Relevant bibliographies by topics / Management competency

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Management competency'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Management competency"

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McConnell, Edwina A. "Competence vs. competency." Nursing Management (Springhouse) 32, no. 5 (May 2001): 14. http://dx.doi.org/10.1097/00006247-200105000-00007.

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VRANIAK, LUKÁŠ, LUKÁŠ MAZÁNEK, and ZDEŇKA KONEČNÁ. "COMPETENCE APPROACHES: REVIEW OF CURRENT CONCEPTS AND THEORIES." AD ALTA: 07/02 7, no. 2 (December 31, 2017): 134–37. http://dx.doi.org/10.33543/0702134137.

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Purpose of the article: Purpose of the article is to provide an overview of the original ideas and theoretical approaches in the field of competence approach of project managers. Methodology/methods: A comprehensive review of the most cited scientific literature and articles published predominately in past ten years in personnel oriented journals was carried out. Scientific aim: The contribution is the identification of the different understanding of competence and competency definitions and competence based approaches (Management by Competencies, Competence models) to obtain holistic view and the ability to perceive competences/competencies as an important part of project management in all its contexts. Findings: There had been identified differences in perception of competence and competency. Next up competencies were classified and application of competency model in work of project managers thanks to management by competencies had been introduced. Conclusions: The paper provides better understanding of the topic and are subsequently a basis for processing research in the current state of managerial competencies in Czech companies with project passed organizational structure.
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Lišková, S., and P. Tomšík. "Competency-based approach to human resources management." Agricultural Economics (Zemědělská ekonomika) 59, No. 11 (November 29, 2013): 496–504. http://dx.doi.org/10.17221/68/2013-agricecon.

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 The paper deals with the competency approach to human resources management. The approach is seen as one of the possibilities to effectively manage work performance. The paper focuses on defining the term competency, components of competency, types of competencies, and on identification of competencies. The paper also focuses on the competency models, their types, approaches to them, and the procedures of their creation. Finally, the paper summarizes the possibilities of the use of the competency approach in various spheres of management of human resources, and it describes the connection of the competency approach with the strategic management.  
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Powers, Edward A. "Enhancing Managerial Competence: the American Management Association Competency Programme." Journal of Management Development 6, no. 4 (April 1987): 7–18. http://dx.doi.org/10.1108/eb051649.

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Asha, Lukman. "Langkah Manajerial Kepala Sekolah dalam Meningkatkan Kompetensi Guru Agama Islam di Madrasah Aliyah Muhammadiyah Curup." FOKUS Jurnal Kajian Keislaman dan Kemasyarakatan 4, no. 2 (December 9, 2019): 117. http://dx.doi.org/10.29240/jf.v4i2.1120.

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Law No. 14 of 2005 concerning Teachers and Lecturers, has inspired the Principal of the Madrasah Aliyah Muhammadiyah School (MAM) Curup. The inspiration was manifested in the managerial step of increasing four main competencies, namely: pedagogical competence, professional competence, personality competence, and social competence. In connection with the managerial step, this paper aims to describe; (1) school principal management in improving teacher competency; (2) the success of the principal's management in improving teacher competency; (3) inhibiting factors and principals management solutions in improving teacher competency. This research is in the form of qualitative, using data collection methods in the form of observation, interviews, and documentation. The results showed that the principal's management strategy in improving teacher competency in MAM Curup, namely: First, School Principal Management in improving Islamic education teacher competencies as follows: (1) Involving teachers in training, training and seminars, (2) Promoting discipline, (3) Motivating teachers, through motivation from school principals, becomes the spirit for teachers to improve improvements in educational innovation as a tangible form of developing competencies, (4) Implementation of Supervision. Secondly, the application of the principal's management in improving teacher competence greatly influences the competency of PAI teachers in MAM Curup, namely that teachers have implemented the five basic competency standards that are best governed by the government. Third, the barriers and solutions of the principal's management in developing the competence of Islamic education teachers in MAM Curup, namely: The role of parents has not been seen in the personal / karaker of each student, then together with the teaching time of the teacher with the training time in increasing teacher competency
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Bushuyev, Sergiy D., Denis A. Bushuev, Natalia S. Bushuyeva, and Boris Yu Kozyr. "ІНФОРМАЦІЙНІ ТЕХНОЛОГІЇ РОЗВИТКУ КОМПЕТЕНЦІЙ МЕНЕДЖЕРІВ З УПРАВЛІННЯ ПРОЕКТАМИ НА ОСНОВІ ГЛОБАЛЬНИХ ТРЕНДІВ." Information Technologies and Learning Tools 68, no. 6 (December 27, 2018): 218. http://dx.doi.org/10.33407/itlt.v68i6.2684.

