framework recognized. This process, described in this paper, resulted in a clear, succinct and flexible framework that can be used across institutions in multiple contexts.

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Madigan, Dana, Michele Maiers, and Joseph Pfeifer. "Public Health Competencies for Chiropractic Programs." Pedagogy in Health Promotion 6, no. 4 (April 23, 2020): 291–95. http://dx.doi.org/10.1177/2373379920915220.

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The public health contribution of various health care professions is shaped by their education and areas of expertise. Growing recognition of musculoskeletal pain as a top driver of health care expenses and of back pain as the leading cause of years lived with disability suggest a greater public health role for the chiropractic profession in the United States and globally. There is little consensus on the depth or breadth of public health competencies within doctor of chiropractic programs that would optimize public health awareness and advocacy by chiropractic practitioners. Building on public health competencies published by other health care professions, an iterative consensus building process with chiropractic professional and educational leaders was used to generate a core set of public health competencies for the chiropractic profession. Sixteen competencies in four domains were developed and agreed to as necessary for chiropractors to more fully support the public health of the communities they serve and are being incorporated across chiropractic academic entities.

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Turgunbaev, Riskeldi Musamatovich, and Umurbek Ibadillaevich Kushmurotov. "THESAURUS APPROACH: ON THE FORMATION OF MATHEMATICAL COMPETENCE AND COMPETENCE OF FUTURE ENGINEERS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 07 (July 31, 2021): 26–33. http://dx.doi.org/10.37547/pedagogics-crjp-02-07-07.

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In the article, the question of improving the formation of mathematical competencies and competencies of future engineers on the basis of a fast-paced approach is developed, in particular, the main concepts, the main issues of the topic, the importance of building a thesaurus, which includes the methods of activity for solving these issues.

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Gilbert, Mads. "Bridging the Gap: Building Local Resilience and Competencies in Remote Communities." Prehospital and Disaster Medicine 23, no. 4 (August 2008): 297–300. http://dx.doi.org/10.1017/s1049023x00005902.

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This keynote address will focus on the potential to reduce the increasing gap between rich and poor countries. This critical gap only can be bridged if we systematically replace the expensive and reactive international disaster post-hoc operations by systematic, long-term, proactive efforts to increase the local capacity to master everyday accidents and emergencies as well as empower the local preparedness for major events such as natural and technological events. If we really wish to strengthen local preparedness and competencies in remote communities in lowand middle-income countries (LMIC, “the South”), we must systematically share knowledge and skills through scientifically proven training programs aimed at such impoverished, still densely populated regions in the South. Such local training represents a sustainable, long-term action to build emergency medical capacity into the local population and the health workers, as opposed to only relying on expensive foreign relief that arrive too late, is cost ineffective, and most often responds to spectacular disasters. Building local competence also strengthens local resilience (Table 1).

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Withers-Mayne, Christelle. "Emotional intelligence as a framework for understanding core child protection skills." Children Australia 35, no. 4 (2010): 37–44. http://dx.doi.org/10.1017/s1035077200001279.

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Child protection is a specialised field but it appears that few studies have attempted to define and explain the competencies, such as self-awareness, self-management and relationship-building, that are fundamental to child protection work. This paper suggests that the construct of emotional intelligence provides a useful framework for articulating these key areas of competence in child protection. To this end, a model of emotional intelligence competencies and associated skills is proposed. Workplace strategies for developing emotional intelligence in the context of child protection are then explored. These include reflective supervision, with its emphasis on thinking, feeling and doing, and interactive training exercises.

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Journal articles on the topic 'Building; Competencies'

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