Alignment of Human Resource Practices and Teacher Performance Competency

In this article, we argue that human resource (HR) management practices are important components of strategies for improving student achievement in an accountability environment. We present a framework illustrating the alignment of educational HR management practices to a teacher performance competency model, which in turn is aligned with student achievement goals. We identify and illustrate the various HR practices that could be aligned to the performance competency model and to each other. These HR practices include recruitment, selection, induction, mentoring, professional development, compensation, performance management, and instructional leadership. We then describe HR practices in 2 districts where empirical links between teacher competency and student achievement were shown (Cincinnati and Washoe County) and evaluate how much alignment was in place. We discuss the importance of HR alignment analysis for diagnosing districts' teacher quality improvement efforts, and we present suggestions for future research on the strategic use of HR management in K-12 educational organizations.     

A Competency‐Based Human Resource Development Strategy

This article explores some of the major issues in developing and implementing a competency‐based human resource development strategy. The article summarizes a brief literature review on how competency models can be developed and implemented to improve employee performance. A case study is presented of American Medical Systems (AMS), a mid‐sized health‐care and medical device company, where the model is being used to improve employee performance and gain a competitive advantage.     

Theory development and convergence of human resource fields: Implications for human performance technology

This study examines major theory developments in human resource (HR) fields and discusses implications for human performance technology (HPT). Differentiated HR fields are converging to improve organizational performance through knowledge‐based innovations. Ruona and Gibson (2004) made a similar observation and analyzed the historical evolution and convergence of three HR‐related fields: human resource management (HRM), human resource development (HRD), and organization development (OD). A field left out in their analysis is HPT. Many learning professionals recognize HPT as a more comprehensive approach to improving organizational performance issues (Molenda & Pershing, 2008; Pershing, 2006). However, little research has been done to advance the theory development of HPT and discuss its relationships within HR fields. This study adds a new perspective to that of Ruona and Gibson's historical analysis of HR fields by examining convergence issues from a theory development perspective.     

Performance capabilities and competencies at the undergraduate and graduate levels for performance improvement professionals

This quantitative study sought to identify the performance capabilities and competencies that organizations in the northern midwestern United States expect of future performance improvement professionals at the undergraduate and graduate levels. Eighty‐nine performance improvement professionals representing 89 organizations completed an online survey that captured the participants' perspective regarding undergraduate and graduate‐level performance capabilities, and undergraduate competency expectations. Results suggest that participants expect several training and development performance capabilities, a few organization developments, and no performance management performance capabilities at the undergraduate level. Several training and development capabilities, most organization development capabilities, and all performance management performance capabilities were expected at the graduate level. This definition is fundamental to support academic curricular development and the field of performance improvement.     

Evaluating the Usability of a Professional Modeling Tool Repurposed for Middle School Learning

This paper reports the results of a three-stage usability test of a modeling tool designed to support learners’ deep understanding of the impacts of climate change on ecosystems. The design process involved repurposing an existing modeling technology used by professional scientists into a learning tool specifically designed for middle school students. To evaluate usability, we analyzed students’ task performance and task completion time as they worked on an activity with the repurposed modeling technology. In stage 1, we conducted remote testing of an early modeling prototype with urban middle school students (n = 84). In stages 2 and 3, we used screencasting software to record students’ mouse and keyboard movements during collaborative think-alouds (n = 22) and conducted a qualitative analysis of their peer discussions. Taken together, the study findings revealed two kinds of usability issues that interfered with students’ productive use of the tool: issues related to the use of data and information, and issues related to the use of the modeling technology. The study findings resulted in design improvements that led to stronger usability outcomes and higher task performance among students. In this paper, we describe our methods for usability testing, our research findings, and our design solutions for supporting students’ use of the modeling technology and use of data. The paper concludes with implications for the design and study of modeling technologies for science learning.     

Instructional Efficiency of Performance Analysis Training for Learners at Different Levels of Competency in Using a Web‐Based EPSS

ABSTRACT The measure of performance improvement potential (Gilbert, 1978) in human performance technology uses an exemplary performance as a criterion against which to measure the potential improvement in the performance of a workforce. The measure is calculated based on the performance efficiency which compares expended resources to productivity. The same notion is used to measure the efficiency of instructional conditions, based on learners' mental effort invested in a learning task compared to their performance. This article compares the efficiency of an instructional condition for three groups of students differentiated by their use of an electronic performance support system (EPSS) to conduct a performance analysis project. The results indicated that the instruction was most efficient for those learners who showed greater competency in using the EPSS. Implications for using this technique as a means of formative evaluation of a course are discussed.     

