Running Behind Success or Running Behind Competency
Core competency is a unique skill or technology that creates distinct customer value. For instance, core competency of Federal express (Fed Ex) is logistics management. The organizational unique capabilities are mainly personified in the collective knowledge of people as well as the organizational system that influences the way the employees interact. As an organization grows, develops and adjusts to the new environment, so do its core competencies also adjust and change. Thus, core competencies are flexible and developing with time. They do not remain rigid and fixed. The organization can make maximum utilization of the given resources and relate them to new opportunities thrown by the environment.
Resources and capabilities are the building blocks upon which an organization create and execute value-adding strategy so that an organization can earn reasonable returns and achieve strategic competitiveness.
Resources are inputs to a firm in the production process. These can be human, financial, technological, physical or organizational. The more unique, valuable and firm specialized the resources are, the more possibly the firm will have core competency. Resources should be used to build on the strengths and remove the firm’s weaknesses.Capabilities refer to organizational skills at integrating it’s team of resources so that they can be used more efficiently and effectively.
Competencies [/b]
[/b]
Competences are obtained or developed during the process of learning by the student/learner.
They represent a dynamic combination of knowledge, understanding, skills and abilities. Fostering competences is the object of educational programmes.
Competences will be formed in various course units and assessed at different stages.
Time and attention should also be devoted to the development of generic competences or transferable skills.
Types of generic competences[/b][/b]
Instrumental competences: cognitive abilities, methodological abilities, technological abilities and linguistic abilities;
Interpersonal competences: individual abilities like social skills (social interaction and co-operation);
Systemic competences: abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required).
Examples of generic competencies
The capacity for analysis and synthesis (Instrumental competency)
The capacity to learn and problem solving skills (Instrumental competency)
The capacity for applying knowledge in practice (Instrumental competency)
The capacity to adapt to new situations (Systemic competency)
Examples of generic competencies
Concern for quality (Instrumental competency)
Information management skills (Systemic competency)
This approach requires that the key knowledge and skills that a student needs to achieve during the learning process determine the content of the study programme.
Learning outcomes and competences focus on the requirements both of the discipline and of society in terms of preparing for citizenship and employability.
Although it is important to make maximum use of the available expertise of the staff, this aspect should not dominate a programme.
It focuses teaching & learning strategies on clearly defined learning outcomes getting high standards with high expectations for all students & includes expanded opportunities for enrichment and remediation.
OBE thus means:
Defining, organizing, focussing, and directing ALL aspects of an instructional and credentialising system in relation to things we want ALL learners to demonstrate successfully when they exit the system
The curriculum design process (from exit level outcomes and downwards)
The responsibility of the institution and facilitators to supply appropriate learning experiences for the success of all students.
OBE Principles
CLARITY OF FOCUS
DESIGN DOWN
HIGH EXPECTATIONS
EXPANDED OPPORTUNITIES
Clarity of Focus on Outcomes of Significance:
Design Down from Your Ultimate Outcomes:
High Expectations for High Level Success:
In our teaching and learning environment, successful learning:
Is expected of all students
Is our priority
Takes many forms
Is a collaborative effort
Stimulates more successful learning
Gets openly recognized and supported
Role of Facilitator in OBE
The facilitator’s role in the classroom will become that of a coach.
The goal is to move each learner towards pre-determined outcomes rather than attempting to transmit the content of Western civilization to the next generation in a scholarly fashion.
Focus is no longer on content.
Feelings, attitudes, and skills such as learning to work together in groups will become just as important as learning information
Examples of competencies:[/b]
[/b]
Ability to communicate effectively
Ability to write clearly
Ability to play an instrument
Ability to solve problems
Ability to dance
Examples of attitudes:[/b][/b]
Being proactive
Being able to get along with other people
Being optimistic
Being critic towards other people
Being arrogant
After developing the attitudes one should focus on competencies. Competencies come before knowledge because they are flexible and can be applied to many different situations. Success at personal or professional level will inevitably derive from three factors: attitudes, competencies and knowledge. Most people pay an excessive attention to the knowledge component while neglecting the development of competencies and attitudes.
