Competency Assessment as a Way of Determining Training and Educational Needs of Extension Professionals in Nepal

This study examines the level of and gaps in core competencies among agricultural extension professionals in Nepal. The study population was composed of agricultural extension professionals in governmental extension offices and agriculture-based, non-governmental organizations. During August-September 2015, 349 extension professionals completed selfadministered surveys. The design for the data collection instrument was based on a literature review and on focus group recommendations. Data were analyzed using descriptive and inferential statistics. The findings revealed that respondents perceived themselves to be moderately competent in extension core competencies -- program planning, program implementation, communication skills, educational and informational technology, program evaluation, personal and professional development, diversity, and technical subject matter expertise. Respondents’ perceived levels of competency differed by their current position, undergraduate college attended, and level of education, although not much by their age and experience in extension. Office chiefs and foreign-educated respondents perceived themselves as having higher levels of competency than their counterparts -- subject matter specialists and technical officers, and in-country-educated professionals. The perceived levels of the importance of all core competencies were significantly higher than the professionals’ perceived levels of their own competency, indicating gaps in extension core competencies among Nepalese extension professionals. The findings imply that that there is a need for in-service training of extension professionals in all core competency areas. Preservice extension education curricula need to be reviewed and updated, incorporating the core competencies highlighted in this study.

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A content analysis of Canadian master of public health course descriptions and core competencies

European Journal of Public Health ◽

10.1093/eurpub/ckaa166.627 ◽

2020 ◽

Vol 30 (Supplement_5) ◽

Author(s):

E Apatu ◽

W Sinnott ◽

T Piggott ◽

D Butler-Jones ◽

L N Anderson ◽

...

Keyword(s):

Public Health ◽

Content Analysis ◽

Core Competencies ◽

Current Model ◽

Program Planning ◽

Health Agency ◽

Core Competency ◽

Master Of Public Health ◽

The Public ◽

Competency Based

Abstract Background The Master of Public Health (MPH) is a common graduate-level professional degree that is offered by Canadian Universities. To date, few studies have examined competency-based MPH education in Canada. Objective To examine the degree to which MPH programs' course descriptions align with the Public Health Agency of Canada's (PHAC) core competency categories in order to identify strengths and training gaps in such programs across Canada. Methods A content analysis of MPH programs in Canada was conducted from July 2019 to November 2019. A sampling frame of programs was obtained from a list from the PHAC website. Program information, including mandatory and elective course descriptions was extracted from each program's website and analyzed in NVivo 12. Course descriptions were independently categorized by two researchers into one or more of the seven categories of the core competencies outlined by PHAC. Results We identified 18 universities with MPH programs with 267 courses across Canada. Thematic analysis revealed that 100% of programs had coursework that addressed the “Public Health Sciences” and “Assessment and Analysis” categories; 93% addressed “Policy and Program Planning, Implementation, and Evaluation”; 67% addressed each of “Communication,” “Leadership,” and “Partnerships, Collaboration, and Advocacy”; and only 56% had course descriptions addressing “Diversity and Inclusiveness.” Conclusions We find that Canadian MPH programs may lack course offerings addressing core competency categories relating to diversity and inclusiveness, communication, and leadership. Our findings were limited in scope as we relied on program Web sites; thus, further research should explore course content in more depth than this course description analysis allowed and identify ways to close the MPH curricular gaps we identified. Key messages Further research should be conducted to determine if the current model of competency education in Canada is successfully guiding MPH programs in meeting local and international workforce demands. Continued discussion is needed to raise the importance of MPH competency-based education in Canada.

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BioSkills Guide: Development and National Validation of a Tool for Interpreting the Vision and Change Core Competencies

10.1101/2020.01.11.902882 ◽

2020 ◽

Cited By ~ 1

Author(s):

Alexa W Clemmons ◽

Jerry Timbrook ◽

Jon C Herron ◽

Alison J Crowe

Keyword(s):

Core Competencies ◽

Core Competency ◽

Undergraduate Curriculum ◽

National Sample ◽

Competency Assessment ◽

Curriculum Mapping ◽

Competency Development ◽

College Biology ◽

Assessment Development ◽

Development And Validation

ABSTRACTTo excel in modern STEM careers, biology majors need a range of transferrable skills, yet competency development is often a relatively underdeveloped facet of the undergraduate curriculum. Here, we have elaborated the Vision and Change core competency framework into a resource called the BioSkills Guide, a set of measurable learning outcomes that can be more readily interpreted and implemented by faculty. College biology educators representing over 250 institutions, including 73 community colleges, contributed to the development and validation of the guide. Our grassroots approach during the development phase engaged over 200 educators over the course of five iterative rounds of review and revision. We then gathered evidence of the BioSkills Guide’s content validity using a national survey of over 400 educators. Across the 77 outcomes in the final draft, rates of respondent support for outcomes were high (74.3% - 99.6%). Our national sample included college biology educators across a range of course levels, subdisciplines of biology, and institution types. We envision the BioSkills Guide supporting a variety of applications in undergraduate biology, including backward design of individual lessons and courses, competency assessment development, curriculum mapping and planning, and resource development for less well-defined competencies.

