Dissertations / Theses on the topic 'Core competencies'
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1
Essmail, Essmail Ali. "Evaluating relationships between organisational core competencies and individuals' competencies." Thesis, Sheffield Hallam University, 2007. http://shura.shu.ac.uk/19629/.
Abstract:
Determining core competence has been increasingly considered as a vital strategic approach towards a sustainable competitive advantage by researchers and decisionmakers. Although its importance is widely recognised, the identification process appears complex. Therefore, sound theoretical systematic identification processes are still sought. In addition, the underlying components of core competence such as individuals' competencies have implications and need to be investigated. The contribution made by individuals' competencies in the content and form of organisational core competences is critical. In response, this research aims to examine the potential link between core competences and individuals' competencies. To meet this goal, this thesis complements and extends a previous work (Hafeez et al, 2002a-c) which introduced a structured framework to identify core competence. In particular, it intends to develop the Hafeez et al (2002a) core competence identification framework at the individuals' level. In addition, the CIPD (2004) competency headings framework comprising seven competencies is used. Therefore, an integrated structured framework to link the relevant individuals' competences with the identified core competences is developed. The context of this study is the utility, construction, oil services, and manufacturing industries. A combined methodology of structured questionnaire-based interviews and a postal survey involving fifteen organisations is performed. Data is at times subjectively collected and analysed. However, the AHP technique with its related software (EXPERT CHOICE) is used through all the stages of the proposed framework to eliminate subjective inconsistencies and enable this author to obtain solid results and conclusions. The study recognised that the composition of core competences for the majority of surveyed organisations leans towards the human contribution. In addition, individuals' competencies influence and contribute towards the core competences. This confirms a strong relationship between individuals' competencies and core competences. However, the relative importance of the examined individuals' competencies against the identified core competences was rather different. On average, the prevalence of Team orientation followed by People management competencies was relatively the highest. The research concluded that the nature of the industry and the organisation's context has an impact on the portfolio of individuals' competencies to be linked with core competences. This research has made four main contributions to knowledge. First, the Hafeez et al. (2002a-c) framework is re-tested within other industries, namely, utility, construction, oil services, and manufacturing. Second, the framework is developed at the individuals' competencies level. Third, the composition of identified core competences in terms of human, organisational, and technological contributions is evaluated. Fourth, the relevant portfolio of related individuals' competencies to be linked with core competences is determined. The outcomes of this research may help organisations to make key strategic decisions such as how to invest to develop particular organisational core competences and individuals' competencies.
2
Bryan, Michael Jerome O'Sullivan Rita G. "Prioritizing core competencies for food systems leadership." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1745.
Abstract:
Thesis (M.A.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Master of education in the School of Education." Discipline: Education; Department/School: Education.
3
Richards, Janise Elaine. "Public health informatics : a consensus on core competencies /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
4
Miller, Michael A. "21st century roles and missions : identifying Air Force core competencies and core capabilities /." Maxwell AFB, Ala. : School of Advanced Air and Space Studies, 2008. https://www.afresearch.org/skins/rims/display.aspx?moduleid=be0e99f3-fc56-4ccb-8dfe-670c0822a153&mode=user&action=downloadpaper&objectid=4424120d-705b-40e2-a107-0aead299c5d9&rs=PublishedSearch.
5
Korynta, Darryl P. "Information technology core competencies of a Marine Corps Regiment." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA365486.
Abstract:
Thesis (M.S. in Information Technology Management) Naval Postgraduate School, June 1999."June 1999". Thesis advisor(s): Barry Frew, Erik Jansen. Includes bibliographical references (p. 177-179). Also available online.
6
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.
Abstract:
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.
7
Gioioso, Joseph. "Core competencies and skills-based competition among general contractors." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/45731.
Abstract:
Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1992 and Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Civil Engineering, 1992.Includes bibliographical references (leaf 62).
by Joseph Gioioso.
M.S.
8
Anderson, Molly. "Establishing core competencies for "Stragies for Academic Success" course." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002andersonm.pdf.
9
Marshall, Bennie Lee Davis. "Empirical foundations: the core competencies of registered nurse graduates." W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1539618544.
Abstract:
Rising health care costs, introduction of new technologies, changing societal demographics and changes in reimbursement policies and practices are some of the forces creating an urgent need for a more efficient and effective health care delivery system. With the growth of managed care and the delivery of health care increasingly in community-based settings, the roles and responsibilities of health care personnel, especially nurses are also changing.;The purpose of this descriptive study was to identify the knowledge, skills, and abilities graduates of basic nursing education programs need, upon entry to practice, to function across work settings. Nursing staff, nurse executives and nursing faculty within the Commonwealth of Virginia were surveyed. their perceptions of required competencies were compared and contrasted.;Although faculty rated Critical Thinking/Problem Solving and Psychosocial Skills significantly more important than did nursing staff and nurse executives, there was general consensus among the three groups regarding the core competencies for new graduates. When comparing acute care, long term care and community-based health care settings, there were no statistically significant differences in the core competencies identified by nurses from these settings. Five competency constructs, representing 19 competencies, were identified as essential for new graduates. Also, respondents identified six additional competencies. Further study is needed to empirically confirm the identified competencies. It is anticipated that these research findings will be used by nursing faculty for curricula design and revision. In addition, staff development educators and continuing education providers may also use the findings for design of orientation and career development programs.