Core competency is a unique skill or technology that creates distinct customer value. For instance, core competency of Federal express (Fed Ex) is logistics management. The organizational unique capabilities are mainly personified in the collective knowledge of people as well as the organizational system that influences the way the employees interact. As an organization grows, develops and adjusts to the new environment, so do its core competencies also adjust and change. Thus, core competencies are flexible and developing with time. They do not remain rigid and fixed. The organization can make maximum utilization of the given resources and relate them to new opportunities thrown by the environment.
Resources and capabilities are the building blocks upon which an organization create and execute value-adding strategy so that an organization can earn reasonable returns and achieve strategic competitiveness.
Resources are inputs to a firm in the production process. These can be human, financial, technological, physical or organizational. The more unique, valuable and firm specialized the resources are, the more possibly the firm will have core competency. Resources should be used to build on the strengths and remove the firm’s weaknesses.Capabilities refer to organizational skills at integrating it’s team of resources so that they can be used more efficiently and effectively.
Competencies [/b]
[/b]
Competences are obtained or developed during the process of learning by the student/learner.
They represent a dynamic combination of knowledge, understanding, skills and abilities. Fostering competences is the object of educational programmes.
Competences will be formed in various course units and assessed at different stages.
Time and attention should also be devoted to the development of generic competences or transferable skills.
Types of generic competences[/b][/b]
Instrumental competences: cognitive abilities, methodological abilities, technological abilities and linguistic abilities;
Interpersonal competences: individual abilities like social skills (social interaction and co-operation);
Systemic competences: abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required).
Examples of generic competencies
The capacity for analysis and synthesis (Instrumental competency)
The capacity to learn and problem solving skills (Instrumental competency)
The capacity for applying knowledge in practice (Instrumental competency)
The capacity to adapt to new situations (Systemic competency)
Examples of generic competencies
Concern for quality (Instrumental competency)
Information management skills (Systemic competency)
This approach requires that the key knowledge and skills that a student needs to achieve during the learning process determine the content of the study programme.
Learning outcomes and competences focus on the requirements both of the discipline and of society in terms of preparing for citizenship and employability.
Although it is important to make maximum use of the available expertise of the staff, this aspect should not dominate a programme.
It focuses teaching & learning strategies on clearly defined learning outcomes getting high standards with high expectations for all students & includes expanded opportunities for enrichment and remediation.
OBE thus means:
Defining, organizing, focussing, and directing ALL aspects of an instructional and credentialising system in relation to things we want ALL learners to demonstrate successfully when they exit the system
The curriculum design process (from exit level outcomes and downwards)
The responsibility of the institution and facilitators to supply appropriate learning experiences for the success of all students.
OBE Principles
CLARITY OF FOCUS
DESIGN DOWN
HIGH EXPECTATIONS
EXPANDED OPPORTUNITIES
Clarity of Focus on Outcomes of Significance:
Design Down from Your Ultimate Outcomes:
High Expectations for High Level Success:
In our teaching and learning environment, successful learning:
Is expected of all students
Is our priority
Takes many forms
Is a collaborative effort
Stimulates more successful learning
Gets openly recognized and supported
Role of Facilitator in OBE
The facilitator’s role in the classroom will become that of a coach.
The goal is to move each learner towards pre-determined outcomes rather than attempting to transmit the content of Western civilization to the next generation in a scholarly fashion.
Focus is no longer on content.
Feelings, attitudes, and skills such as learning to work together in groups will become just as important as learning information
Examples of competencies:[/b]
[/b]
Ability to communicate effectively
Ability to write clearly
Ability to play an instrument
Ability to solve problems
Ability to dance
Examples of attitudes:[/b][/b]
Being proactive
Being able to get along with other people
Being optimistic
Being critic towards other people
Being arrogant
After developing the attitudes one should focus on competencies. Competencies come before knowledge because they are flexible and can be applied to many different situations. Success at personal or professional level will inevitably derive from three factors: attitudes, competencies and knowledge. Most people pay an excessive attention to the knowledge component while neglecting the development of competencies and attitudes.