Competency Framework Development for Managerial Personnel within the Modern Automotive Industry

2020 ◽  
Vol 30 (3) ◽  
Author(s):  
Rawat Soontornwipat ◽  
Somnoek Wisuttipaet ◽  
Teravuti Boonyasopon ◽  
Preeda Attawinijtrakan
Keyword(s):  
Automotive Industry ◽  
Competency Framework ◽  
Framework Development

scholarly journals The development of competency frameworks in healthcare professions: a scoping review

2019 ◽  
Author(s):  
Alan M. Batt ◽  
Walter Tavares ◽  
Brett Williams
Keyword(s):  
Scoping Review ◽  
Development Process ◽  
Grey Literature ◽  
Significant Degree ◽  
Competency Framework ◽  
Competency Frameworks ◽  
Healthcare Profession ◽  
Study Characteristics ◽  
Healthcare Professions ◽  
Framework Development

BackgroundCompetency frameworks serve various roles including outlining characteristics of a competent workforce, facilitating mobility, and analysing or assessing expertise. Given these roles and their relevance in the health professions, we sought to understand the methods and strategies used in the development of existing competency frameworks.MethodsWe applied the Arksey and O’Malley framework to undertake this scoping review. We searched six electronic databases (MEDLINE, CINAHL, PsycINFO, EMBASE, Scopus, and ERIC) and three grey literature sources (greylit.org, Trove and Google Scholar) using keywords related to competency frameworks. We screened studies for inclusion by title and abstract, and we included studies of any type that described the development of a competency framework in a healthcare profession. Two reviewers independently extracted data including study characteristics. Data synthesis was both quantitative and qualitative.ResultsAmong 5,710 citations, we selected 190 for analysis. The majority of studies were conducted in medicine and nursing professions. Literature reviews and group techniques were conducted in 116 studies each (61%), and 85 (45%) outlined some form of stakeholder deliberation. We observed a significant degree of diversity in methodological strategies, inconsistent adherence to existing guidance on the selection of methods, who was involved, and based on the variation we observed in timeframes, combination, function, application and reporting of methods and strategies, there is no apparent gold standard or standardised approach to competency framework development.ConclusionsWe observed significant variation within the conduct and reporting of the competency framework development process. While some variation can be expected given the differences across and within professions, our results suggest there is some difficulty in determining whether methods were fit-for-purpose, and therefore in making determinations regarding the appropriateness of the development process. This uncertainty may unwillingly create and legitimise uncertain or artificial outcomes. There is a need for improved guidance in the process for developing and reporting competency frameworks.

scholarly journals Development and Validation of a New Competency Framework for Athletic Therapy in Canada

2021 ◽  
Vol 16 (1) ◽  
pp. 71-86
Author(s):  
Mark R. Lafave ◽  
Jeffrey M. Owen ◽  
Breda Eubank ◽  
Richard DeMont
Keyword(s):  
Scoping Review ◽  
Phase 1 ◽  
Competency Framework ◽  
Professional Organizations ◽  
Common Language ◽  
Phase 2 ◽  
Phase 3 ◽  
Competency Frameworks ◽  
Athletic Therapy ◽  
Framework Development