On an Approach to Testing and Modeling Competence

E. L. Thorndike contributed significantly to the field of educational and psychological testing as well as more broadly to psychological studies in education. This article follows in his testing legacy. I address the escalating demand, across societal sectors, to measure individual and group competencies. In formulating an approach to measuring competence, I draw on measurement research I have done over my career; the Thorndike lecture is to be as much autobiographical as substantive and/or methodological. I present an approach to defining, measuring, and statistically modeling competency measurements. The article unpacks Hartig et al.'s (2008) definition of competence as a complex ability construct closely related to real-life-situated performance. The intent is to make the construct, competence, amenable to measurement. Once unpacked, criteria for building competence measurements are set forth and exemplified by research from business, military, and education sectors. Generalizability theory, a statistical theory for modeling and evaluating the dependability of competence scores, is applied to several of these examples. The article then pulls together the threads into a general competency measurement model and concludes by noting its limitations.     

Instructional Design Practice: Career Environments,Job Roles,and a Climate of Change

Instructional Design and Technology (IDT) professionals practice their skills in a broad range of career environments and job roles. The resulting collection of competency lists and wide range of practice environments, coupled with the frequent changes that have always characterized the field, produce complexity that is difficult to communicate to IDT students. However, students need to understand these complex aspects of the field so that they can make informed decisions about their career goals and educational direction. This review of the current literature looks at the current issues impacting practice and preparation. It concludes that the path professional academic preparation programs choose will depend on their orientation to instructional design and performance improvement, and whether they see themselves as preparing students for specific career environments or are pursuing a generalist program.     

An Evaluation of Oral Presentation Competency in Interior Design Education

As digital modelling programmes become increasingly prevalent in interior design education, there is concern that graduates are entering the workforce relying too much on strong graphic presentation skills while lacking the basic ability to speak about design. This study explores the gap between practitioners’ perceptions of importance regarding oral presentation competency and students’ perceptions of their oral presentation performances. Additionally, the study explores correlations between in‐class activities and students’ perceptions of their oral presentation competency. Mixed‐methods of investigation include a Delphi study with a panel of interior design practitioners and a survey questionnaire of both practitioners (n = 102) and currently active interior design students (n = 91) in the USA. An Importance‐Performance framework is employed for comparison. Results identify performance criteria for evaluating oral presentation competency and indicate variances between students’ perceptions of their performance and industry perceptions of importance. Furthermore, students’ in‐class activities including studio critiques and written peer assessments show significant correlation with student oral presentation performance indicating activities already frequently incorporated into a design curriculum may have a greater impact on improving performance than specific oral presentation instruction alone.     

The Competent Use of Competency-Based Strategies for Selection and Development

Many organizations are getting into the competency act, selecting and developing employees against standards of performance needed for present and future business success. This article focuses on critical elements of successful competency-based performance strategies from the practical vantage points of two performance consultants with significant experience in a variety of business settings. Definitions and examples are provided for Key, Team, Functional, and Leadership competencies. The competency strategy process defined in the article outlines a four-step cycle including business alignment, project planning, competency model-building, and rollout and ongoing performance management. Tools and approaches for use with selection, training and development, coaching, multi-rater assessment, and performance review are discussed from the viewpoint of the hands-on practitioner. “Lessons learned” are noted in all phases of the process to emphasize the rationale for continuous involvement of stakeholders and for attention to project management. Also included are behavioral competency profiles for 1) the competency practitioner and 2) change management.     

Credentialling competency based education and training: a review of the literature

This paper summarises the results of a literature review conducted in late 1993 on issues related to the credentialling of competency based education and training. The credentialling review focused on seven major issues: describing the minimum requirments for a qualification; distinguishing different qualification levels; issuing statements and qualifications gained by the recognition of prior learning; using short courses to build a qualification; recording the results of competency based assessments; responsibility for keeping the records of individual achievement; and, whether the exact competencies held should be recorded on a qualification. The recent (1993) move by the National Training Board to abandon any general criteria for the determination of qualification levels and to rely solely on the advice of the relevant Competency Standards Body when determining the level of a qualification emerges as a significant development in Australian credentialling. This abandonment of general criteria,which mirrors a development in theUK system, may yet undermine the goal of achieving a more rational qualifications system in Australia. It was clear from the review that the issues and trends in the accreditation of competency based education and training in Australia, and the problems encountered, have broad parallels in the UK experience. It was also clear that much of the story is yet to unravel, and that many issues remain unresolved.     

What core competencies are related to teachers' innovative teaching?

The purpose of this study is to investigate teachers' core competencies in relation to their innovative teaching performance. Based on the literature and previous studies in this field, four competencies (learning competency, educational competency, social competency and technological competency) are theorised as core competencies for teachers' innovative teaching. A questionnaire on teachers' core competencies and innovative teaching performance was developed and tested. The findings indicate that teachers' educational competency, social competency and technological competency were positively related to their innovative teaching performance. The study also shows that a supportive relationship with colleagues is important for teachers' innovative teaching performance. The theoretical and practical implications are discussed.     