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Global processes and their trends taking place in various fields of knowledge with a significant acceleration affect the development of information and communication technologies and project management competences, programs and project portfolios. The purpose of the article is to develop and investigate the mechanisms for assessing the project managers’ competences for their development based on global trends and Agile's flexible methodology in project management in creating modern information and communication technologies in the field of project management. Global trends that create challenges in developing project management competences and programs are related to global acceleration, digitalization of society, development of block chains, cloud and fog technologies, active introduction of intelligent systems, transition from "rational economy" to "behavioural economy". The convergence of these trends creates a new platform for the effectiveness of applying existing methodologies, knowledge systems and methods for evaluating the competence of project managers. On the basis of convergence, integration and harmonization of methodologies for project and program management, a step-by-step approach to research has been identified. The formation of an updated system of competences based on global trends lies in the replacement of paradigms from traditional life cycle project models to flexible models such as Agile. Decision-making in the conditions of uncertainty on the basis of datamining become more justified. The article deals with modern information models of projects and programs, changing system of project managers’ competences, bringing together decision-making models and methods. At the same time, the change of competences, as actions or functions that project managers must perform, affects the model of competency and the assessment system, including key indicators of competency. The informative model of diagnostics application of competency models and methods of project management in digital and "behavioural economics" is based on the use of flexible methodologies. Some key indicators of competency are defined that are applied in the assessment of the project manager competency based on his competences in the project team. Patterns of project managers' behaviour when designing product and project management have been studied. The patterns allowed authors to identify bottlenecks in applying Agile project management methodologies in the convergence of trend information models and technologies. An example of information technology for managing the competency assessment of project managers by the IPMA ICB4 model is given.
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Ahmad Noorhani, Nur Maizura, and Arniatul Aiza Mustapha. "Interior Design Practice: Project Management Competency Framework." Built Environment Journal 18, no. 1 (March 10, 2021): 98. http://dx.doi.org/10.24191/bej.v18i1.12991.

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Currently, a role for a creative or visually appealing interior designer has also includes project management. One of the project's primary roles is for the interior design manager is to successfully deliver to the client. Additionally, project managers are measured for their capability to deal with day-to-to-day activities as well as projects. This study shares the required competencies project managers and interior designers to qualify as a project manager in the field of design. This paper examines the 27 competencies required of an interior project manager and highlights the value of competence in these three areas: functional, contextual, and behavioral. Competence as a project manager is assessed using questionnaires. The review and data collection of the results later helps support competency skills, which then diminishes the value of competency activities. From the analysis of the results, it follows that the project validity of the manager's knowledge increases project efficiency. Following the findings, new guidelines are implemented to further and more generally define the nature of the research.Keywords: interior design practice, project management competency
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Salman, Mohammad, Showkat Ahmad Ganie, and Imran Saleem. "The concept of competence: a thematic review and discussion." European Journal of Training and Development 44, no. 6/7 (May 25, 2020): 717–42. http://dx.doi.org/10.1108/ejtd-10-2019-0171.

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Purpose This paper follows three objectives. The paper aims to demonstrate a synoptic view of the historical evolution of competence, significant growth and changes in conversation. The second objective is to investigate the meaning and definitional usage of competence and competency. The third objective is to present a synoptic view of different dimensions of competence. Design/methodology/approach This paper reviews the selected literature spanning from 1959 to date from various databases using the following keywords: competence, competency, employee competence, employee competency, competency management and competency-based management. A total of 170 studies were selected in the first wave. In the second wave, a detailed assessment was made, as suggested by Tranfield Denyer and Smart, to ascertain the relevance of the articles. In this way, only 63 studies were selected for the review. This study also considers other relevant literature. Findings The historical evolution demonstrates that competence scholarship has focused on use of the concept in different fields and contexts, theoretical frameworks for competence development and strategic relevance of competence-based (demand-based) human resource management. Results also suggest that the term competency and competence are interchangeably usable. Finally, the review summarizes a total of 16 dimensions of competence, studied in various contexts and classifies them into hard and soft competence and further dividing them into knowledge, skill and self-actualization-related competence. Research limitations/implications This paper discusses various research implications for human resource development scholars and professionals. Originality/value This paper is a unique attempt to review the literature on three themes of employee competence.
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Ilahi, Mounira, Lilia Cheniti Belcadhi, and Rafik Braham. "Semantic Models for Competence-Based Assessment." International Journal of Human Capital and Information Technology Professionals 5, no. 3 (July 2014): 33–46. http://dx.doi.org/10.4018/ijhcitp.2014070103.