Context Competency-based education (CBE) is entrenched in educating health professionals in Canada. CBE is a framework that identifies desired performance characteristics in training competent, entry-level health professionals. Objective To update, develop, and validate a new Canadian Athletic Therapists Association (CATA) framework for athletic therapy education. Design Framework development occurred in 4 phases and was developed through a multistage process that involved a scoping review (phase 1) and consensus methodology (ie, a blending of modified Ebel and modified Delphi consensus methods; phases 2–4). Patients or Other Participants Phase 2: a total of 7 experts (program directors) from each Canadian accredited institution. Phase 3: a total of 14 experts (1 program director and educational expert from each accredited institution). Phase 4: a total of 7 experts (program directors) and 246 certified members of the CATA. Main Outcome Measure(s) Each phase consisted of a systematic process with 80% consensus agreement set a priori. In phase 1, a scoping review was conducted to identify common terminology that could be used to guide the framework development process and to identify competency frameworks used by other health professional organizations. Phase 2 consisted of adopting a common language that would serve to keep the expert group on the task at hand and avoid confusion. In phase 3, frameworks used by other health professional organizations were evaluated and used to determine the validity of the old CATA framework. In phase 4, the old CATA framework was updated and a new framework was developed and validated. Results In phase 1, the result of the scoping review yielded 368 papers, of which 5 were used to propose a common language for phase 2 and 9 highlighted competency frameworks used by other health professions for comparison in phase 3. In phase 3, the expert group voted unanimously to adopt and adapt the CanMEDS framework (ie, roles). In phase 4, the new CATA competency framework was validated, and most competencies achieved consensus. Competencies that did not achieve consensus in the first round of voting underwent face-to-face discussions via videoconferencing. After discussions, the remaining competencies were revised, and all newly worded competencies achieved consensus. Conclusions The resultant framework was validated, and most competencies achieved consensus. The new athletic therapy competency framework outlines the 165 competencies resulting from this methodical process and will hopefully facilitate interdisciplinary communication and practice.

scholarly journals Stakeholder Engagement in Competency Framework Development in Health Professions: A Systematic Review

2021 ◽  
Vol 8 ◽  
Author(s):  
Breanna Lepre ◽  
Claire Palermo ◽  
Kylie J. Mansfield ◽  
Eleanor J. Beck
Keyword(s):  
Systematic Review ◽  
Professional Education ◽  
Total Yield ◽  
Health Professions ◽  
Review Literature ◽  
Competency Framework ◽  
Competency Development ◽  
Key Stakeholders ◽  
Competency Frameworks ◽  
Framework Development

Competency framework development in health professions has downstream implications for all relevant stakeholders, from the professionals themselves, to organisations, and most importantly end users of services. However, there is little guidance related to what stakeholders might be involved in the competency development process, and when. This review aimed to systematically review literature related to competency framework development methodology in health, to identify the breadth and purpose of key stakeholders commonly involved in the process. Studies were identified using five electronic databases (MEDLINE, PubMed, CINAHL, EMBASE, and ERIC) and a search of websites of organisations involved in curriculum or regulation using keywords related to competency frameworks. The total yield from all databases was 10,625 results, with 73 articles included in the final review. Most articles were from Australia (30%) and were conducted in the nursing (34%) profession. Unsurprisingly, practitioners (86%) and academics (75%) were typically engaged as stakeholders in competency framework development. While many competency frameworks were described as patient-focused, only 14 (19%) studies elected to include service users as stakeholders. Similarly, despite the multi-disciplinary focus described in some frameworks, only nine (12%) studies involved practitioners from other professions. Limiting the conceptualisation of competence to that determined by members of the profession itself may not provide the depth of insight required to capture the complexity of healthcare and address the needs of important stakeholder groups. Future methodology should attempt to engage a variety of relevant stakeholders such as external health professions and the community to match professional education to health service demands.Systematic Review Registration:https://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=128350

scholarly journals Competency-Based Education: Developing an Advanced Competency Framework for Indonesian Pharmacists

2021 ◽  
Vol 8 ◽  
Author(s):  
Sherly Meilianti ◽  
Felicity Smith ◽  
Lina Bader ◽  
Roy Himawan ◽  
Ian Bates
Keyword(s):  
Workforce Development ◽  
Multiple Correspondence Analysis ◽  
Early Years ◽  
Competency Framework ◽  
Care Practice ◽  
Educational Approach ◽  
Middle Income ◽  
Development Framework ◽  
Pharmacy Workforce ◽  
Framework Development

