scholarly journals LITERASI MEDIA DIGITAL BERBASIS INDIVIDUAL COMPETENCE FRAMEWORK PADA KELUARGA BURUH MIGRAN ANGGOTA PAGUYUBAN SERUNI KABUPATEN BANYUMAS

2019 ◽  
Vol 15 (1) ◽  
pp. 17
Author(s):  
Mite Setiansah ◽  
Wiwik Novianti ◽  
S Bekti Istiyanto
Keyword(s):  
Competency Framework ◽  
Technical Competencies ◽  
Post Test ◽  
Competence Framework ◽  
Critical Competencies

Media digital berbasis internet saat ini sudah menjadi bagian tidak terpisahkan dalam kehidupan masyarakat termasuk buruh migran dan keluarganya. Di sisi lain, ada permasalahan yang tidak kalah penting untuk diperhatikan. Keterampilan teknis (technical competencies) buruh migran dan keluarganya dalam menggunakan media digital belum diiringi dengan keterampilan untuk mengkritisi (critical competencies) di dalam mengakses media. Pada tataran inilah, pemberian pendidikan literasi media digital berbasis individual competency framework menjadi penting bagi mereka. Pelatihan literasi media digital diberikan kepada Anggota Paguyuban Peduli Buruh Migran dan Perempuan �Seruni� Kabupaten Banyumas dengan pertimbangan bahwa paguyuban tersebut telah terbiasa melakukan kegiatan advokasi dan pemberdayaan perempuan dan buruh migran, sehingga diharapkan ipteks yang diterapkan tidak hanya berhenti di kelompok khalayak sasaran namun juga dapat disebarluaskan kepada kelompok masyarakat lainnya. Kegiatan pengabdian ini dilaksanakan dalam bentuk pelatihan. Capaian keberhasilan dilakukan dengan pengukuran tingkat literasi media melalui pretest dan post test. Berdasarkan hasil evaluasi kegiatan, maka dapat dikatakan program pengabdian telah mencapai tingkat keberhasilan 100% dari sisi penyampaian materi kegiatan dan jadwal pelaksanaan. Kegiatan ini juga telah berhasil meningkatkan kompetensi literasi digital kelompok sasaran. Berdasarkan hasil pre-test diketahui bahwa 67% peserta memiliki tingkat literasi di level basic, 20% m�dium, dan 13% advance. Setelah diberikan pelatihan dan diukur kembali melalui post test, diperoleh perubahan komposisi, dimana peserta dengan tingkat literasi di level basic berkurang menjadi 40%, di level m�dium meningkat menjadi 33% dan di level advance menjadi 27%.

Sustainable international tourist hotels: the role of the executive chef

2017 ◽  
Vol 29 (7) ◽  
pp. 1873-1891 ◽  
Author(s):  
Tung-Hsuan Wan ◽  
Yun-Shu Hsu ◽  
Jehn-Yih Wong ◽  
Shin-Hao Liu
Keyword(s):  
Delphi Method ◽  
Reference Value ◽  
Competency Framework ◽  
Content Type ◽  
Modified Delphi ◽  
International Tourist ◽  
Study Results ◽  
Critical Competencies ◽  
And Training ◽  
Behavioral Event

Purpose Human capital is the most important determinant of the Hospitality industry’s success. Executive chefs should be skilled in both management and culinary arts, in addition to ensuring the success of the entire hospitality division. The study aims to understand the competencies of executive chefs in international tourist hotels in Taiwan. Design/methodology/approach Literature review and behavioral event interviews were conducted with ten executive chefs and executive sous chefs. The modified Delphi method verified the results using 15 experts. Findings A competency framework was created, with four quadrants – managerial, operational, behaviors and skills – to classify executive chefs’ competencies. Each competency was further divided into sub-competencies – culinary research, emotional control, negotiation skills, job guidance and proactive thinking ability – for 25 items. Quadrants I and II are hard competencies that can be improved through education and training, whereas the third and fourth are soft competencies that require more time for development in workers. Practical implications The two-step study developed a competency framework with a practical reference value. The study results could be utilized by human resources managers during their companies’ training, recruitment, selection and promotion. Originality/value Besides the Delphi method, a deep behavioral event interview that enabled determining critical competencies was also used to collect data. The results obtained could be used to structure schools’ curricula. Collaborations between the hospitality industry and schools could help develop better curricula and training plans to maximize the availability of educational resources.