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Recognizing the inadequacy of current traditional knowledge-based assessment systems in Higher Education to achieve performance visibility, it is needed to rethink how to design new assessment approaches that can respond to the corporate requirements of the 21st century and reflect the learners' competences. This paper considers the Competence-Based Assessment. It explores the importance of competency and competence modeling conceptual understanding. The research reviews the benchmark literature on the concepts, models and approaches of competence and competency and explores the confusions surrounding the pair of concepts; thus enabling to build the competence-based assessment approach within e-learning environments in an effective and efficient way. The proposed approach is characterized by the convergence of lifelong, formal, non formal and informal competence-based learning activities.
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Homer, Mark. "Skills and competency management." Industrial and Commercial Training 33, no. 2 (April 2001): 59–62. http://dx.doi.org/10.1108/00197850110385624.

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Dissertations / Theses on the topic "Management competency"

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Hamchaoui, Lara. "A systemic approach to competency management." Thesis, City University London, 2001. http://openaccess.city.ac.uk/7598/.

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Changes in the business environment have in recent years exceeded expectations and challenged the way organisations manage their businesses. Increased concentration in the marketplace following significant changes to the barriers to entry has resulted in organisations seeking to deliver competitive advantage in different ways. Some organisations have tried to strip away at non-core capabilities, redesign their processes and acquire competitors fiercely. Ultimately most of these changes have impacted the employees within the organisations. This systems science research explores the competency approach to employee management. It identifies the environmental changes that have led to such an approach including those within the field of Human Resource Management and discusses the impact of these changes on managing the performance of employees. The thesis explores the recent trend of adopting a competency strategy to concentrate employee behaviour on specific organisational capabilities. The research surveyed Human Resource directors in the UK to gauge their opinion of the difficulties and successes associated with adopting a competency strategy. A Systemic Competency Framework was developed which was initially validated with two case studies. The Systemic Competency Framework proposes a five-stage process that guides Human Resource practitioners through the design, implementation and management of a competency strategy both in an evaluative and design context.
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Ley, Tobias [Verfasser]. "Organizational Competency Management – A Competence Performance Approach : Methods, Empirical Findings and Practical Implications / Tobias Ley." Aachen : Shaker, 2006. http://d-nb.info/1170529062/34.

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Tintěrová, Markéta. "Competence Management a jeho využití v HRM." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-5343.

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This thesis is introducing the main specifics of practical use of Competency Management in any firm or corporation. The Paper is providing answers to following questions: What is the crucial difference between Competency Management and traditional human resource management approach? What is the novelty of Competency Management? What are the main advantages of Competency management in practise?
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Köykkä, S. (Sari). "Use of job evaluation in competency management." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201501291044.

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Primary objective of this research is to study how job evaluation can be utilized in competency management in a contemporary knowledge-intensive organization. The subject of the study lacks recent research since job evaluation dates back to era of scientific management. The problem is studied from team managers’ perspective because they are key users of job evaluation and most influential actors in daily competency management activities. The research aims to bring understanding and new viewpoints on using job evaluation in a modern organization. Theory of the research builds on theories of competency management and job evaluation. The proposed theoretical framework studies the practice of job evaluation in the context of competency management. The framework recognizes different viewpoints of top management and employees, placing team managers in the middle. Theory of competency management studies both the managerial perspective and employee needs. The research is conducted in action research method. During the research the researcher is actively involved in a development project of a job evaluation system. Research data is gathered along the project and in one additional research interview, which focuses on team managers’ use of job evaluation in competency management. The research follows the structure of action research process including three separable research cycles. Job evaluation does provide valuable information for competency management practices such as recruitment, career planning, and performance appraisal. However, recognition of these possibilities is still rather weak among team managers. The research proves the importance of team manager involvement in job evaluation and confirms the existence of contradictory expectations of managers and employees. Employees’ needs for appreciation and justice are highlighted, which requires attention from management. Contemporary use of job evaluation requires change in attitudes and awareness, which can be achieved through cultural change. Team managers are key users of the system and top management should actively manage team managers’ experience to gain acceptance. Besides pay determination, job evaluation provides a tool for communicating job expectations and evaluating performance. Reliability of the research is assisted in paying attention to possible bias and errors caused by the contribution of the researcher. Validity of the research is supported by a detailed description of the three research cycles and fulfilling seven validity criteria.
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Moreno, María Teresa, and Gonzalo Cobo. "Competency-based curriculum management and university teaching." En Blanco y Negro, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117302.