10
Alley, Elizabeth, Jeremy Fouss, Mary Briggs Graham, Alyssa Henry, Morgan Davis, and Kerry Proctor-Williams. "Effects of Interprofessional Education Activities on Students’ Core Competencies." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1828.
Abstract:
Randomly selected students in the Academic Health Sciences Divisions and Psychology Department at ETSU participated in a two-year Interprofessional Education (IPE) program. Prior research found that student’s general attitudes and perceptions of team oriented collaborative practice positively change with IPE experiences. However, there is a lack of research supporting that IPE improves students’ specific skills and competencies. The goal of ETSU’s pilot IPE program was to provide a collaborative learning environment for students from health professions to improve future health outcomes. Students participated in an IPE activity or course for each of the four Core Competencies for Interprofessional Collaborative Practice. The competencies included Roles and Responsibilities, Ethics, Communication, and Teams and Teamwork, which provide a framework for lifelong learning across all health professions’ education curricula. The purpose of the research was to determine whether participation in IPE activities and courses changed students’ specific skills and competencies within the broader four Core Competencies. It was predicted that integrating interprofessional education into post-secondary education would increase students’ knowledge and application and appreciation of interprofessional education. Data was collected through the online survey program, Survey Monkey©, before and after each course or activity. Pre- and post-surveys were administered to measure students’ judgments about their current level of knowledge, ability to implement the knowledge, and degree to which they valued the skills. Nine to twelve subcompetencies, derived from the Core Competencies, were presented in a question format addressing the proficiencies: I know..., I practice..., and I value... A total of 32 graduate students from the Colleges of Medicine, College of Nursing, College of Pharmacy, College of Public Health, College of Clinical and Rehabilitative Health Sciences, and Department of Psychology submitted 41 surveys. Dependent t-tests were used to test for change between pre- and post-test ratings. Results showed that the overall mean posttest ratings within each Core Competency were greater than the pre-test ratings at a statistically significant levels, excluding the Ethics Competency. The mean post-test ratings for each proficiency (e.g., I know, I practice, I value) were greater than the pre-test ratings at a statistically significant levels. Most students (95%) rated their initial evaluation of knowledge as accurate, meaning the students felt their pre-test ratings were representative of their prior knowledge. The findings of the current study suggest that integrating interprofessional education into post-secondary education courses, such as that provided by the ETSU IPE Pilot Project, may increase students’ knowledge, skills and appreciation for interprofessional education.
11
Alley, Elizabeth, Jeremy Fouss, Mary Graham, Alyssa Henry, Morgan Davis, and Kerry Proctor-Williams. "Effects of Interprofessional Education Activities on Students’ Core Competencies." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1825.
Abstract:
Surveys measured students’ knowledge, application, and appreciation for four core competencies of IPE before and after their participation in specific activities and courses. There was a statistically significant difference between pre- and post-test ratings for all competencies, with the exception of Ethics, and all proficiency types. Modest gains were found.
12
Crafford, Gerrit Jacobus. "Clients' views on construction and design team competencies." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/490.
Abstract:
The effectiveness of the design and construction team in meeting clients’ requirements entirely depends on the competency proficiency of the design and construction teams. This research presents a model of the important competencies required by the design and construction teams in order to provide a competent service as seen by the client. A review of related literature followed by interviews by selected practitioners yielded 29 architectural competencies, 31 civil engineering competencies, 32 construction management competencies, 31 project management competencies, and 33 quantity surveying competencies that were presented in a structured questionnaire. The questionnaire was completed by 52 developers from a census of developers and municipality managers in South Africa. Respondents were asked to rank or rate: the level of importance of each competency for a career in that specific discipline; how evident that competency is in the specific discipline in South Africa; the level of importance of the performance parameters to clients, and the extent to which the various disciplines realise client satisfaction relative to the various performance parameters. The techniques of re-scaling, principal component analysis, content analysis, ranking and quadrant analysis were applied to the data. Results showed a high degree of consistency among respondents in all disciplines, regardless of the demographic differences in the importance of the competencies. A factor solution was obtained for every discipline using principal component analysis on the important competencies of each discipline. The various factor solutions were in turn used to formulate a simplified model. The model shows that the factors are interdependent and interacting. The model indicates that primary competencies for each profession are supported by mostly secondary competencies. These factors v are in turn influenced by the inter-relationships between the practitioners, continued professional development/ research and universities, which are then in turn, influenced the governing bodies. The local and global environment then ultimately influences the governing bodies. An Importance-Evidence quadrant analysis was undertaken in order to integrate the rankings of the current importance levels and current proficiency levels for each discipline’s competencies, which helped to identify areas in which education and training is immediately needed. Respondents ranked all nine performance parameters above average which indicates that there are more than the traditional performance parameters of cost, quality, and time involved in satisfying clients. The research concluded that vital feedback from clients regarding the competencies required by the respective professionals in the design and construction team was obtained.
13
Wilson, Robin Renata. "Examining the effects of a National League for Nursing Core Competencies Workshop as an intervention to improve nurse faculty practice." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
14
Jowah, Enoch Larry. "Critical core competencies for effective strategic leadership in project management." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1017230.