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A Qualitative Study Examining Core Competency Needs of Agricultural Extension Professionals in Nepal

Asian Journal of Agricultural Extension Economics & Sociology ◽

10.9734/ajaees/2017/34517 ◽

2017 ◽

Vol 18 (3) ◽

pp. 1-12 ◽

Cited By ~ 1

Author(s):

Ramjee Ghimire ◽

Murari Suvedi

Keyword(s):

Qualitative Study ◽

Core Competency ◽

Agricultural Extension ◽

Extension Professionals

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An Input–Process–Output Model of Pilot Core Competencies

Aviation Psychology and Applied Human Factors ◽

10.1027/2192-0923/a000120 ◽

2017 ◽

Vol 7 (2) ◽

pp. 78-85 ◽

Cited By ~ 5

Author(s):

Heikki Mansikka ◽

Don Harris ◽

Kai Virtanen

Keyword(s):

Path Analysis ◽

Team Performance ◽

Core Competencies ◽

Core Competency ◽

Principal Component ◽

Analysis Model ◽

Input Process ◽

The Core ◽

Performance Framework ◽

Process Output

Abstract. The aim of this study was to investigate the relationship between the flight-related core competencies for professional airline pilots and to structuralize them as components in a team performance framework. To achieve this, the core competency scores from a total of 2,560 OPC (Operator Proficiency Check) missions were analyzed. A principal component analysis (PCA) of pilots’ performance scores across the different competencies was conducted. Four principal components were extracted and a path analysis model was constructed on the basis of these factors. The path analysis utilizing the core competencies extracted adopted an input–process–output’ (IPO) model of team performance related directly to the activities on the flight deck. The results of the PCA and the path analysis strongly supported the proposed IPO model.

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Exploring Library Core Competencies: A Text Mining Study of American Library Association’s Job Advertisements From 2006 Through 2017

Social Science Computer Review ◽

10.1177/08944393211027279 ◽

2021 ◽

pp. 089443932110272

Author(s):

Qinghong Yang ◽

Zehong Shi ◽

Yan Quan Liu

Keyword(s):

Language Processing ◽

Work Experience ◽

Core Competencies ◽

Core Competency ◽

Analytical Investigation ◽

Market Demand ◽

American Library ◽

Job Titles ◽

Job Advertisements ◽

Processing Techniques

Are core competency requirements for relevant positions in the library shifting? Applying natural language processing techniques to understand the current market demand for core competencies, this study explores job advertisements issued by the American Library Association (ALA) from 2006 to 2017. Research reveals that the job demand continues to rise at a rate of 13% (2006–2017) and that the requirements for work experience are substantially extended, diversity of job titles becomes prevalent, and rich service experience and continuous lifelong learning skills are becoming more and more predominant for librarians. This analytical investigation informs the emerging demands in the American job market debriefing the prioritization and reprioritization of the current core competency requirements for ALA librarians.

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Empathy Can Be Taught, and Patients Teach it Best

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211000346 ◽

2021 ◽

Vol 8 ◽

pp. 238212052110003

Author(s):

Sudhagar Thangarasu ◽

Gowri Renganathan ◽

Piruthiviraj Natarajan

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Core Competencies ◽

Core Competency ◽

Role Modeling ◽

Residency Programs ◽

Graduate Medical ◽

Mixed Messages ◽

Attending Physicians ◽

Medical Education Curriculum

Empathy toward patients is an essential skill for a physician to deliver the best care for any patient. Empathy also protects the physician from moral injury and decreases the chances for malpractice litigations. The current graduate medical education curriculum allows trainees to graduate without getting focused training to develop empathy as a core competency domain. The tools to measure empathy inherently lack validity. The accurate measure of the provider’s empathy comes from the patient’s perspectives of their experience and their feedback, which is rarely reaching the trainee. The hidden curriculum in residency programs gives mixed messages to trainees due to inadequate role modeling by attending physicians. This narrative style manuscript portrays a teachable moment at the bedside vividly. The teaching team together reflected upon the lack of empathy, took steps to resolve the issue. The attending demonstrated role modeling as an authentic and impactful technique to teach empathy. The conclusion includes a proposal to include the patient’s real-time feedback to trainees as an essential domain under Graduate Medical Education core competencies of professionalism and patient care.