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Competency-based approaches are expanding ever more broadly in the academic world. The present article briefly describes the history and evolution of such approaches, and theorizes on how they are currently being regarded at our university. Finally, it presents the main consequences of a competency-based approach to curricula in university teaching.
En  el  mundo  universitario  se  extienden  cada  vez con mayor amplitud los enfoques curriculares por competencias. El presente texto describe brevemente la evolución histórica de  estos  enfoques.  Asimismo, se formulan algunas ideas acerca de cómo se está comprendiendo en la PUCP el enfoque curricular por competencias. Finalmente, se presentan las principales implicancias de un enfoque por competencias para la docencia universitaria.
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MITCHELL, LUIS HENRIQUE RAJA GABAGLIA. "COMPETENCY-BASED PEOPLE MANAGEMENT AT THE AULANET ENVIRONMENT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4809@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
FUNDAÇÃO PADRE LEONEL FRANCA
Colaborar, essencial para o sucesso no mundo globalizado e conectado, exige comunicação, coordenação e cooperação entre os trabalhadores, cujas atividades se dão em grupos freqüentemente multidisciplinares, dinâmicos e geograficamente dispersos. Em resposta à necessidade de aprendizagem permanente, iniciativas em e-learning tem papel de destaque. E a conseqüente contínua evolução das competências pessoais enseja a adoção da gestão de pessoas para permitir, por exemplo, a localização de especialistas, a formação de grupos, a orientação do desenvolvimento individual e o planejamento estratégico da empresa. Unindo colaboração, educação à distância via Web e gestão de pessoas por competências, esta dissertação contém a pesquisa da extensão de um ambiente para a aprendizagem colaborativa (Ambiente AulaNet) com ferramentas de gestão por competências. É apresentado um embasamento teórico que esclarece vários conceitos da área, apresenta as três dimensões de uma competência e contrasta a gestão de conhecimento com a gestão de pessoas, informando também que tipos de perguntas esta última pode responder. Em seguida, explica-se em detalhes o modelo de competências desenvolvido para o AulaNet e como os diversos atores do ambiente podem se valer destas novas funcionalidades. Finalmente, apresenta-se um experimento realizado em 4 turmas de graduação da PUC-Rio utilizando o modelo proposto, bem como a conclusão tirada de seus resultados.
Collaboration, key for the success in the connected globalized world, demands knowledge workers to communicate, coordinate and cooperate in dynamic, multidisciplinary and geographically dispersed groups. E-learning rises as an important answer to the pressing need of non-stop learning. And the resulting continuous evolution of personal competencies calls for the use of competency management practices to aid activities such as expert location, group formation, career services and strategic company-wide planning. Uniting the collaboration, e-learning and competency management fields, the present work encloses the research on the extension of a collaborative learning environment (the AulaNet) with competency management tools. The theory guiding this research clarifies many of the concepts of the area, introduces the three dimensions of a competency and compares knowledge management with competency-based people management while lists the questions competency management can address. Then, details of the competency model developed for the AulaNet Environment are explained, as well as how the actors playing their roles in the environment can benefit from its new features. The document finishes by presenting the conclusion drawn from an experiment using the competency model, carried out in 4 editions of disciplines at undergraduate courses at PUC-Rio.
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Copithorne, Kevin. "Case study of a competency-based performance management system." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq64931.pdf.

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Demarks, Fanniel. "An Operational Management Competency Model for Online Education Administrators." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/gscis_etd/1036.