Abstract:
Project management is undeniably the fastest growing discipline as organizations move into the euphoria of projectification of their operations. Though projects have been a part of human life since time immemorial, there is a sudden realisation of the effectiveness of the methods used in project management. The enrolment of students studying for project management in tertiary institutions has shown tremendous increase. Yet the project execution process is mired by high failure rates and absence of clarity on the necessary skills required for effective project execution. The authority-gap in project management presents political and operational conflicts, and new innovative ways of authority-gap reduction need to be identified and taught in training programs. Simultaneously there is a realisation by both academics and practitioners that there is a difference between managers and leaders. Extensive studies on leadership have not allowed for a one-stop-leadership-style to be used in leadership of any form, let alone project leadership. In fact there is no standard definition of leadership as this has been heavily contextualized and thereby disallowing the creation of a universal definition. No cast-in-stone leadership styles are known and thereby leaving the research on leadership to concentrate on critical competencies required for effective leadership of projects. This study seeks to establish the core competencies needed by the project leaders and other practitioners to reduce the failure rate and maximise the benefits currently sought after by organisations. Studies have shown that the matrix structure within which the embedded projects work is a contributing factor to the failure of projects. Because projects are executed by people, it would be the proper utilisation of people’s talents and competencies that are expected to yield favourable results. Thus, whilst the matrix structure creates the authority-gap that presents a problem for effective project execution, management-by-projects still remains the best way known to add economic value to performance and productivity. The study therefore focuses on those characteristics of project leaders that will most likely make the difference in the way people perform in the workplace. The research findings emphasised the importance of empowerment of project managers and the development of their interpersonal skills of the project leader with special emphasis on extroversion, genuineness of senior management, and the responsiveness of the project leaders as important requirements for effective authority- gap reduction. These critical competencies will therefore facilitate the project execution process and enhance the empowered project leader’s ability to reduce the high project failure rate and high cost overruns. These competencies apply specifically to the human element as it relates to the role of the project leader and the interaction with the team members, this new knowledge needs to be introduced into training programs and project practitioners.
15
Epley, Hannah Kohler. "Defining and Describing Ohio 4-H Camp Counselor Core Competencies." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1398709972.
16
Von, Schleh Gregory Michael. "The Core Competencies Necessary for Global Information Technology Project Management." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4689.
Abstract:
Global information technology (IT) project management organizations can create more value in their operations by presenting the core competencies possessed by global IT project managers (PMs) who are successful in their respective projects. The purpose of this multiple case study was to explore the core competencies and business strategies that IT PMs use to meet global IT project deadlines and budgets. This study involved 5 IT PMs from the Pacific Northwest (United States and Canada) who increased the quality of outsourced IT projects from 4 different companies. The data collection method included in-person semistructured interviews of participants and review of existing company data. Thematic analysis of data included the use of member checking to ensure that the results of this study accurately reflected the experiences of the participants. The conceptual framework that guided the research was organizational learning theory. Two major themes were uncovered during data analysis; the first was global IT project management barriers and reasons for failure, and the second was competencies and strategies for successful global IT project management. Additionally, 4 subthemes were identified: lack of communication and quality, issues with culture and time, mindful of cost and coordination, and cultural awareness and communication. This study shows how successful IT projects benefit organizations and society with better products and services at lower costs. The findings may assist IT PMs in applying core competencies and business strategies to manage global IT projects to meet project deadlines and proposed budgets, which may, in turn, help companies contribute to corporate social responsibility efforts through improvements in ethical standards and international norms.
17
McDermott, Margaret A. "An empirical investigation of core competence and firm performance." Click to access the dissertation via PQDT Click to view the dissertation via Digital dissertation consortium, 2003.
18
Hyde, Donna A. (Donna Ann). "A Factor Analytic Study of Competencies Needed by Entry-level Automotive Technicians." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc277713/.
Abstract:
This study centered on competencies needed by entry-level automotive technicians. Many students in automotive technician programs immediately seek employment upon program completion. This study is one step toward identifying areas in the automotive technician curriculum that need the most training emphasis.
19
Garcia, Joe Klingel John Mull John Summers Dennis Taylor Vickie. "Army transformation leadership a study of core competencies for civilian leadership /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2006. http://library.nps.navy.mil/uhtbin/hyperion/06Sep%5FGarcia.pdf.
Abstract:
Thesis (M.S. in Program Management)--Naval Postgraduate School, September 2006.Thesis Advisor(s): Cary Simon. "September 2006." Includes bibliographical references (p. 117-119). Also available in print.
20
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.
Abstract:
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.
21
Taylor, Vickie. "Army transformation leadership a study of core competencies for civilian leadership." Thesis, Monterey, California. Naval Postgraduate School, 2006. http://hdl.handle.net/10945/2586.
Abstract:
The U. S. Army is undergoing a substantial departure from its historical underpinnings to adapt and succeed in the emerging arena of asymmetric warfare-i.e., migrating from a traditional 'heavy' approach to an agile and responsive capability. Changes are not limited to equipment and doctrine, but are pervasive throughout all aspects of infrastructure and processes, including leadership. Army Transformation is outlined by the Department of Defense (DoD) April 2003 Transformation Planning Guidance and the subsequent 2004 Army Transformation Roadmap. One tenet of leadership transformation includes increased capability to develop and sustain innovation. This paper analyzes civilian leadership competencies and capabilities related to the current Army training environment and identifies leadership competencies and capabilities deemed crucial for civilian leadership transformation. A researchers-developed survey and interviews revealed noteworthy conclusions, including the following: (1) Civilian and military personnel share a common view of core leadership competencies required for transformative change; (2) Diversity of leadership experiences was widely regarded as a core leadership competency and is generally considered inadequate for civilian leadership; and (3) Cultural differences between civilian and military leadership are narrowing, but momentum must be nourished and encouraged to affect positive and permanent leadership improvements for Army civilians.