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Multiple jobholders and workplace learning

Development in Learning Organizations An International Journal ◽

10.1108/dlo-12-2020-0255 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Anu Järvensivu

Keyword(s):

Workplace Learning ◽

Core Competencies ◽

Core Competency ◽

Meaningful Work ◽

University Graduates ◽

Snowball Sampling ◽

Research Attention ◽

Content Type ◽

Practical Implications

Purpose The purpose of this research is to explore the career development and workplace learning of Finnish multiple jobholders who are university graduates. Design/methodology/approach 45 in-depth interviews were conducted with graduate multiple jobholders in Finland. The transcripts were analyzed by abductive content analysis using the Chaos Theory of Careers. Research participants were recruited via social media, invitations, snowball sampling and through networks. Findings Meaningful work was the attractor, the central factor in the decision to be a multiple jobholder. Interviewees attempted to adjust to future changes through their learning and choice of jobs and reported on their role as creators of future working life. Interviewees regarded organizing of their work and timetable as a core competency with their identity closely linked to their competencies and networks. Research limitations/implications The author acknowledges that the national context of Finland is unusually favorable to those becoming multiple job holders. Practical implications The identification of meaningful work as the key attractor, the intention to adapt to future contexts and the specifying of organization of work and timetabling as core competencies in multiple jobholding have clear practical implications at the national, local, organizational and individual levels. Originality/value Little has previously been known of the role of multiple jobholding as a facilitator in skill development and limited knowledge of how the various jobs combine into one portfolio. Previous studies have focused on individuals who take a second job to earn more money. Elite multiple jobholding has attracted little research attention yet seems to have an important role in achieving changes in society.

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Building Subject Matter Expertise

PM Solutions Research - The Strategic Project Leader ◽

10.1201/9780849387937.ch14 ◽

2007 ◽

pp. 137-143

Keyword(s):

Subject Matter ◽

Subject Matter Expertise

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STUDI EVALUATIF BERBASIS MODEL CSE-UCLA TENTANG PELAKSANAAN PROGRAM PENDIDIKAN BINTARA DI SEKOLAH POLISI NEGARA POLDA BALI

Jurnal Penelitian dan Evaluasi Pendidikan Indonesia ◽

10.23887/jpepi.v9i2.2899 ◽

2019 ◽

Vol 9 (2) ◽

pp. 89-105

Author(s):

I Gede Putu Semadi ◽

Nyoman Dantes ◽

Ni Made Sri Mertasari

Keyword(s):