scholarly journals Competency framework of school psychologists in Vietnam schools

2021 ◽  
Vol 12 (4) ◽  
pp. 897-901
Author(s):  
Hung Duy Le ◽  
Mai-Lan Nguyen-Thi ◽  
Lam Khanh Tran ◽  
Thu-Thuy Tran-Thi
Keyword(s):  
School Psychologists ◽  
Public Safety ◽  
Professional Knowledge ◽  
Competency Framework ◽  
Ho Chi Minh City ◽  
Counseling Skills ◽  
Training Quality ◽  
Moral Qualities ◽  
Competence Framework ◽  
Main Components

A competency framework points out the requisite skills and knowledge of a particular occupation. A competence framework enables institutions to easily identify areas where remedial training may be required; thereby training quality and ultimately public safety could be improved also. This study was conducted to build up a competency framework for school psychologists in Vietnamese. 91 school psychologists, lecturers, and psychologists from Ho Chi Minh City, Binh Duong Province, Long An Province, Vinh Long Province, Can Tho Province in Vietnam participated in the survey process. The findings of our study showed that the competency framework for school psychologists in Vietnam includes three main components: (1) professional knowledge, (2) counseling skills, and (3) attitude and moral qualities. 

Failed planning: lost opportunities and choices for the future

2020 ◽  
Vol 45 (4) ◽  
pp. 387-406
Author(s):  
Ahmed Osman El-Kholei
Keyword(s):  
Environmental Justice ◽  
Sustainable Urban Development ◽  
Market Failures ◽  
Content Type ◽  
Technical Competencies ◽  
Planning Processes ◽  
Donor Agencies ◽  
Critical Competencies ◽  
Communicative Actions ◽  
The City

Purpose Social, spatial and environmental justice are inseparable, and key for sustainable urban development. The city is the cradle of innovation and production. Also, the city is the site of riots, where protesters demand their right to access services and resources. The purpose of this paper is to answer the question: Why do plans to resolve urban ills in developing countries fail to deliver and achieve social justice? Design/methodology/approach This paper investigates weaknesses, limitations and outcomes of planning processes in a developing country. The author used two qualitative research tools: document analysis augmented with informal interviews. The author uses Egypt as a case study in an attempt to answer this question. The author reviewed two types of documents: official reports that the Egyptian authorities produced and donor agencies prepared plus both published and unpublished research. Interviewees are those who participated in elaborating and executing urban plans and policies. Findings Achieving social, spatial and environmental justice is amongst the reasons for planning metropolitan areas and their regions. Unfortunately, rarely plans accomplish social, spatial or environmental justice. Institutional setup is the reason for failed urban planning – institutional failures lead to both policy and market failures, thus complicating urban problems. Originality/value Approved plans must have the power of legislation, and planners need to reclaim their authority and autonomy, which requires regulating the profession. Planning education must be at the graduate level and available to other disciplines, such as economics, public administration, law and the like. Planners must acquire the following competencies: technical competencies for analytical actions; hermeneutic competencies for communicative actions; and critical competencies to observe professional ethics. They must emancipate themselves from their bias to enlighten and empower their constituents.

scholarly journals PERBANDINGAN KEPEMIMPINAN KLINIS PERAWAT BERDASARKAN PENDEKATAN CLINICAL LEADERSHIP COMPETENCY FRAMEWORK DI RUMAH SAKIT PEMERINTAH DENGAN RUMAH SAKIT SWASTA DI KUTACANE TAHUN 2019

2019 ◽  
Vol 9 (2) ◽  
pp. 1
Author(s):  
Yusnaini Yusnaini ◽  
Lisnawati Lubis
Keyword(s):  
Competency Framework ◽  
Cross Sectional ◽  
Clinical Leadership ◽  
Leadership Competency ◽  
Leadership Competence ◽  
Competence Framework