22
Krapohl, Johannes. "Assessing management competencies in selected Southern Cape Municipalities." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/797.
Abstract:
In his 2006 State of the Nation Address, President Thabo Mbeki emphasised the need for the development of managerial competencies and other skills to empower the country’s municipalities to meet the needs of the community (Governance and Administration, 2005). In order to meet the needs of the local community, municipalities need to render effective and efficient services. The lack of relevant managerial competencies adversly influences the municipality’s capacity to deliver the required services. In addition, the uneven distribution of capabilities and capacity across different sections within a municipality also poses a great risk to municipal performance and equitable service provision over the medium term. Notwithstanding progress made to date, service delivery backlogs still exist in key areas that affect the daily lives of the community. Where these backlogs coincide with poor municipal capacity, the result is service failure and a government that is incapable of meeting its goals (Governance and Administration, 2005). The objective of the study is to assess the contemporary management competencies that are required to assist municipal management in addressing the challenges of a dynamic, uncertain and complex Local Government environment. A questionnaire was used to gather the perceptions of 26 senior managers. This sample constituted a response rate of 65 per cent of people employed by municipalities within the Eden District Municipality’s service area. The questionnaires were distributed to the senior managers by means of an identified contact person within each municipality. The empirical findings such as the mean, median, standard deviation and pvalues were calculated by means of MS Excel. The main findings of this research indicated that: • Presently the most developed managerial competencies were selfmanagement, strategic action, planning and administration and communication. • The least developed current competency was global awareness. • The managerial competencies regarded as the most important for the next ten years were planning, administration and strategic action. • Global awareness was regarded as the least important competency for the next ten years. This finding points to the need for developing the global awareness competency to ensure that Municipal Managers are more sensitive to cultural cues and are able to adapt quickly in novel situations.
23
MaAlister, Melanie Larkin Vivian M. "A preliminary study of faculty and graduates perceptions of vocational evaluation competencies in the educational curriculum." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/MCALISTER_MELANIE_13.pdf.
24
Wang, Shyang-Yuh S. "Identification of the significant competencies in graphic design." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4332.
Abstract:
Thesis (Ph. D.) University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 9, 2007) Vita. Includes bibliographical references.
25
Bissett, Rachel L. "An assessment of the Research Chefs Association's core competencies for practicing culinologists." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1244659761.
26
Lunkenheimer, Gary. "Identifying e-commerce competencies for marketing education : a national delphi study /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052196.
27
Kirkendall, David A. "Redefining E-3 core competencies for dominant battlespace knowledge in future combat employment." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Sep%5FKirkendall.pdf.
28
Laphi, Lesley. "An evaluation of critical core competencies required for effective project leadership in construction." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/949.
Abstract:
Dissertation submitted in partial fulfillment of the requirements for the degree
Master of Technology: Business Administration - Project Management in the
Faculty of Business and Project Management at the Cape Peninsula University of
Technology
2013The definition of a project broadens the scope and areas in which project management can be learnt and understood. This research was however, deliberately restricted to construction project management because the author believes that whilst project management is studied as a generic discipline, the demands of a specialized industry are determined by certain implicit cultural norms, which are determined by the industry’s culture. The construction industry is generally masculine with heavy duties and pressure for time and with specific architectural plans that should be adhered to in order to meet the requirements of the regulations, and satisfy the customer. Though these construction sites may differ in size and level of mechanization, the standards and expectations are universal, and are governed by local government statutes, policies and regulations. Research has identified mixed feelings about the importance of hard skills as compared to soft skills as must-haves for effective project leadership. Of particular interest were the implied findings that relate to ideal leadership styles for the industry when measured against the expectations of time, cost and quality of the product. The people who were interviewed were project managers, engineers, technicians and general labourers at the plant site. The questions were specifically compiled for project practitioners who are affected by day- to- day challenges that are encountered during project execution.
29
Mears, Anthony. "A study of the core competencies of external board members in UK universities." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/27170/.
Abstract:
Higher Education institutions in the UK are facing unprecedented pressure on their finances, with the commoditisation and marketisation of their portfolios, the need to diversify activities and behave similar to corporate enterprises. The corporate responsibility in each university rests with the board of governors who are a vital resource and can support institutions in addressing the many challenging external factors. With the above backdrop, the purpose of this thesis is to explore the core competencies of external members of governing bodies in UK universities. It involves a critical evaluation of the effectiveness of board member recruitment, induction, development and appraisal. An outcome of the research is that the top core skill proposed is the ability to challenge the Vice-Chancellor and the senior team. In addition, soft skills are seen to be rivalling traditional hard skills, such as financial/accounting expertise and general business competency, which still remain in demand. New board members, however, now need to offer a blend of generic hard and soft skills. It is recommended that recruitment and selection should be more demanding to attract high-calibre individuals who should be offered a seamless induction and development programme including enhanced appraisals throughout their board member life cycle. Board succession planning and sustainability were further important elements, and institutions are encouraged to develop a five to ten year plan. The study also recommends, as a medium-term solution, that the HE sector should engage more in discussion on the notion of remuneration for external board members to help address a number of challenges raised in the thesis. Finally, the author has developed an innovative developmental framework as an applied model for universities to take advantage of, which offers a cycle of continuous quality improvement to help enhance the effectiveness of individual board members.