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Despite the steady rise in online education and increasingly empirical studies on related learning technologies and technology support, there is considerable evidence that the field has not kept the pace with studies related to online education administrators (OEAs). Further investigation was needed into OEAs’ practice of day-to-day administration of their programs. Therefore, this study examined OEAs’ perceptions of their areas of responsibility, tasks to be accomplished and skills and knowledge needed for them to get the job done. A three-round Delphi research technique was employed as a structured group communication method between five participants to answer three research questions. The protocol consisted of anonymous participants using online surveys to respond to several rounds of questioning. The research concluded with a group consensus. The results produced nine functional areas, 12 operational tasks and 14 competencies of skills and knowledge for OEAs. Based on the findings, it was now possible to illustrate an operational management competency model as a resource for the administrator in charge of an online education program. After conclusions were drawn, the study provided recommendations for future research.
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Pettersson, Martin. "Competence management in Swedish companies : Design & Implementation." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-142639.

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Ronn, Harald. "Complexity and leadership : conceptual and competency implications." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17889.

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Thesis (PhD)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: Globalisation, rapid changes in technology, and demographic trends are all important factors that contribute to conditions that require adaptive capacity in military organisations. The context of a majority of military operations is often asymmetric with blurred boundaries, and military organisations are expected to master a wide range of operations from humanitarian disaster relief to more regular warlike situations in a joint- and multinational framework. The complexity of the challenges facing military leaders in contemporary and future operations makes it relevant to develop a meta-competency model for leadership in complex military systems, which is the main purpose of this dissertation. A Complexity Approach represents a shift from a set of conservative laws to a perception of the world as an open and highly dynamic system, and some characterise complexity as a bridge between modernism on the one hand and post-modernism on the other. Complexity and complex systems have a number of characteristics, some of them being a large number of short-ranged interactions that are dynamic, non-linear and fairly rich. Another significant feature of complexity is the emphasis on emergent patterns that are codetermined through a dynamic process between the history of the system and the interaction with its local environment. Leadership in complex systems might be described by the dynamics of emergence, not merely by incremental influence, and increasingly considered to be a collective social phenomenon. A complexity-oriented leader acts as an enabler of a rich identity interacting in richly constrained play of difference, facilitating “bounded” individual and systemic adaptive capacity. The reigning paradigm in military organisations, however, are closely linked to an autocratic and bureaucratic structure and a fundamental quest for control, equilibrium and stability, all of which are deeply embedded in Newtonian Principles of linearity, reductionism and determinism. The investigation of empirical research on Norwegian Military Officers and the Norwegian Armed Forces reveal a considerable amount of homogenous force substantiating stability and control, at the same time as complexity and uncertainty are acknowledged. This dissertation argues that the definition of competencies as “an underlying characteristic of an individual that is causally related to effective and/or superior performance in a job or situation”, is not suitable for a complexity understanding and proposes competencies to be defined as “interconnected underlying characteristics of an individual or system, which through a dynamic and non-linear process of interaction between local agents and the environment contribute to the emergence of identifiable or unidentifiable patterns of individual or systemic behaviour”. Based on a synthesis of a non-empirical literature study, empirical research and a modelbuilding study, this dissertation suggests that heterogeneity of degree, androgynousity, cognitive flexibility, ethical reasoning, cross-cultural competence, intuition, identity and courage, are necessary meta-competencies for leadership in complex military systems. It is further argued that these meta-competencies must be interpreted as interconnected and interdependent, and the metaphor of a cloud is therefore presented as a suitable image of the intricate dynamics of complexity.
AFRIKAANSE OPSOMMING: Globalisering, vinnige veranderinge in tegnologie en demografiese tendense is belangrike faktore wat bydra tot toestande wat aanpassingsvermoë in militêre organisasies vereis. Die konteks waarin ’n meerderheid militêre operasies hul bevind is dikwels asimmetries met onduidelike grense, en daar word van militêre organisasies verwag om ’n wye verskeidenheid krygsverrigtinge van humanitêre rampverligting tot meer gereelde oorlogsugtige omstandighede in ’n gesamentlike en multinasionale kader te bemeester. Die kompleksiteit van die uitdagings waarvoor militêre leiers te staan kom in huidige en toekomstige krygsverrigtinge is dit gepas om ’n meta-bevoegdheidsmodel vir leierskap in komplekse militêre stelsels te ontwikkel, wat die belangrikste doel van hierdie tesis is. ’n Kompleksiteitbenadering verteenwoordig ’n verskuiwing van ’n stel konserwatiewe wette na ’n waarneming van die wêreld as ’n oop en hoogsdinamiese stelsel, en kompleksiteit word soms gekenmerk as ’n brug tussen modernisme aan die een kant en die post-modernisme aan die ander. Kompleksiteit en komplekse stelsels het ’n aantal kenmerke, waarvan sommige van hulle ’n groot aantal kortafstandinteraksies wat dinamiese, nie-lineêre en redelik ryk is. Nog ’n belangrike kenmerk van kompleksiteit is die klem op die ontluikende patrone wat vasgestel word deur middel van beide ’n dinamiese proses tussen die geskiedenis van die stelsel en die interaksie met die plaaslike omgewing. Leierskap in komplekse stelsels kan beskryf word deur die dinamika van verskyning, nie net deur inkrementele invloed nie, en al hoe meer beskou as ’n kollektiewe sosiale verskynsel. ’n Kompleksiteitgeoriënteerde leier dien as ’n instaatsteller van ’n ryk identiteit wat wisselwerking uitoefen in streng beperkte verskilspel, wat “begrensde” individuele en sistemiese aanpassingsvermoë fasiliteer. Die huidige paradigma in die militêre organisasies word egter nou gekoppel aan ’n outokratiese en burokratiese struktuur, en ’n fundamentele soektog vir beheer, ewewig en stabiliteit, waarvan almal diep in Newtoniaanse Beginsels van lineariteit, reduksionisme en determinisme vasgelê is. Die ondersoek van empiriese navorsing oor die Noorse Militêre Offisiere en die Noorse Weermag openbaar ’n aansienlike aantal homogene mag wat stabiliteit en beheer staaf, terselfdertyd as wat kompleksiteit en onsekerheid erken word. Hierdie tesis is van mening dat die definisie van vaardighede as “’n onderliggende eienskap van ’n individu wat oorsaaklik verwant is aan doeltreffende en/of superieure prestasie in ’n beroep of situasie”, nie geskik is vir ’n kompleksiteitbegrip nie en stel voor dat vaardighede gedefinieer word as “onderling verbinde onderliggende eienskappe van ’n individu of stelsel, wat deur middel van ’n dinamiese en nie-lineêre proses van interaksie tussen plaaslike agente en die omgewing bydra tot die verskyning van identifiseerbare of nie-identifiseerbare patrone van individuele of sistemiese gedrag”. Gebaseer op ’n sintese van ’n nie-empiriese literatuurstudie, empiriese navorsing en ’n bou van modelle studie, stel hierdie tesis voor dat die heterogeniteit van graad, androgienisme, kognitiewe buigsaamheid, etiese beredenering, kruis-kulturele bevoegdheid, intuïsie, identiteit en moed, nodige meta-vaardighede vir leierskap in komplekse militêre stelsels is. Dit voer verder aan dat hierdie meta-vaardighede vertolk moet word as onderling verbinde en onderling afhanklik is, en die metafoor van ’n wolk word dus voorgestel as ’n geskikte beeld van die ingewikkelde dinamika van kompleksiteit.
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Books on the topic "Management competency"