Perawat memiliki peran penting dalam pemberian pelayanan kesehatan di rumah sakit. Kepemimpinan klinis merupakan  suatu kemampuan yang mendukung peran perawat pada semua level manajerial. Simon (2014) dan Ferguson, et all. (2007), mendefinisikan kepemimpinan klinis merupakan kompetensi yang mendukung peningkatan kualitas dan keselamatan pasien secara inovasi dan kreativitas dalam praktek keperawatan. Penelitian Ruedy, J. dan Ogilvie, R.(2004), menyebutkan Kejadian Tidak Diharapkan (KTD) di rumah sakit pendidikan Kanada diperkirakan 24% dan 62% disebabkan efek samping dari pemberian obat, 9% infeksi nasokomial. KTD tersebut berkaitan dengan kurangnya kemimpinan klinis perawat dalam menjamin keselamatan pasien selama perawatan. Penelitian ini bertujuan untuk mengetahui perbandingan kepemimpinan klinis perawat berdasarkan pendekatan clinical leadership competence framework di rumah sakit pemerintah dengan rumah sakit swasta di Kutacane. Metode penelitian bersifat kuantitatif dengan pendekatan cross sectional. Hasil penelitian didapatkan bahwa tidak ada perbedaan antara kepemimpinan klinis perawat berdasarkan pendekatan clinical leadership competence framework pada rumah sakit pemerintah dan rumah sakit swasta di Kutacane. Kepemimpinan klinis sangat penting bagi perawat, diharapkan pihak manajerial rumah sakit memberikan dukungan bagi perawat melalui pendidikan, pelatihan dan mengevaluasi efektifitas kepemimpinan klinis berdasarkan clinical leadership competence framework.

IT Competency Model for IT People

2017 ◽  
Vol 4 (1) ◽  
pp. 23-33
Author(s):  
Andi Yuniantoro
Keyword(s):  
Information Technology ◽  
Human Resource Development ◽  
Human Resource ◽  
Resource Development ◽  
Competency Framework ◽  
Success Factor ◽  
Job Description ◽  
Job Roles ◽  
Competency Based ◽  
Competence Framework

Speed of innovation in Information Technology will not aligned with speed of capability human resource in theorganization, if there is no strategy in human resource development especially in information technology.Information Technology and Human Resource need a framework that can link both as key success factor oforganization in implementation information technology. Framework will defined competency based on jobdescription IT people in organization, competency standard as reference in mapping with job description we can get from The European e-Competence Framework (e-CF) or SFIA (Skills Framework for the Information Age). After we get list of competency aligned with job description from IT people, we can mapping competency to job roles in organization structure. From this we already have a competency framework based on job description and related to job roles. We can use this framework for Human Resource Development in Information Technology, through assessment IT people based on competency framework, we can found gap competency of IT people and fulfill gap competency with training. Or we can use this competency framework for reward management of IT People, Career management of IT People, Training development of IT People and recruitment/selection of IT People.

scholarly journals Development of a core competency framework for clinical informatics

2021 ◽  
Vol 28 (1) ◽  
pp. e100356
Author(s):  
Alan Davies ◽  
Julia Mueller ◽  
Alan Hassey ◽  
Georgina Moulton
Keyword(s):  
Mixed Methods ◽  
Core Competency ◽  
Careful Consideration ◽  
Clinical Informatics ◽  
Competency Framework ◽  
Competency Development ◽  
Structured Interviews ◽  
Technical Competencies ◽  
The Uk ◽  
Framework Development