30
Boston, Quintin. "Assessing Multicultural Counseling Competencies Of Internship Students Enrolled In CORE And CACREP Programs." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1878981931&sid=7&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Abstract:
Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009."Rehabilitation Institute." Keywords: Rehabilitation, Multicultural counseling, Internship. Includes bibliographical references (p. 116-129). Also available online.
31
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.
Abstract:
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.
32
Jeon, Moo Kyong. "Advocacy competencies of rehabilitation counselor trainees in core-accredited rehabilitation counselor education programs." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1341.
Abstract:
The purpose of this study was to investigate how well rehabilitation counselor trainees in CORE accredited rehabilitation counseling programs are prepared to advocate clients. In order to seek an answer to this research question, this study (a) measured the rehabilitation counselor trainees' self-reported preparedness to advocate for their clients, (b) assessed the rehabilitation counselor educators' perceptions of their students' preparedness to advocate for their clients, (c) explored the relationship between rehabilitation counselor trainees' self-reported preparedness to advocate for their clients and their educational experiences as well as their demographic information, (d) investigated whether there was a significant difference between rehabilitation counselor educators' perception of their students' preparedness to advocate for their clients and the rehabilitation counselor trainees' self-reported preparedness. The results indicated that rehabilitation counseling students developed advocacy competencies in some areas. However, it was also found that rehabilitation counseling students have lower advocacy competencies in the community and public level domains than in the individual level. Rehabilitation counseling students reported that rehabilitation counseling course work and their prior experiences with persons with disabilities were most substantial factors in the process of developing advocacy competencies.
33
Jackson, Alan William. "Core Leader Competencies for Implementing Sustainability Strategies in Small and Medium-Sized Enterprises." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2834.
Abstract:
Because small- and medium-sized enterprises contribute as much as 70% of the world's pollution, small-business leaders need to develop and implement strategic approaches to sustainable development. Global sustainable development spending may reach $5 trillion by 2030. Guided by leadership competency theory, this qualitative multiple case study explored the core competencies of 5 independent small business leaders who had successfully implemented environmentally sustainable initiatives in their manufacturing firms in eastern Nebraska. Interviews and company planning documents including strategic business plans were gathered, coded, and cross-case analyzed, and member checking was periodically conducted to strengthen the trustworthiness of interpretations. Thematic analysis identified 6 themes: industry knowledge, decision making, strategy and planning, environmental sustainability knowledge, communication and interpersonal skills, and passion and commitment. The implications for positive social change include the potential for enabling small to medium business leaders to develop environmentally sustainable strategies that could contribute to an increased focus on environmentally sustainable actions leading to reduced pollution and more socially responsible communities.
34
Valentine, Elizabeth L. H. "Enterprise technology governance: New information and technology core competencies for boards of directors." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/93089/1/Elizabeth_Valentine_Thesis.pdf.
Abstract:
Boards of directors have legal and ethical responsibilities to be competent. Yet, in a world where business models and whole sectors are being disrupted by rapid information and technology change, a majority of directors lack IT governance knowledge and skills. Individual IT competency and collective board Enterprise Technology Governance capability is a global problem. Without capability, boards are potentially flying blind, and risk is increased and opportunities to lead and govern digital transformation lost. To address this capability gap, this research provides the first multi-industry validated Enterprise Technology Governance competency set for use in board evaluation, recruitment and professional development.
DOI: 10.13140/RG.2.2.34027.95529
35
Fast, Johan, and Richard Måneblad. "Adapting competence to technologcal shifts : A case study about collaboration and managing the dynamics of core competencies within technicalbased firms." Thesis, Högskolan i Halmstad, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-38787.
36
Chen, Yu-Fen. "Computer competencies forecast for junior college accounting graduates in Taiwan /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962508.
37
Ting, Yu-Yan, and 丁玉燕. "Core Competencies in IT-oriented Staff Members of the County of Research Core Competencies." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/xsrce4.
Abstract:
碩士國立臺東大學
資訊管理學系碩士班
97
County into a strip of the geographical environment, due to differences in geographical environment, Taitung County and other urban townships in remote areas, access to equipment, the ability of different resources, but also affected the popularity of Taitung County, the territory of the network and information technology degrees to use the depth of injustice. Therefore, this study hoped to understand, because the executive authorities and schools to obtain equipment and resources is different personnel will affect the ability of the core staff of the importance of the extent of its performance. Hope that through this study to explore and survey the literature to construct a County staff should have the core competencies and provide training for County personnel in the direction of the competent authority in order to enhance core competencies County personnel staff quality, customer-oriented to reach the Personnel Services. This study used a questionnaire survey to collect information to County administrative offices, schools for the study personnel, and to County administrative offices, schools for all staff questionnaire survey, and geographical location for the County of the characteristics of long and narrow, will be divided into four blocks of Taitung (Taitung city, Nagahama line Kuanshan line Dawu line), respectively, according to different organs of attributes (the executive authorities and the schools) as a questionnaire sent to randomly selected targets, a total of 560 questionnaires sent, recycling 451 questionnaires, and the recovery was 80.53%. After studying the results showed: First, the importance of core competencies of information and the performance level of the degree: the ability dimensions in the information to "a computer word-processing capabilities" for the most important, followed by "the application of computers to build a school authority or the ability of the personnel management system", the first The third is the "application of computers to simplify handling of personnel and operating procedures for the limitation of the ability"; but in the information the best performance of core competencies, namely "the ability to send and receive e-mail" and "the ability of a computer word-processing" to show staff members should be strengthened application of computer systems and the establishment of Personnel Management to simplify the processing of personnel cases. Second, the importance of the overall core competencies and performance level of the degree: County executive, school staff members believed that the most important core competencies as a "confidence-building"; but the best performance of the personnel staff is not "build confidence" the ability, and in the "confidence-building" level of average performance (M = 4.17) lower than the average of the importance of (M = 4.84), this results in the personnel's ability to build trust, there is room for improvement. Third, the executive and the school staff compare the corresponding two dimensions to illustrate the importance of the performance analysis of degree of difference: the executive and the school staff the core competencies of the importance of dimensions of the view, in the "information capacity" and " innovation and change, "these two dimensions of a significant difference, the executive staff that the" information capacity "and" innovation and change "the importance of the two dimensions than the performance of the personnel staff, but school personnel are exactly the opposite of the cognitive, They think that the personnel officer "information capacity" and "innovation and transformation" of the performance than the degree of its importance. Based on the above findings, personnel competent authority should be established first of all, the knowledge network platform, the concept of knowledge management and personnel staff to share knowledge and skills related to core competencies, offering part-time training courses for staff members to enhance their professional knowledge and skills, combined with training and career development; and personnel personnel should be established to enhance awareness of the quality of personnel services, will work to import the concept of core competencies, the core competencies in IT-assisted professional knowledge and skills of personnel, so in order to strengthen the core competencies to enhance organizational competitiveness.