Introduction: Pharmacists need to be adaptable, flexible, and capable of advancing their practice to adapt to rapidly changing population health needs. We describe an educational approach to pharmacy workforce transformation in Indonesia through an advanced practice competency framework development using an “adopt and adapt” methodology.Methods: The competency framework development process comprised a translation phase, an adopt and adapt phase, validation through a nationwide mapping survey, and a completion phase through leadership consensus panels. We conducted a forward-backwards translation of a previously validated Advanced to Consultancy Level Framework (ACLF) to yield the Indonesian Advanced Development Framework (IADF) draft. The subsequent adoption and adaptation process was conducted through a series of consensus panels. We validated the IADF through a nationwide workforce survey. The final phase included leadership consensus panels with the professional leadership body in Indonesia. We analyzed the qualitative data thematically and the quantitative data using a Multiple Correspondence Analysis (MCA) technique.Results: We identified conceptual challenges in adopting and adapting the existing ACLF, which were addressed by providing a national glossary and concrete examples. A total of 6,212 pharmacists participated in the national workforce survey, of which 43% had <2 years of post-license (post-registration) experience. The MCA results showed that practitioner self-assessment to the IADF could discriminate their career development stages. The results also indicated a four-stage career model (including early years career training). Embedding this model in a structured national training program will enhance the professional workforce development through a more structured career journey.Conclusions: We describe the first validation of an advanced competency development framework for the pharmacy workforce in a non-Anglophone country, showing the possibility of transnational applicability of this framework. We argue that this methodology can be used in Low and Middle-income countries (LMICs) for the more rapid advancement of pharmaceutical care practice.

scholarly journals A Six-Step Model for Developing Competency Frameworks in the Healthcare Professions

2021 ◽  
Vol 8 ◽  
Author(s):  
Alan Batt ◽  
Brett Williams ◽  
Jessica Rich ◽  
Walter Tavares
Keyword(s):  
Professional Practice ◽  
Real World ◽  
Development Process ◽  
Competency Framework ◽  
Methodological Choices ◽  
Step Model ◽  
Competency Frameworks ◽  
Development Processes ◽  
Healthcare Professions ◽  
Framework Development

Competency frameworks are developed for a variety of purposes, including describing professional practice and informing education and assessment frameworks. Despite the volume of competency frameworks developed in the healthcare professions, guidance remains unclear and is inconsistently adhered to (perhaps in part due to a lack of organizing frameworks), there is variability in methodological choices, inconsistently reported outputs, and a lack of evaluation of frameworks. As such, we proposed the need for improved guidance. In this paper, we outline a six-step model for developing competency frameworks that is designed to address some of these shortcomings. The six-steps comprise [1] identifying purpose, intended uses, scope, and stakeholders; [2] theoretically informed ways of identifying the contexts of complex, “real-world” professional practice, which includes [3] aligned methods and means by which practice can be explored; [4] the identification and specification of competencies required for professional practice, [5] how to report the process and outputs of identifying such competencies, and [6] built-in strategies to continuously evaluate, update and maintain competency framework development processes and outputs. The model synthesizes and organizes existing guidance and literature, and furthers this existing guidance by highlighting the need for a theoretically-informed approach to describing and exploring practice that is appropriate, as well as offering guidance for developers on reporting the development process and outputs, and planning for the ongoing maintenance of frameworks.

scholarly journals Six steps in the right direction: guiding the development of competency frameworks in healthcare professions.

2021 ◽  
Author(s):  
Alan Batt ◽  
Brett Williams ◽  
Madison Brydges ◽  
Matthew Leyenaar ◽  
Walter Tavares
Keyword(s):  
Clinical Practice ◽  
Conceptual Framework ◽  
Systems Thinking ◽  
Competency Framework ◽  
Step Model ◽  
Competency Frameworks ◽  
Healthcare Professions ◽  
The Right ◽  
Framework Development ◽  
Selection Of

The development of competency frameworks in healthcare professions is characterised by potentially inadequate descriptions of practice, variable developmental approaches, and inconsistent reporting and evaluating of outcomes. This may be in part due to limited existing guidance, which neglects broader contexts, lacks organising frameworks, and fails to provide guidance on selection of methods. To address such concerns, this paper first outlines a ‘systems thinking’ conceptual framework by which to conceptualise and describe clinical practice when developing competency frameworks. This is achieved through combining Ecological Systems Theory and complexity thinking to identify, and explore the contexts and components of clinical practice. The ‘systems thinking’ conceptual framework is then integrated into a six-step model for developing competency frameworks that synthesises and organises existing advice. The six steps include (1) identify practicalities (e.g. purpose, scope, detail, timeline), (2) identify influencing contexts and factors using ‘systems thinking’, (3) use aligned mixed-methods, (4) translate data into competency frameworks, (5) report processes and outcomes, and (6) plan to evaluate, update and maintain the competency framework. The model provides a logical organising structure of principles to guide assumptions and commitments when developing competency frameworks. Additionally, the model affords the flexibility required when exploring professional practice across varying contexts, and suggests employing mixed methodological approaches that are aligned with purpose and scope. The model acknowledges changing and complex contexts, considers existing guidance, and adds a unique and complementary means to conceptualise and improve the competency framework development process.