ObjectivesUntil this point there was no national core competency framework for clinical informatics in the UK. We report on the final two iterations of work carried out in the formation of a national core competency framework. This follows an initial systematic literature review of existing skills and competencies and a job listing analysis.MethodsAn iterative approach was applied to framework development. Using a mixed-methods design we carried out semi-structured interviews with participants involved in informatics (n=15). The framework was updated based on the interview findings and was subsequently distributed as part of a bespoke online digital survey for wider participation (n=87). The final version of the framework is based on the findings of the survey.ResultsOver 102 people reviewed the framework as part of the interview or survey process. This led to a final core competency framework containing 6 primary domains with 36 subdomains containing 111 individual competencies.ConclusionsAn iterative mixed-methods approach for competency development involving the target community was appropriate for development of the competency framework. There is some contention around the depth of technical competencies required. Care is also needed to avoid professional burnout, as clinicians and healthcare practitioners already have clinical competencies to maintain. Therefore, how the framework is applied in practice and how practitioners meet the competencies requires careful consideration.

scholarly journals Teacher’s Perception of “A good English Language Teacher”

2017 ◽  
Vol 33 (3) ◽  
Author(s):  
Nguyen Viet Hung
Keyword(s):  
English Language ◽  
Secondary School Teachers ◽  
Language Teachers ◽  
English Language Teaching ◽  
Competency Framework ◽  
Teacher Competence ◽  
Language Teacher ◽  
Teachers Perceptions ◽  
English Language Teachers ◽  
Competence Framework

This article, as a part of a bigger research project on teachers' perceptions about the role of the teacher in teaching English in Vietnam, is to contribute a voice in clarifying the competence of a language teacher (teaching language) in view of ELT methodologists in the world. First author presents different perspectives on English teacher competence framework, then makes analysis of the competence frameworks, caregorizes them into groups, so that readers easily find the strengths and weaknesses of the model. Then the article summarizes the results of a study on the perception of secondary school teachers in Hanoi about “a good English language teacher” and necessary competences of English language teachers. Theoretical framework for data analysis is based on Dudzik's Competency Framework for English Language Teachers (2008) and the Guidebook for use of Competency Framework for English Language Teachers from NFL2020 (2015). Research results will bring new information and necessary knowledge to help teachers and administrators (especially NFL2020) make appropriate adjustments to improve the quality of English language teaching in Vietnam.

Taqwā-based Competency Framework: A Maqāsid Option

2016 ◽  
Vol 2 ◽  
Author(s):  
Mona Kassim
Keyword(s):  
Work Productivity ◽  
Talent Management ◽  
International Perspective ◽  
Competency Framework ◽  
Competency Development ◽  
Brunei Darussalam ◽  
Competency Frameworks ◽  
Development Processes ◽  
The Government ◽  
Critical Competencies

This paper is written from a practitioner’s perspective, and presents an Islamic competency framework that can be used to develop a pool of talented and pious workforce to support the Maqāṣid of the Sharī’ah, applicable in multiple sectors and industries. Much has been covered on the importance of using competency frameworks as a human resource management guide, especially in strategic talent management and competency development processes in organisations. They represent the critical competencies and behavioural attributes that are required for the particular job and are useful in the selection and recruitment, development and retention of a talented workforce that will drive through organisational success. The Civil Service of the Government of Negara Brunei Darussalam have also adopted this approach using their own specific frameworks that contain Islamic-based competencies and values. However, it is debatable if these models, which are heavily influenced by Western conceptualisations, are appropriate for its holistic application in Brunei Darussalam, as it does not specify ‘piety’ as a critical competency that all employees must have within the Islamic organisation. This paper reviews various competency frameworks from an Islamic and international perspective, and synthesise it into a working framework, called the taqwa-based competency framework, to highlight the importance of ‘piety’ for work productivity. This framework would be more suitable to develop a pious Muslim workforce and population to support Brunei’s transformation to become a Zikir Nation.

Förderung der Lesekompetenz mittels reziproken Lehrens: Implementation und Wirksamkeit imRegelunterricht

2016 ◽  
Vol 30 (4) ◽  
pp. 213-225 ◽  
Author(s):  
Helvi Koch ◽  
Nadine Spörer
Keyword(s):  
Good Practice ◽  
Post Test