38
KUO, PEI-YIN, and 郭姵吟. "Firm Size, Core Competencies and Guanxi." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/83765272512381400064.
Abstract:
碩士靜宜大學
國際企業學系
104
Companies are influenced by traditional Chinese culture and guanxi in Chinese market is one of the significant factors which influence everywhere. When Taiwanese enterprises invest in China, they face the uncertainty of environment and market that they may ask for help from external resources. In this study, we focus on the effects of firm size, core competencies, and the dependence of guanxi when enterprises develop in China. This research used case study and in-depth interviews with senior managers. We discussed the impact of the firm size, core competencies, and guanxi is lower when the firm size is larger, and the dependence of guanxi is higher when the core competencies are better.
39
"Core competencies, product families and sustained business success." The International Center for Research on the Management of Technology, Sloan School of Management, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/2400.
Abstract:
Marc H. Meyer, James M. Utterback.Includes bibliographical references (p. 22-24).
Supported by the Center for Innovation Management Studies at Lehigh University, the Leaders for Manufacturing Program at MIT, and the International Center for Research on the Management of Technology at the MIT Sloan School of Management.
40
Ketz, Arlene. "Developing core coaching competencies using theatre-based techniques." Thesis, 2013. http://hdl.handle.net/10539/13057.
Abstract:
Thesis (M.M. (Business Executive Coaching))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Business Administration, 2013.Leaders in the 21st century face many challenges. To be effective they need to be visionaries and leaders of change, who realise their visions and goals through others. To do this they need to know who they are, be confident of their own abilities and lead with integrity and conviction, maximising the capabilities of their followers to realise their potential while achieving company goals. A coaching style of leadership could help them to do this. However, coaching does not necessarily come easily to leaders and coaching skills may need to be developed. This research explores the use of theatre-based techniques to develop core coaching competencies in leaders who coach. These techniques, founded on the rigorous training that actors have to undertake, are simple, fun and engaging, yet provocative and transformational. They could help leaders to improve their communication skills, build their emotional intelligence and develop the trust and integrity needed for an authentic, credible presence, which is necessary in leaders who coach. To determine whether theatre-based techniques do develop coaching competencies in leaders who coach, several international and local experts, who use these techniques in training leaders and coaches, were interviewed. In addition, theatre-based workshops were observed and feedback was obtained from delegates. Findings were analysed, using inductive content analysis, and these findings were compared to the relevant literature and to the coaching competencies outlined by international coach federations, to determine the relevance of theatre-based techniques for coach education. The findings from this research show that theatre-based techniques develop key coaching competencies such as presence, emotional intelligence, effective expressive communication, trust and integrity, development and transformation, and creativity in leaders who coach and coaches. It is concluded, therefore, that theatre-based techniques do have a role to play within the context of coach education, and combined with other more formal methods of training that include coaching models, could be useful in developing core coaching competencies in leaders who coach and coaches.
41
Chang, Chin-Ming, and 張金銘. "The Study of Core Competencies For Security Agents." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/19230197433618516432.
Abstract:
碩士淡江大學
公共行政學系公共政策碩士在職專班
100
The most important mission of the security agents is to provide safety service; therefore, the performances of the security agents come from the affirmation by the employers. Based upon the particular quality of the security agents, this research adapted qualitative method and interviewed the security agents. We analyzed the required capabilities of the security agents from their experiences and feedback. The findings are as follows: I. The main job content and duties of the security agents are to protect the personal safety of the employers, and assist with administration matters. The job content and duties are not complicate, but how to use professional techniques and legal methods to protect the employers from violence and disturbance under the premise of maintain the employers’ personal safety involves many capabilities, not to mention the requirements for providing safety and comfortable services. II. In practice, the security agents not only need to have “professional skills and knowledge” and “strong physical body,” “subtle mind” and “active and aggressive” are the keys to solve the problems and situations skillfully. “Subtle mind” means that the agents need to have flexible and discreet thoughts. Also, they need to adjust the measures according to the situation; “active and aggressive” means the initiative spirits and attitude when handling people, matters, and objects, and take actions beyond job expectations and requirements. III. The required qualifications and capabilities, which maybe can set as the reference when recruiting new staff, for security agents are “professional skills and knowledge,” “strong physical body,” “interpersonal EQ,” “morality,” and “subtle mind.” The employers who hire security agents have higher demands on their capabilities or qualities. Besides the basic defense ability, the employers require them to have a certain understanding or handling ability on other matters. The main purpose of this research discussing the core competencies of the security agents is to provide a direction for them when planning career development and learning. We hope this can elevate the qualities of the staff to create better performances, protect the employers’ safety, and make contributions to the society.