scholarly journals Day-1 Competencies for Veterinarians Specific to Health Informatics

2021 ◽  
Vol 8 ◽  
Author(s):  
Zenhwa Ben Ouyang ◽  
Jennifer Louise Hodgson ◽  
Elliot Robson ◽  
Kevin Havas ◽  
Elizabeth Stone ◽  
...  
Keyword(s):  
Health Informatics ◽  
American Association ◽  
Opinion Leaders ◽  
Competency Framework ◽  
Delivery Of Healthcare ◽  
Life Balance ◽  
Competency Based Education ◽  
Competency Based ◽  
Framework Development ◽  
Insight Into

In 2015, the American Association of Veterinary Medical Colleges (AAVMC) developed the Competency-Based Veterinary Education (CBVE) framework to prepare practice-ready veterinarians through competency-based education, which is an outcomes-based approach to equipping students with the skills, knowledge, attitudes, values, and abilities to do their jobs. With increasing use of health informatics (HI: the use of information technology to deliver healthcare) by veterinarians, competencies in HI need to be developed. To reach consensus on a HI competency framework in this study, the Competency Framework Development (CFD) process was conducted using an online adaptation of Developing-A-Curriculum, an established methodology in veterinary medicine for reaching consensus among experts. The objectives of this study were to (1) create an HI competency framework for new veterinarians; (2) group the competency statements into common themes; (3) map the HI competency statements to the AAVMC competencies as illustrative sub-competencies; (4) provide insight into specific technologies that are currently relevant to new veterinary graduates; and (5) measure panelist satisfaction with the CFD process. The primary emphasis of the final HI competency framework was that veterinarians must be able to assess, select, and implement technology to optimize the client-patient experience, delivery of healthcare, and work-life balance for the veterinary team. Veterinarians must also continue their own education regarding technology by engaging relevant experts and opinion leaders.

scholarly journals A Six-Step Model for Developing Competency Frameworks in the Healthcare Professions

2021 ◽  
Author(s):  
Alan Batt ◽  
Brett Williams ◽  
Jessica Rich ◽  
Walter Tavares
Keyword(s):  
Professional Practice ◽  
Real World ◽  
Development Process ◽  
Competency Framework ◽  
Methodological Choices ◽  
Step Model ◽  
Competency Frameworks ◽  
Development Processes ◽  
Healthcare Professions ◽  
Framework Development

Competency frameworks are developed for a variety of purposes, including describing professional practice and informing education and assessment frameworks. Despite the volume of competency frameworks developed in the healthcare professions, guidance remains unclear and is inconsistently adhered to (perhaps in part due to a lack of organising frameworks), there is variability in methodological choices, inconsistently reported outputs, and a lack of evaluation of frameworks. As such, we proposed the need for improved guidance. In this paper we outline a six-step model for developing competency framework that is designed to address some of these shortcomings. The six-steps comprise [1] identifying purpose, intended uses, scope, and stakeholders; [2] theoretically informed ways of identifying the contexts of complex, ‘real-world’ professional practice, which includes [3] aligned methods and means by which practice can be explored; [4] the identification and specification of competencies required for professional practice, [5] how to report the process and outputs of identifying such competencies, and [6] built-in strategies to continuously evaluate, update and maintain competency framework development processes and outputs. The model synthesizes and organizes existing guidance and literature, and furthers this existing guidance by highlighting the need for a theoretically-informed approach to describing and exploring practice that is appropriate, as well as offering guidance for developers on reporting the development process and outputs, and planning for the ongoing maintenance of frameworks.

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