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Hellriegel, Don. Management: a competency-based approach. 9th ed. Cincinnati, Ohio: South-Western College Pub., 2002.

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Hellriegel, Don. Management: A competency-based approach. Ohio: Thomson, 2005.

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Hellriegel, Don. Managing: A competency-based approach. Mason, OH: Thomson South-Western, 2008.

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LeRoy, Ward J., ed. Program management complexity: A competency model. Boca Raton, FL: Auerbach Publications, 2011.

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Koh, Eric H. Y. Risk Management Competency Development in Banks. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7599-6.

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Warehousing competency profile. Edmonton, AB: Alberta Learning, 2003.

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Strebler, M. T. Competence-based management training. Brighton [England]: Institute for Employment Studies, 1996.

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Strebler, Marie. Competence-based management training. Brighton: Institute for Employment Studies, 1996.

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Abell, Angela. TFPL knowledge and information management competency dictionary. London: TFPL, 2003.

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Wilshaw, Evelyn Louise. Competency based performance management: A literature review. Hamilton, Ont: Quality of Nursing Worklife Research Unit, McMaster University, 1995.

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Book chapters on the topic "Management competency"

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Kuruba, Mahesh. "Competency Management." In Role Competency Matrix, 17–26. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7972-7_3.

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Kuruba, Mahesh. "Change Management." In Role Competency Matrix, 133–39. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7972-7_8.