42
Cotio, Vincent Sy, and 許逸泉. "Building Core Competencies through Internal and External Learning." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/89101464693676534178.
Abstract:
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.
43
Su, Chiu-Yan, and 蘇秋燕. "An Exploration of the Internal Auditor’s Core Competencies." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/02738280298593714730.
Abstract:
碩士淡江大學
會計學系碩士在職專班
103
Nowadays, with the rapid development of technology and internet communications, which presents huge varieties for the internal audit profession . In order to manage the complex business environment efficiently and challenges, the department of internal audit makes use of their specialties to recognize the possible internal/external risk in the company. Prevent and narrow down the probable crisis for improving corporate governance. We sent the questionnaires to gather statistical data from the people who are domestic internal auditors. These questionnaires are based on this research report “Core Competencies for Today Auditing’s Value in CBOK 2010” to design, enumerate another new form for internal auditor’s core competencies. This form is to look into the audit competencies internal auditors are in need of. The dependent variables are job satisfaction and audit operation level. We use Pearson product-moment correlation coefficient and Regression Analysis to investigate the relationship between independent variables and dependent variables. In the exploration we find out the internal auditor’s responsibilities need more the other professional abilities to make work smoothly. These options in this questionnaire which related to the competencies are rated the high degree by the respondent. That means studying other skills are important and necessary. We has proved the core competencies, job satisfaction and audit operation level are positive correlation.Hence internal auditors should promote their specialties with a view to job satisfaction and audit operation level.
44
Chung, Yu-Fang, and 鍾玉芳. "Public Health Nurses' Core Competencies and Its Associated Factors." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/z42ygr.
Abstract:
碩士國立陽明大學
護理學系暨研究所
97
To adapt the adjustment and expansion of the health care delivery, public health nurses’ roles and function have changed accordingly. To improve the quality of public health nursing services and to assure the roles and responsibilities of public health nurses in professional practice are important. In this study, we aimed to examine public health nurse’s core competencies and to explore their associated factors. We employed a cross-sectional survey to collect data using a translated instrument which proposed by the Council on Linkage (COL). All of 299 public health nurses working for the Community Health Stations in Taipei County were invited to participate in this study by a mailing method. Among them, 225 completed the questionnaire (response rate was 75.25%). The main findings of this study included: (1) Overall, a moderate level of core competency was revealed by this study (the mean score was 2.42 out of a possible score of 4; SD = 0.59). (2) Among eight dimensions of competency, following three dimensions had higher score: Cultural competency skills (Mean ± SD =2.63 ± 0.73); Community dimensions of practice skills (Mean ± SD = 2.61 ± 0.68); and Communication skills (Mean ± SD =2.61 ± 0.64). The following three dimensions had lower scores: Financial planning and management Skills (Mean ± SD = 2.14 ± 0.70); Leadership and systems thinking Skills (Mean ± SD = 2.32 ± 0.69); and Policy development/Program planning skills (Mean ± SD = 2.35 ± 0.68). (3) Bivariate analyses showed competency score was statistically associated with level of education (F = 5.380，p = 0.001), job position (F = 5.576，p = 0.004 ), and the experience of continuing education in the past year (t = 3.038，p = 0.035). Public health nurses who possess a graduate degree, held the position as head nurse and having attended the continuing education in the past year have a higher competency score. (4) A stepwise multiple linear regression analysis on global core competency indicating four variables (education, the experience of continuing education in the past year, types of health centers, and job position) could be singled out as significant factors and accounted for 11.5% of the variance. The study results showed the room for improvement in the core competencies among public health nurses in Taipei County. Based on our findings, we suggest health administrators should purposely strength public health nurses’ core competencies to provide high quality of care and to achieve the goals of nurse practitioner certification.
45
Chung, Ju-Hui, and 鍾如惠. "The Core Competencies of Persomnel in Hualien Elementary Schools." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/49727344131584844104.
Abstract:
碩士國立東華大學
公共行政研究所
97
The purpose of the study is to explore the current situations of the core competencies of personnel in Hualien Elementary schools , and study the relationship between elementary core competencies, according to the study results, make conclusions and suggestions for county governments, elementary school, personnel and future studies. Literature review and questionnaire survey were applied to this study. To begin with, the researcher collected related literature to explore the basic theories and contents of the core competency of personnel in elementary school. Moreover, the questionnaires were compiled from 82 personnel in 103 elementary schools in Hualien County. The collected data was analyzed by way of average, standard deviation, descriptive statistic, item analysis, factor analysis, t-test, one-way ANOVA. The conclusions are as follows: (1) The overall situation about the perceptions of personnel toward core competency is mid-high level. (2) Age of 51 and order, personnel experience more than16 years, and public service experience more than 21 years have higher core competency. (3) Human resource manager and elementary schools that have more than 25 classrooms have higher core competency. (4) There are not significant differences in background, gender, and education degree. The study suggests that elementary personnel staff can enhance personnel core competency level to improve better job performance by using personnel regulations and information technology skills.
