an article by Anoush Margaryan, Colin Milligan and Allison Littlejohn (Glasgow Caledonian University, Scotland) published in International Journal of Human Resources Development and Management Volume 13 Number 2/3 (2013)
Abstract
This exploratory, interview-based study (n = 29) elicits activities carried out by managers in support of employees’ learning and surfaces similarities and differences in the ways these activities are perceived by novice, experienced and mid-career workers.
Analysis suggests that managers provide a wide variety of types of learning support, ranging from hands-on support on operational issues, structuring individual development programmes and advice on learning opportunities, to coaching, career advice, counselling and being a role model. The perceptions of novice, experienced and mid-career professionals are compared and contrasted, tentative patterns identified and a typology of managers’ learning facilitation activities proposed.
The results suggest that to enable managers to facilitate workplace learning effectively, a broader range of competences and skills should be considered when training managers.
Showing posts with label competences. Show all posts
Showing posts with label competences. Show all posts
Tuesday, 6 August 2013
Monday, 30 July 2012
Computing with competencies: Modelling organizational capacities
an article by Elena García-Barriocanal, Miguel-Angel Sicilia and Salvador Sánchez-Alonso
(University of Alcalá, Madrid, Spain) published in Expert Systems with Applications Volume 39 Issue 16 (15th November 2012)
Abstract
The notion of competency provides an observable account of concrete human capacities under specific work conditions. The fact that competencies are subject to concrete kinds of measurement entails that they are subject to some extent to comparison and even in some sense, calculus.
Then, competency models and databases can be used to compute competency gaps, to aggregate competencies of individuals as part of groups, and to compare capacities.
However, as of today, there is not a commonly agreed model or ontology for competencies, and scattered reports use different models for computing with competencies. This paper addresses how computing with competencies can be approached from a general perspective, using a flexible and extensible ontological model that can be adapted to the particularities of concrete organizations.
Then, the consideration of competencies as an organizational asset is approached from the perspective of particular issues as competency gap analysis, the definition of job positions and how learning technology can be linked with competency models. The framework presented provides a technology-based baseline for organizations dealing with competency models, enabling the management of the knowledge acquisition dynamics of employees as driven by concrete and measurable accounts of organizational needs.
Highlights
► We review the current state of competency models and the needs for more complex competency schemas.
► We present a general model for expressing competencies and how it is expressed in the form of an ontology.
► We describe how that model can be used for different tasks involving computation and inference with competencies.
Hazel’s comment:
Some readers will remember the post I wrote last week about dropping some journals from my regular reading list. I have also been looking at the number of journals for which I receive alerts. I know that these individually do not take as long to deal with as the hard copies in the British Library but there are significantly more of them. There is, moreover, a limit to how long I can sit and look at article titles, decide whether to read the abstract, decide whether to blog and then reformatting and checking – I have to get up and go do something else such as housework for a while before coming back to the cerebral activity. This journal was one I very nearly dropped – and what a gem I would have missed. I've not read the full article but an ontology of competence has got me really excited (sad person that I am).
Abstract
The notion of competency provides an observable account of concrete human capacities under specific work conditions. The fact that competencies are subject to concrete kinds of measurement entails that they are subject to some extent to comparison and even in some sense, calculus.
Then, competency models and databases can be used to compute competency gaps, to aggregate competencies of individuals as part of groups, and to compare capacities.
However, as of today, there is not a commonly agreed model or ontology for competencies, and scattered reports use different models for computing with competencies. This paper addresses how computing with competencies can be approached from a general perspective, using a flexible and extensible ontological model that can be adapted to the particularities of concrete organizations.
Then, the consideration of competencies as an organizational asset is approached from the perspective of particular issues as competency gap analysis, the definition of job positions and how learning technology can be linked with competency models. The framework presented provides a technology-based baseline for organizations dealing with competency models, enabling the management of the knowledge acquisition dynamics of employees as driven by concrete and measurable accounts of organizational needs.
Highlights
► We review the current state of competency models and the needs for more complex competency schemas.
► We present a general model for expressing competencies and how it is expressed in the form of an ontology.
► We describe how that model can be used for different tasks involving computation and inference with competencies.
Hazel’s comment:
Some readers will remember the post I wrote last week about dropping some journals from my regular reading list. I have also been looking at the number of journals for which I receive alerts. I know that these individually do not take as long to deal with as the hard copies in the British Library but there are significantly more of them. There is, moreover, a limit to how long I can sit and look at article titles, decide whether to read the abstract, decide whether to blog and then reformatting and checking – I have to get up and go do something else such as housework for a while before coming back to the cerebral activity. This journal was one I very nearly dropped – and what a gem I would have missed. I've not read the full article but an ontology of competence has got me really excited (sad person that I am).
Friday, 6 July 2012
Competency frameworks
Each fortnight IDS (Incomes Data Services) publishes IDS HR Studies. I read this publication in the British Library since there is no online information available without buying a subscription!
