The Competencies Used to Assess the Effectiveness of New Zealand Managers

<p>Research on the competencies required by effective New Zealand managers is lacking. This thesis addressed this deficiency by identifying the competencies managers use to assess the effectiveness of managers across organisations and industries in New Zealand. The research was carried out in two parts. First, repertory grid interviews were conducted with 225 chief executives and senior managers from 75 organisations. They described the constructs that differentiated their effective and less effective senior managers. Six independent people categorised the interview constructs, which were incorporated in a questionnaire. In the second part of the study, 185 managers from two organisations rated a manager they regarded as effective on the constructs, as well as their overall effectiveness. The questionnaire analysis revealed a six-factor managerial effectiveness model. One main factor (interpersonal Skills) contributed over 40% of the variance. The five other factors (Conscientious and Organised, Strategic Behaviour, Problem-Solving, Drive and Enthusiasm, and Honest Feedback) contributed between 1.6% and 6% of the variance. The factors were similar to non-New Zealand competency models and the frequently cited Big Five personality factors. The implications of these findings are discussed, as well as issues related to identifying and implementing competencies.</p>

The Competencies Used to Assess the Effectiveness of New Zealand Managers

<p>Research on the competencies required by effective New Zealand managers is lacking. This thesis addressed this deficiency by identifying the competencies managers use to assess the effectiveness of managers across organisations and industries in New Zealand. The research was carried out in two parts. First, repertory grid interviews were conducted with 225 chief executives and senior managers from 75 organisations. They described the constructs that differentiated their effective and less effective senior managers. Six independent people categorised the interview constructs, which were incorporated in a questionnaire. In the second part of the study, 185 managers from two organisations rated a manager they regarded as effective on the constructs, as well as their overall effectiveness. The questionnaire analysis revealed a six-factor managerial effectiveness model. One main factor (interpersonal Skills) contributed over 40% of the variance. The five other factors (Conscientious and Organised, Strategic Behaviour, Problem-Solving, Drive and Enthusiasm, and Honest Feedback) contributed between 1.6% and 6% of the variance. The factors were similar to non-New Zealand competency models and the frequently cited Big Five personality factors. The implications of these findings are discussed, as well as issues related to identifying and implementing competencies.</p>

Towards intercultural competence: Using consensus to identify essential personality traits for an inclusive extension education workforce

The rapid diversification of workforces and client stakeholder groups has prompted a growing emphasis on diversity, equity, and inclusion as a critical component of professional development across industry sectors. While the proliferation of intercultural competence training models has increased awareness among employers and workforces, the competencies advocated in these models may not always be relevant to an organization or institution’s operational context. This study addresses the need for contextually grounded intercultural competency models targeted to extension education contexts. Using a three-phased Delphi approach, data were gathered from a panel of 36 intercultural competency experts. The panel identified nine personal traits thought to be critical for the recruitment and development of culturally competent extension educators. The authors explain how these results may be used to recruit extension educators with traits conducive to engagement with a broad audience of stakeholders using culturally sensitive and responsive techniques. Given the distinct processes by which different components of intercultural competence are developed, we recommend specific measures and techniques administrators can utilize to recruit and develop extension educators who possess the agreed-upon intercultural personality traits.

Determinants of Managerial Competences Transformation in the Polish Energy Industry

Different technological, socio-economic, geopolitical, and demographic factors have a significant influence on labor markets. Currently, due to COVID-19, the global economy is in a challenging situation, and millions of people from different countries have lost their jobs. The employee’s mental health and well-being are in risk conditions. In the coming years, the Polish energy sector will face several transformations. Emerging technologies are intended to deal with the problems in energy management. One of the main industry forces is human capital, people who will be able to project and manage the innovative technologies. Thus, this paper examines the determinants of managerial competences transformation in the energy industry from the labor market perspective. The paper fulfills the research gap in the energy manager profession’s transformation in Poland. The aim of the paper was to present the current state of the energy manager profession in Poland. Two methodological approaches were used: the theoretical and practical approaches. Descriptive statistics are provided to present the labor market research results. The findings of the research can contribute to the literature and practice by applying them in the process of developing energy manager competency models, as well as in education programs and training courses for enterprises and universities.

The Convergence Model of Education for Sustainability in the Transition to Digital Economy

The paper studies the problem of updating educational programs and content, taking into account changing requirements of standards and employers for qualifications and competencies of specialists. First, we show that the updating process in transition to digital economy is associated with the transition to the convergence model of education providing its sustainability perspective. Furthermore, we propose the technique and develop basic models and methods for updating based on the convergence approach, for assessing the degree of convergence of competency models and educational content. The problems of collecting, consolidating, and extracting information on the required competencies from vacancy advertisements in open sources on the Internet are also considered. The convergence approach to updating educational programs is being introduced and tested in the information and learning environment of Penza State University (Penza, Russia).