46
Lai, Chien-Yu, and 賴建宇. "Localized Core Competencies of the Photovoltaic Industry in Taiwan." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/75657782573364944412.
Abstract:
碩士國立交通大學
科技管理研究所
94
The gaseous waste which is discharged by petrochemical energy is the main reason for the Greenhouse effects that cause climate changes around the world. The present average temperature of the earth is higher than that of 20 years ago. The environmental changes occurring at the moment is serious and will increase the likelihood of a great ecological calamity. Thus, the development and application of the renewable energy are important goals humanity must focus more on in order to live on. Mankind should make progressive strides to increase the annual usage of renewable energy. Because the photovoltaic (PV) system protects the environment, is easily installed, and is a maturing technology, it has become the primary choice which advanced countries have selected as their renewable energy source. Many governments have plans to promote and subsidize the PV system. Solar cell technology is similar to the technology for the semiconductors. This research focuses on how the PV industry utilizes the foundation, the electric and electronic technology, and the R&D capabilities which have been established by semiconductor industry, to develop the localized core competencies in Taiwan. In the past, literatures reviews have discussed core competencies that have been focused on definitions, concepts, characteristics, and key factors. However, the researches of the past have not discussed why some core competencies belong to some specific industries in locations. This research proposes how localized core competencies are the links between core competencies and local environments. This research establishes the structure of localized core competencies through literature reviews and interviews with experts in the PV industry. It also uses Michael Porter’s diamond model, Andrew Grove’s six force analysis, value chain analysis, and SWOT analysis to discuss the following localized core competencies: 「knowledge, human resource and experience」, 「cluster effects」, 「strategy alliance」, 「brand and reputation」. The research also suggests several industry development strategies based on that structure. The conclusion proposes several competitive strategies which can be used to develop unique competitive advantages in Taiwan in order to establish a unique position in the global PV industry for Taiwan.
47
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.
Abstract:
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.
48
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.
Abstract:
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.
49
Byrne, Ani M. "Natural Health Products (NHPs) and Canadian Pharmacy Students: Core Competencies." Thesis, 2009. http://hdl.handle.net/1807/18230.
Abstract:
Objective: To reach consensus on entry-to-practice natural health product (NHP)-related competency statements for Canadian pharmacy students.
Methods: Four rounds of a modified Delphi method were conducted. Participants; pharmacy educators,and representatives from Canadian pharmacy organizations (n=17), ranked their level of agreement using a 5-point Likert scale.
Results: Consensus occurred when all participants ranked a statement 4 or 5. Three core NHP-related competencies were identified: 1) the ability to incorporate NHP knowledge when providing pharmaceutical care; 2) the ability to access and critically appraise NHP-related information sources, and 3) the ability to provide appropriate education to patients and other health care providers on the effectiveness and potential adverse effects and drug interactions of NHPs. Two additional NHP-related competency statements emerged as important, but consensus was not achieved.
Conclusions: If the developed core NHP-related competency statements are widely implemented, Canadian pharmacists will be able to fulfill their NHP-related professional responsibilities upon entry-to-practice.
50
WU, YU-LING, and 吳玉玲. "The Study of Generational Difference of Customs Officials’ Core Competencies." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/90906043148473483465.
Abstract:
碩士國立臺北大學
公共行政暨政策學系
94
In order to create a competitive advantage within their industry, the core competencies of organizational members are crucial to the success of any organization. Generational difference is the important influential factor that affects the personal abilities. Due to the similar background and the environment, people of the same generation usually have similar opinions, attitudes, beliefs, values and behavior patterns. These similarities affect the personal abilities of organizational members as well as the organization’s core competencies. The Directorate General of Customs, so-called the Customs, is the enforcement agency of Customs administration in Taiwan, taking charge of collection of Customs duty, smuggling prevention, bonding and duty drawback, trade statistics, building and management for aids to navigation and entrusted taxes and fees collection. Under the predominance of the Ministry of Finance, the Customs established its “core competencies”. The study is based on the model of “core competencies” developed by the Customs in Taiwan. The officials of the Customs are classified into four generations－the “Silent Generation”, “Baby Boomers”, “Generation X” and “Generation Y”. The viewpoint is focus on generational difference to investigate the effects of the recognition and performance of Customs officials on core competencies. Through the survey of all the Customs officials, making suggestions as following： 1. The content of core competencies （1）Reconfirm the necessity of carrying out the core competencies. （2）Review the content of core competencies established. （3）Adopt the mode of “participators” to build up the core competencies of the Customs. （4）Propagandize and fulfill the content of core competencies. 2. Apply the core competencies （1）“Customs Officials Specialist License Qualifying Examination” should add the “oral test”. （2）Work handbook list core competencies on each job. Moreover, the agency of Customs should establish the database of individual capacities and use it to the reference of job rotation. （3）Set up the order of promotion system. （4）Use knowledge management to help the traditional apprenticeship system. （5）Evaluate employee’s core competencies periodically in order to hold the training by the results. （6）Use the multiple training methods. （7）Combine the results of evaluating employee’s core competencies with performance appraisal system. 3. Generational difference （1）Pay attention to the problems of the aging and the promotion. （2）More concern the generational difference.