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Kuruba, Mahesh. "People Management Challenges." In Role Competency Matrix, 9–16. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7972-7_2.

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Ahuja, Gautam. "Competency Trap." In The Palgrave Encyclopedia of Strategic Management, 1–5. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-349-94848-2_385-1.

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Ahuja, Gautam, and Vivek Tandon. "Competency Trap." In The Palgrave Encyclopedia of Strategic Management, 1–5. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-94848-2_385-2.

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Ahuja, Gautam, and Vivek Tandon. "Competency Trap." In The Palgrave Encyclopedia of Strategic Management, 285–89. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-00772-8_385.

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Jones, Kari, Diane C. Halstead, and Donna L. Oblack. "Performance Appraisals and Competency Assessment." In Clinical Laboratory Management, 309–61. Washington, DC, USA: ASM Press, 2014. http://dx.doi.org/10.1128/9781555817282.ch16.

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Harley, Nerina. "Medical Management of Acute Renal Failure." In Competency-Based Critical Care, 26–32. London: Springer London, 2008. http://dx.doi.org/10.1007/978-1-84628-937-8_5.

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Zavattaro, Staci M. "Cultural Competency in Cemetery Management." In City Sextons, 30–46. New York, NY : Routledge, 2020. | Series: Routledge research in public administration and public policy; Volume 25: Routledge, 2020. http://dx.doi.org/10.4324/9780429285967-4.

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Li, Jian. "Management reform for advocating academic innovation competence of university teachers in China." In Innovation Competency Model, 140–48. Abingdon, Oxon; New York, NY : Routledge, 2021. | Series: China perspectives: Routledge, 2020. http://dx.doi.org/10.4324/9781003056935-14.

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Conference papers on the topic "Management competency"

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Collins, Karen, Michelle Unger, and Amanda Dainis. "How Do I Ensure “Staff Competency” in My Pipeline Safety Management System?" In 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9374.

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Abstract Standards and regulations are clear: all staff who work on pipelines need to be both “competent” and “qualified.” Standards such as API 1173 are clear about competence within a safety management system: “The pipeline operator shall ensure that personnel whose responsibilities fall within the scope of the PSMS [Pipeline Safety Management System] have an appropriate level of competence in terms of education, training, knowledge, and experience.” The burden of defining and specifying competence falls on pipeline operators, but they have little guidance regarding the required skills, knowledge and levels of competency. Additionally, we are all biased — different operators will have different ideas and emphases on competencies, which will affect their decision-making. The only way to avoid these cognitive biases is to use consensus standards supported by rigorous surveys that capture the required competencies. This paper explores some of the more common biases that can affect decisions and presents the results of a controlled, independent, survey aimed at both specifying and quantifying the necessary competencies needed by a specific engineer working within a PSMS: a pipeline integrity engineer. The paper identifies and ranks these necessary competences. The survey was completed by 100 pipeline integrity engineers from 25 different countries. Its specific objective was to investigate the key skills and knowledge requirements needed in a junior engineering position (i.e., a pipeline engineer with less than three years of relevant experience) working under supervision to be ‘competent’. It listed eight core competencies (identified by subject matter experts) considered essential for a pipeline integrity engineer. Each of these core competencies contained a set of skills. Respondents were first asked to rank the eight core competences, and then rank the skills within the competency. An analysis of the data provides insights into how 100 pipeline integrity engineers view the key skills required to be “competent.” The results of the survey can assist pipeline companies in setting objective competency requirements for their engineering personnel, developing learning programs to address any gaps, and improve the overall safety of their pipeline system.
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El-Bishti, Abulgasem Mohamed, Abdulmohsen Mohamed Al-marzouqi, and Sultan Salem Al-Ghaithi. "Competency Assurance Management System For Drilling." In SPE/IADC Middle East Drilling Technology Conference & Exhibition. Society of Petroleum Engineers, 2013. http://dx.doi.org/10.2118/166702-ms.

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Brett, James Ford, and Mohamed Saleh Abou Sayed. "Competency Management: Value, Approaches, and Challenges." In Abu Dhabi International Petroleum Exhibition and Conference. Society of Petroleum Engineers, 2006. http://dx.doi.org/10.2118/101405-ms.

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Jean, Mark S., Lynn A. Sikorski, and Laura P. Zaleschuk. "Management System Competency Model and Development Program." In 2018 12th International Pipeline Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ipc2018-78148.