Normally I have no difficulty in thinking something like: “Hmm, ‘employee share schemes’, a career or employment adviser is not likely to need to know much about that”. Just occasionally, as has just happened, I take the box off the shelf, look at what has arrived since I last looked into the box and think some inappropriate words. Number 967 (June 2012) is titled as above.
Looking at the competency frameworks which are used within a company from the company perspective allowed me to see the framework from a different angle. [A personal anecdote: I was involved with writing competences for the Youth Training Scheme back in the 1980s.]
The best I can do for you is to bring you extracts.
Developing competence
Competencies describe the employee behaviours and qualities an organisation values and considers will help it achieve its corporate objectives. Competencies are usually gathered together in competency frameworks that provide a convenient structure for their use in a range of HR functions. A well-designed framework may take time to develop and require input and support from stakeholders. To keep competencies relevant and ensure they contribute to high performance, it is important that frameworks are regularly reviewed.
Applying competency frameworks
Many organisations recognised the benefits of deploying competency frameworks as part of performance management systems and to underpin their HR processes in general. We examine the issues that organisations need to consider when designing and launching a framework, or reviewing and making revisions to an existing model. We also look at the way competencies are used in, for example, role profiles, recruitment, and learning and development.
There are five case studies of organisations that have introduced and use competency frameworks with varying degrees of success at different levels within the organisation.
The important thing that a career or employment adviser needs to be aware of when talking with clients is that the larger organisations are likely to have a competency framework in place that is unique to that organisation – which will be in addition to any competences set out by awarding bodies for qualifications.
Normally I have no difficulty in thinking something like: “Hmm, ‘employee share schemes’, a career or employment adviser is not likely to need to know much about that”. Just occasionally, as has just happened, I take the box off the shelf, look at what has arrived since I last looked into the box and think some inappropriate words. Number 967 (June 2012) is titled as above.
Looking at the competency frameworks which are used within a company from the company perspective allowed me to see the framework from a different angle. [A personal anecdote: I was involved with writing competences for the Youth Training Scheme back in the 1980s.]
The best I can do for you is to bring you extracts.
Developing competence
Competencies describe the employee behaviours and qualities an organisation values and considers will help it achieve its corporate objectives. Competencies are usually gathered together in competency frameworks that provide a convenient structure for their use in a range of HR functions. A well-designed framework may take time to develop and require input and support from stakeholders. To keep competencies relevant and ensure they contribute to high performance, it is important that frameworks are regularly reviewed.
Applying competency frameworks
Many organisations recognised the benefits of deploying competency frameworks as part of performance management systems and to underpin their HR processes in general. We examine the issues that organisations need to consider when designing and launching a framework, or reviewing and making revisions to an existing model. We also look at the way competencies are used in, for example, role profiles, recruitment, and learning and development.
There are five case studies of organisations that have introduced and use competency frameworks with varying degrees of success at different levels within the organisation.
The important thing that a career or employment adviser needs to be aware of when talking with clients is that the larger organisations are likely to have a competency framework in place that is unique to that organisation – which will be in addition to any competences set out by awarding bodies for qualifications.
Monday, 25 June 2012
Developing women's career competencies through an EMBA
an article by Aurora Chen, Noeleen Doherty and Susan Vinnicombe (Cranfield University School of Management) published in Gender in Management: An International Journal Volume 27 Issue 4 (2012)
Abstract
Purpose
The purpose of this paper is to report a qualitative study with British women managers, which explored the career competencies accrued from undertaking an Executive MBA (EMBA).
Design/methodology/approach
The research drew on in-depth interviews with a sample of 18 female alumni from three British business schools. Data were analyzed using NVivo 8.0. within the career-competencies framework of Knowing-how, Knowing-why and Knowing-whom.
Findings
Women aged between 30 and 34 years emphasized the importance of gaining confidence (Knowing-why) and skills (Knowing-how) while those aged between 35 and 45 years focused on developing networks (Knowing-whom). This study suggests that age and career stage may have considerable impact on perceptions of acquired career competencies.
Research limitations/implications
This is an exploratory piece with limited generalisability; however, it exposes the need to clarify the concept of career stage for women.
Practical implications
Business schools have historically stressed the career benefits of MBA programmes in terms of improved capital and of changing career directions. This research indicates that an EMBA may offer a more level playing field for women with respect to networking activities. In the competitive global environment, business schools may benefit from more fully exploring career competencies, such as networking skills, for increasing the appeal of EMBA programmes. The paper also draws attention to the need for HR managers to increase efforts for improving women’s career competencies.
Originality/value
Findings extend previous research on the development of career competencies from an EMBA, indicating the importance of developing networks, particularly at mid-career. The paper highlights the need to redefine women’s mid-career stage.
Abstract
Purpose
The purpose of this paper is to report a qualitative study with British women managers, which explored the career competencies accrued from undertaking an Executive MBA (EMBA).