胜任特征研究综述

胜任特征研究是管理心理学和人力资源管理领域的一个热点问题,在广泛查阅文献的基础上,通过对胜任特征的起源、概念、模型、建模方法等问题进行综述,结合国内外现有研究成果的基础上,对已有的胜任特征研究进行简单的评述。     

义务教育教师工作资源对教师胜任力的影响——工作重塑的中介作用

为了探究义务教育教师工作资源对教师胜任力的影响以及工作重塑在二者之间的中介作用,本研究采用问卷法对385名义务教育教师进行调查并运用结构方程模型等进行数据分析。结果发现:义务教育教师的工作资源、工作重塑与胜任力处于中等上下水平,尚有较大的提升空间;教师的工作资源、工作重塑与胜任力两两之间呈显著正相关;工作资源的下属维度工作自主、领导支持和同事支持正向影响教师胜任力。同时,工作重塑在工作资源与教师胜任力之间起部分中介作用。根据上述结果,建议从保障教师的工作自主、为教师自下而上的工作重塑留有空间、增进学校领导对教师的支持、引导教师之间相互支持等方面提高教师的胜任力。     

Building an evaluation framework for a competency‐based graduate program at the University of Southern Mississippi

This article describes an ongoing project to build an evaluation framework for a competency‐based graduate program at The University of Southern Mississippi. Many traditional methods of evaluating performance at academic institutions provide only a partial assessment of individual program performance. In an increasingly competitive global economy, program evaluations should also consider the perspectives of students, graduates, and employers in order to develop curricula that will address the critical skills sets needed for strategic and value‐added performance improvement work in the 21st century.     

FROM PISA TO EDUCATIONAL STANDARDS: THE IMPACT OF LARGE-SCALE ASSESSMENTS ON SCIENCE EDUCATION IN GERMANY

The German education system does not traditionally rely on standardized testing. However, when the Programme for International Student Assessment (PISA) study revealed an average performance of German students compared to other participating countries, a particular proportion of low-performing students, and remarkable disparities between the federal states, German policy makers decided for a major reform of the education system. A core piece of this reform was the introduction of National Education Standards. For science education, these standards were heavily influenced by the PISA results and its underlying framework. That is, with the standards, a paradigm shift took place from the German notion of Bildung towards the Anglo-American notion of literacy. With the introduction of these standards, a new field of empirical educational research was created: research on models of scientific literacy or competency models as a basis of benchmarking the standards. This article describes the German education system before PISA, summarizes the major findings from PISA, and describes how these findings informed the formulation of the performance standards for science education. It also details the measures undertaken to benchmark these standards. Finally, it provides insight into the issues with developing and benchmarking performance standards and points out future areas of research on evidence-based decision making in educational policy.     

Show me the money: The use of ROI in performance improvement,part 1

This first of a two‐part series presents the evolution of value, moving from activity‐focused value to the ultimate value, return on investment (ROI). This feature clearly shows that the ROI methodology is not only appropriate for the performance improvement field, but is designed with a variety of performance improvement solutions in mind. The next article in this series will describe issues and challenges that those using this methodology face, along with a brief case study.     

中小学教师专业核心素养模型构建研究

中小学教师专业核心素养是中小学教师从事教育教学活动所必备的基本素质。近年来我国有学者开始关注中小学教师的核心素养问题,但采用规范的方法研究中小学教师专业核心素养的成果还较少见到。本研究运用文献法、德尔菲法和统计法研讨了中小学教师专业核心素养的因素,在此基础上构建并分析了品德修为、知识涵养和教学能力三维度的中小学教师专业核心素养模型。该模型可以为中小学选聘教师、开展教师培训、评估教师绩效及中小学教师的自我发展提供有益的参考和启示。     

新形势下企业人力资源开发与管理

人力资源是企业最积极最活跃最具有主动性的生产要素,是积累和创造物质财富的资本,是市场核心竞争力。文章就如何抓好企业的人力资源管理开发,进行研究和探讨。     

Creativity and knowledge creation practices in the school context: The moderating role of task‐related job autonomy

The aim of this research is to investigate the moderating role of task‐related job autonomy to explain the impact of team creativity on organizational knowledge creation in the school context. From the applied performance improvement standpoint, this research differs from previous studies in that more behavioral constructs were considered rather than policy‐related issues in the school context. Hierarchical multiple regression and general linear modeling approaches were utilized to examine the general relations among the constructs and the moderating role of task‐related job autonomy. Results show that task‐related job autonomy was not found to be a statistically significant moderating construct. This finding is in contrast to that of most previous studies on the workplace performance improvement field due to the internal nature of the school system and environment.