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The pipeline industry continues to look for ways to improve its compliance and performance. Management systems have increased prevalence in the pipeline industry, with recognition that carefully designed and well-implemented management systems are the fundamental method that should be used to keep people safe, protect the environment and align organizational activities. Experience has shown significantly better success rates with management system implementation, both in terms of the quality and speed, when the person responsible for the design, implementation and sustainment of the management system has an integrated set of technical and enabling competencies. However, there is currently no standardized competency model that can be used to support a Management Systems Professional’s specialized knowledge and skills. The paper outlines the competencies needed by individuals to be effective in the design, implementation, measurement and evaluation of management systems. Applying a ‘whole-person’ perspective, the model includes business, relational and technical competencies that contribute to performance excellence for management system practitioners, including outlining example behaviours at target level performance and proficiency, and supported by a defined body of knowledge. This paper describes the Management System Competency Model, including how it can be used to create a position-specific development program for application within various organizations. This research establishes a basis for the creation of a practical, systematic and easy to use development road map for individuals and organizations who use or leverage a management system.
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Bai, Bing, and Zhiqiong Guo. "Analyzing Top-Notch Innovative Competency of Postgraduate Students Based on Competency Model." In 2nd International Conference on Education, Management and Social Science (ICEMSS 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icemss-14.2014.115.

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Munawarah, Syarifah, Murniati A.R., and Niswanto. "Managerial Competency of Principal." In 4th International Conference on Research of Educational Administration and Management (ICREAM 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210212.101.

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Hart, Judy. "Developing a competency-based performance management system." In the 26th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/288335.288474.

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Kutepova, Galina. "TRANSPORTATION MANAGEMENT AS TOURISM MANAGERS’ CORE COMPETENCY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2355.

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Tran, Jonny, Karen Hammond, and Kathleen Griffin. "Technical Competency Assurance for Pipeline Integrity Professionals: A Model and a Toolkit." In 2016 11th International Pipeline Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/ipc2016-64195.

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The integrity of a pipeline and the competence of those who manage it are undeniably linked — you can’t have one without the other. While few would argue this point, the process of how best to define, measre, develop and assure the competency of pipeline professionals, especially those working outside of field operations, is far less certain. The Pipeline Integrity (PI) department of the Liquids Pipelines (LP) division of Enbridge took on this challenge. Following a review of best practices and technical competency models in diverse industries, Enbridge custom-built an innovative technical competency model for Pipeline Integrity Professionals, from junior engineers to senior specialists and managers. The model includes competencies both general (e.g., communication, project management) and highly specific to the work of pipeline integrity (e.g., tank integrity management, internal corrosion engineering, pressure cycling management). This paper will describe the Enbridge Pipeline Integrity Technical Competency Model and “toolkit” in detail, including the architecture, competency library, measurement scale and assessment process. The business case, best practices research, project governance, development process and lessons learned are also described in order to provide a robust case study and practical guideline for others in the pipeline sector seeking to define and manage competencies for technical professionals.
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He, Yonggui, and Yan Zhao. "Research on Person-Post Fit Based on Competency Model." In 2008 International Conference on Risk Management & Engineering Management. IEEE, 2008. http://dx.doi.org/10.1109/icrmem.2008.88.

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Reports on the topic "Management competency"

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Khan, Amir Ullah. Islam and Good Governance: A Political Economy Perspective. IIIT, October 2020. http://dx.doi.org/10.47816/01.004.20.

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It is readily apparent to everyone that there are multiple and serious concerns that face Muslim societies today. Terrorism, civil strife, poverty, illiteracy, factionalism, gender injustices and poor healthcare are just a few of the challenges to governance across the Muslim world. These are core issues for governance and public administration in any form of government. However, before we can engage with good governance within the context of Islam, we need to be clear what mean by good governance itself. A simple definition of good governance is that of an institutionalised competency of administration and institution leading to efficient resource allocation and management[1]. Another way of looking at it is as a system which is defined by the existence of efficient and accountable institutions[2]. Civil society now tends to look at good governance by way of impact measurement and how a certain set of processes result in a set of measurable and desirable outcomes.
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Iakovlev. BASIC CHARACTERISTICS OF ETHNOSOCIAL AND CULTURAL COMPETENCE OF ECONOMISTS IN TOURISM AND HOSPITALITY MANAGEMENT. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, December 2013. http://dx.doi.org/10.14526/36_2013_1.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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