Design/methodology/approach
The research drew on in-depth interviews with a sample of 18 female alumni from three British business schools. Data were analyzed using NVivo 8.0. within the career-competencies framework of Knowing-how, Knowing-why and Knowing-whom.
Findings
Women aged between 30 and 34 years emphasized the importance of gaining confidence (Knowing-why) and skills (Knowing-how) while those aged between 35 and 45 years focused on developing networks (Knowing-whom). This study suggests that age and career stage may have considerable impact on perceptions of acquired career competencies.
Research limitations/implications
This is an exploratory piece with limited generalisability; however, it exposes the need to clarify the concept of career stage for women.
Practical implications
Business schools have historically stressed the career benefits of MBA programmes in terms of improved capital and of changing career directions. This research indicates that an EMBA may offer a more level playing field for women with respect to networking activities. In the competitive global environment, business schools may benefit from more fully exploring career competencies, such as networking skills, for increasing the appeal of EMBA programmes. The paper also draws attention to the need for HR managers to increase efforts for improving women’s career competencies.
Originality/value
Findings extend previous research on the development of career competencies from an EMBA, indicating the importance of developing networks, particularly at mid-career. The paper highlights the need to redefine women’s mid-career stage.
Wednesday, 4 January 2012
Use of conceptual models in self-evaluation of personal competences in learning and in planning for change
an article by Natasha Kersh, Karen Evans and Seppo Kontiainen (Institute of Education, University of London) and Howard Bailey (2nCompass and Striding Out consultants) published in International Journal of Training and Development Volume 15 Issue 4 (December 2011)
Abstract
This paper demonstrates the use of conceptual modelling to assist with the competence development of adult learners with interrupted occupational and learning careers. The research introduces a self-evaluation approach used with a group of adult female students in the United Kingdom. The study aimed at increasing learners’ awareness of the qualities and nature of their individual learning processes. The paper applies Kontiainen’s dynamic concept analysis modelling method as a tool to assist individual students in the evaluation of their personal competences in learning. The findings of the current study suggest that providing adult learners with opportunities to evaluate their own competences may facilitate a process of making their skills visible to themselves as well as to their tutors and employers. This aims to increase their motivation to use and develop their competences. The paper provides an example and a demonstration of the self-evaluation process in action illustrated by two case studies.
Abstract
This paper demonstrates the use of conceptual modelling to assist with the competence development of adult learners with interrupted occupational and learning careers. The research introduces a self-evaluation approach used with a group of adult female students in the United Kingdom. The study aimed at increasing learners’ awareness of the qualities and nature of their individual learning processes. The paper applies Kontiainen’s dynamic concept analysis modelling method as a tool to assist individual students in the evaluation of their personal competences in learning. The findings of the current study suggest that providing adult learners with opportunities to evaluate their own competences may facilitate a process of making their skills visible to themselves as well as to their tutors and employers. This aims to increase their motivation to use and develop their competences. The paper provides an example and a demonstration of the self-evaluation process in action illustrated by two case studies.
Wednesday, 6 July 2011
Developing the legal information professional: …
a study of competency, education and training needs
an article by Sheila Corrall, (Information School, The University of Sheffield), James O'Brien, (Knowledge and Information Services, Government Communications Headquarters, Cheltenham) published in Aslib Proceedings (Volume 63 issue 2/3 (2011))
an article by Sheila Corrall, (Information School, The University of Sheffield), James O'Brien, (Knowledge and Information Services, Government Communications Headquarters, Cheltenham) published in Aslib Proceedings (Volume 63 issue 2/3 (2011))
Abstract
Purpose
Purpose
Legal information work has expanded with the growth in knowledge management and emergence of a new type of knowledge/information manager, the professional support lawyer. This study aims to investigate competency requirements for library-based information work in UK law firms, including the specialist subject knowledge required, methods of development and the impact on information professionals of professional support lawyers.
Design/methodology/approach
Design/methodology/approach
The investigation used a pragmatic mixed-methods approach, including a mainly quantitative questionnaire, administered online to 64 legal information professionals, followed by eight semi-structured interviews and a focus group with four participants. A literature review informed the questionnaire design and contextualised the findings.
Findings
Findings
The survey confirmed a broad range of competency requirements and clarified the specific subject knowledge needed. Participants favoured a varied combination of formal, and informal learning. Most participants also wanted specialised professional education for the sector.
Research limitations/implications
The nature of the sample and use of categorised questions were limiting factors, partly compensated by inviting open-ended comments and follow-up interviews. A larger study using qualitative methods with professional support lawyers and fee-earners would provide a fuller more rounded picture.
Practical implications
Practical implications
The findings indicate that the subject knowledge needed for legal information work in law firms is more extensive than for other sectors and suggest that information science departments should strengthen and extend curriculum content to reflect this need.
Originality/value
Originality/value
The study has advanced the understanding of the competency, education and training needs of UK legal information professionals, challenging assumptions about academic/professional qualifications and illuminating the blend of competencies needed.
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