Zusammenfassung. Ziel war es, die Effektivität zweier Interventionen zur Förderung der Lesekompetenz von Fünftklässlern zu untersuchen. Beide Treatments wurden von Regellehrkräften implementiert. Die eine Intervention war das reziproke Lehren, welches um Selbstregulationsprozeduren angereichert wurde (RT+SRL). Die zweite war eine von Lehrkräften konzipierte lesestrategiebasierte Unterrichtseinheit (Good Practice, GP). Zusätzlich gab es eine No-Treatment-Kontrollgruppe (KG0). Insgesamt nahmen an der Studie N = 244 Schüler teil. Im Rahmen eines Pre-, Post-, Follow-Up-Test-Untersuchungsplans kamen standardisierte Leseverständnisaufgaben, selbstkonstruierte Lesestrategieaufgaben und eine Selbstwirksamkeitsskala zum Einsatz. Kontrastierende Einzelvergleichsanalysen ergaben, dass sich die Schüler der Treatmentbedingung RT+SRL im Vergleich zu den Schülern der Kontrollgruppe zum Post-Test signifikant stärker im Leseverständnis, in der Lesestrategieanwendung und in der Selbstwirksamkeit verbesserten. Gleiches galt für die Lesestrategieanwendung zum Follow-Up-Test. Schüler der Bedingung GP konnten im Vergleich zu KG0-Schülern weder zum Post- noch zum Follow-Up-Test vorteilige Ergebnisse in den drei Kriteriumsmaßen erzielen.

LRS-Elterngruppenprogramm: Teilnehmerzufriedenheit und subjektive Effektivität

2016 ◽  
Vol 5 (1) ◽  
pp. 44-57
Author(s):  
Anke Buschmann ◽  
Bettina Multhauf
Keyword(s):  
Goal Attainment ◽  
Goal Attainment Scaling ◽  
Eine Hohe ◽  
Post Test

Zusammenfassung. Das Ziel vorliegender Studie bestand in einer Überprüfung der Akzeptanz und Teilnehmerzufriedenheit eines Gruppentrainings für Eltern von Kindern mit Lese- und/oder Rechtschreibschwierigkeiten. Zudem sollten erste Indikatoren bezüglich der Wirksamkeit des Programmes untersucht werden. Dazu wurden Daten von 25 Müttern zu 2 Messzeitpunkten (Post-Test, 3-Monats-Follow-up) analysiert. Die Probandinnen nahmen über einen Zeitraum von 3 Monaten an 5 Sitzungen des Programms «Mein Kind mit Lese- und Rechtschreibschwierigkeiten verstehen, stärken und unterstützen: Heidelberger Elterntraining zum Umgang mit LRS» teil. Ein Paper-Pencil-Fragebogen diente zum Post-Test der Erhebung von Teilnahmeparametern, der Zufriedenheit mit dem Training, der Relevanz einzelner Themen und der wahrgenommenen Veränderungen in wichtigen Zielbereichen. Zusätzlich kam eine für das Gruppensetting adaptierte Form des Goal Attainment Scaling zum Einsatz, um das Erreichen persönlich relevanter Ziele unmittelbar nach dem Training sowie 3 Monate später zu erfassen. Die Analyse des Fragebogens zeigte eine hohe Partizipationsbereitschaft der Mütter. Die Rahmenbedingungen des Trainings (Gruppengröße, Dauer des Trainings und der Sitzungen) sowie die didaktischen Methoden wurden als ideal und die Themen als relevant eingeschätzt. Die Mütter sahen sich in der Lage, die Inhalte im Alltag anzuwenden und nahmen positive Veränderungen hinsichtlich Einfühlungsvermögen, Unterstützung des Kindes, Hausaufgabensituation und Beziehung zum Kind wahr. Das Ausmaß des Erreichens individueller Ziele zum Post-Test variierte je nach Zielbereich: Einfühlen und Verstehen (75 %), Optimierung der Hausaufgabensituation (76 %), Unterstützung psychosozialer Entwicklung (86 %), Lese-Rechtschreibförderung (60 %) und war auch 3 Monate später noch vergleichbar hoch. Die Überprüfung der Wirksamkeit hinsichtlich einer Belastungsreduktion und Kompetenzstärkung seitens der Eltern erfolgt aktuell im Vergleich zu einer unbehandelten Kontrollgruppe.

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