The development and validation of a graduate leader competency questionnaire: Arguing the need for a graduate leader performance measure

This article deals with the need for the conceptualisation and operationalisation of a modern graduate leader performance construct and the development and psychometric evaluation of a (graduate) leader competency questionnaire. The need for an investigation into the graduate leader performance construct is motivated against the backdrop of the availability of a new generation of leaders given the impending retirement of the world’s most senior management talent. Generation Y is singled out as a critical resource pool whose leadership potential needs to be tapped to enhance organisational performance and improve the economic fortunes of our country. However, it is pointed out that our understanding of this generation, as well as the psychological mechanism that determines how leaders influence various aspects of an organisation, work group or team to bring about optimal performance at a collective level, is fragmented and incomplete. Accordingly, we make suggestions for expanding contemporary conceptualisations of competency models so as to merge an expanded form of a competency model with the notion of a nomological network in providing a comprehensive explanation for the psychological mechanism that regulates graduate leader performance within organisational settings. The explication of such a competency model logically needs to start with the conceptualisation of the graduate leader performance construct. The validation of such a competency model will necessitate in future, amongst others, a measure of the competencies comprising the graduate leader performance construct as well.

A new competency ontology for learning environments personalization

Competency is a central concept for human resource management, training and education. We define a competency as the capacity of a person to display a generic skill with a certain level of performance when applied to one or more knowledge entities. Competencies, and competency referentials grouping competencies, are essential elements for user models, e-Portfolios, adaptive learning, and personalization in Technology-based learning. But to be processed both by humans and by software tools, competencies should be represented in a formal, non-ambiguous model called an ontology. Moreover, this model should use a shared vocabulary to describe the generic skills and the knowledge entities. Defining and linking shared vocabularies is the purpose of ontologies in the semantic web. The goal of our research is to develop a competency ontology for the semantic web to be used as a shared referential in the description of competencies and competency profiles. We analysed five previous competency models and developed COMP2, a new competency ontology that integrates important elements of previous models and the richness of the semantic web vocabulary. COMP2 provides processing capabilities both to humans and computers. Its graphic model is highly readable by humans for design, evaluation and communication purposes. It also translates, together with its data sets, to standard semantic Web code for machine processing. The ontology is composed of five stages that are interlinked with other ontologies in use within the web of linked open data. We will present an example for the use of the ontology for competency-based personalization in learning environments.

[THE KNOWLEDGE COMPETENCY OF ISLAMIC EDUCATION TEACHER INTEGRATED RELIGION PRIMARY SCHOOL SELANGOR] KOMPETENSI PENGETAHUAN GURU PENDIDIKAN ISLAM SEKOLAH RENDAH AGAMA INTEGRASI NEGERI SELANGOR

Bahagian Pendidikan Islam, Jabatan Agama Islam Selangor appreciates and recognizes the service of Guru Pendidikan Islam (GPI). This recognition is seen from teacher's competency and commitment aspects in delivering duties as educators. Therefore, this study revolves around researching features in GPI knowledge competency concept in Sekolah Rendah Agama Integrasi (SRAI) negeri Selangor. Objective of this study; to explore the knowledge competency of GPI SRAI. This study uses a study case design with findings are discussed descriptively. Qualitative data obtained from semi structural interviews in class teacher’s teaching observation and document analysis. NVivo10 was used to identify teacher’s competency theme and factors by analysing data in continuous comparison technique. As many as five GPI has been chosen as interviewee. Overall, the study found that the knowledge competency factors in the content aspect of GPI’s lesson are subjects, syllabus, appreciation of practice and interest. The pattern of the findings of this study produced GPI’s competency models namely GPI Knowledge Competency Model (GPIKCM). This study can be used as a guide to all parties, especially to the State Islamic Education Division, District Islamic Education Unit, schools and teachers. Bahagian Pendidikan Islam, Jabatan Agama Islam Selangor menghargai dan mengiktiraf perkhidmatan Guru Pendidikan Islam (GPI). Pengiktirafan ini dilihat daripada aspek kompetensi dan komitmen guru dalam melaksanakan amanah sebagai pendidik. Oleh yang demikian, kajian ini bertujuan mendalami konsep kompetensi guru pendidikan Islam di Sekolah Rendah Agama Integrasi (SRAI) negeri Selangor. Manakala objektif khusus kajian ini adalah bagi meneroka kompetensi pengetahuan dari aspek isi kandungan pelajaran yang diajar oleh GPI SRAI. Kajian ini menggunakan reka bentuk kajian kes yang dibincangkan dapatannya secara deskriptif. Data kualitatif diperoleh melalui temu bual semi berstruktur, pemerhatian pengajaran dan analisis dokumen. Data ini dianalisis dengan teknik perbandingan berterusan menggunakan perisian Nvivo10 bagi mengeluarkan tema kompetensi pengetahuan isi kandungan pelajaran GPI. Seramai lima GPI dipilih sebagai peserta temu bual kajian ini. Secara keseluruhannya, kajian mendapati faktor kompetensi pengetahuan dalam aspek isi kandungan pelajaran GPI terdiri daripada aspek subjek, sukatan pelajaran, penghayatan amalan dan minat. Pola dapatan kajian ini menghasilkan kerangka model kompetensi GPI iaitu Model Kompetensi Pengetahuan GPI (MKPGPI). Kajian ini boleh dijadikan panduan kepada semua pihak khususnya kepada Bahagian Pendidikan Islam Negeri, Unit Pendidikan Islam Daerah, sekolah dan guru-guru.