Program Implementation ◽

Education Program ◽

Descriptive Analysis ◽

Program Planning ◽

Program Improvement ◽

Assessment System ◽

Model Assessment ◽

Improvement Program ◽

Quantitative Descriptive Analysis ◽

Quantitative Descriptive

ABSTRAK Penelitian ini termasuk penelitian evaluatif, yang bertujuan untuk mengevaluasi dan menganalisis Kualitas Pelaksanaan Program Pendidikan Bintara Di Sekolah Polisi Negara Polda Bali dengan model CSA-UCLA System Assesment (A), Program Planning (P), Program Implementation (P), Program Improvement (P), dan Program Certification (P). Responden pada penelitian ini adalah Personil/pegawai Sekolah Polisi Negara Bali (Pendidik danTenaga Kependidikan) 140 orang dan Peserta Didik 92 orang di Sekolah Polisi Negara Polda Bali. Data dikumpulkan dengan menggunakan kuesioner, dokumentasi dan wawancara. Data dianalisis dengan analisis deskriptif kuantitatif dan diverifikasi dengan kuadran Glickman. Hasil penelitian dievaluasi dari dimensi A-P-P-P-P terhadap, 1) Personil/Pegawai SPN Polda Bali (Pendidik dan Tenaga kependidikan) adalah T-R-T-T-T, 2) Peserta Didik yakni T-T-T-R-T dimana T berarti Tinggi dan R berarti Rendah, sehingga menunjukkan bahwa secara umum berjalan dengan baik dan berada pada kuadran II yaitu terkategori Baik. Hal ini didukung oleh penilaian yang dilakukan oleh seluruh komponen pendidikan yang ada yaitu Personil/Pegawa SPN Polda Bali (Pendidik dan Tenaga kependidikan) serta Peserta Didik. Kata-kata kunci: CSE-UCLA, Kualitas, PelaksanaanABSTRACT Semadi, I Gede Putu (2019), EVALUATIVE STUDY BASED ON CSE-UCLA MODEL ABOUT IMPLEMENTATION OF THE BINTARA EDUCATION PROGRAM AT THE BALI POLICE REGIONAL POLICE SCHOOL This thesis has been supervised and approved by the firt supervisor : Prof. Dr. Nyoman Dantes, and the second supervisor : Dr. Ni Made Sri Mertasari, M.Pd. This research includes evaluative research, which aims to evaluate and analyze the Quality of Implementation of the Bintara Education Program at the Bali Police Regional Police School with CSA-UCLA Model Assessment System (A), Planning Program (P), Implementation Program (P), Improvement Program (P ), and Certification Program (P). Respondents in this study were Member of the Bali Police Regional Police School (Educators and Education staff) are 140 people and 92 students at the Bali Police Regional Police School. Data was collected using questionnaires, documentation and interviews. Data were analyzed by quantitative descriptive analysis and verified by Glickman's quadrant. The results of the study were evaluated from the dimensions of A-P-P-P-P to 1) Member of the Bali Police Regional Police School (Educators and Education staff) are T-R-T-T-T, 2) Students are T-T-T-R-T where T means High and R means Low, thus indicating that generally it works well and is in quadrant II which is categorized Good. This is supported by the assessment carried out by all existing educational components, namely Educators, Education Personnel and Students. Keywords : CSE-UCLA , Quality, Implementation

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Manajeman Mahasiswa Part-Time: Best Practice Perpustakaan UIN Sunan Kalijaga Yogyakarta

Pustakaloka ◽

10.21154/pustakaloka.v8i1.452 ◽

2016 ◽

Vol 8 (1) ◽

pp. 71

Author(s):

Ida Nor'aini Hadna

Keyword(s):

Program Implementation ◽

Evaluation System ◽

Best Practice ◽

Program Planning ◽

Monitoring And Evaluation ◽

Student Activities ◽

Student Management ◽

Part Time Students ◽

Service Activity ◽

Part Time

Abstrak; Makalah ini ditulis dengan tujuan untuk menjelaskan tentang manajemen mahasiswa part-time yang telah dilakukan oleh Perpustakaan UIN Sunan Kalijaga. Hal ini perlu disampaikan karena masih banyak perpustakaan Perguruan Tinggi di Indonesia yang belum memberdayakan mahasiswanya untuk ikut bersama-sama mengelola perpustakaan melalui kegiatan mahasiswa part-time. Dalam makalah yang ditulis berdasarkan best practice ini akan dijelaskan berbagai hal dalam pengelolaan mahasiswa part-time, yaitu mulai dari (1) perencanaan program; (2) pelaksanaan program; (3) hasil pelaksanaan program; (4) sistem monitoring dan evaluasi; (4) dampak pelaksanaan program; sampai pada (5) perubahan sebagia akibat pelaksanaan program.Berdasarkan hasil penelitian ini, maka diketahui bahwa program rutin kegiatan mahasiswa part-time di Perpustakaan UIN Sunan Kalijaga ini tidak hanya bermanfaat bagi perpustakaan UIN Sunan Kalijaga dalam memperlancar kegiatan layanan, tetapi program ini juga bermanfaat bagi mahasiswa itu sendiri, yaitu selain membuat mereka menjadi merasa bangga, juga membuat mereka menghargai waktu, membagi waktu belajar dan bekerja. Selain itu, bagi yang sudah bekerja setelah lulus, pengalaman selama menjadi mahasiswa part-time juga menjadi modal yang berharga dalam bekerja.Abstract; The aim of this paper is to explain the part-time student management that has been done by UIN Sunan Kalijaga Library. It needs to be submitted because many college libraries in Indonesia haven’t empower their students to participate together to manage the library through part-time student activities. In this paper that based on best practice will be explained various things in part-time student management, from (1) program planning; (2) program implementation; (3) program implementation result; (4) monitoring and evaluation system; (5) program implementation impact; until (6) change as a result of the implementation of the program. Based on this research, noted that part-time students routine program activities in UIN Sunan Kalijaga Library is not only useful for UIN Sunan Kalijaga Library to facilitate the service activity, but this program is useful for the students themselves, which in addition will make them proud, also make them appreciate the time, manage their time for study and work. Moreover, for them who have been working after graduation, the experience during being a part-time student also becomes a valuable asset in working.

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