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Systemic Model of Competency Development

Ontological Relations and Mechanics

In this section, a systemic framework for the ontological relations among the different definitions previously is developed. The main aim is to clarify the confusion among the different concepts and definitions utilized, and also to sketch a clearer visual model on the mechanistic relationship of skills development in two main spaces: 1—the education and training system, and 2—the workplace and/or authentic real-life contexts. From the previous definitions outlined earlier, one can conclude that attaining a competency passes through the following process that is spanned over two spaces: Space 1—the education and/or training system: 1—help to acquire a preliminary content knowledge either by training or through an education system; 2—facilitate blending of the knowledge with an intrinsic attribute and charter; 3—provide opportunities to apply the blended knowledge in an application context. These efforts will help to develop preliminary skills (can be called a graduate attribute), which can lead to a higher order intrinsic attributes or character. Space 2—the workplace and/or authentic real-life context: the context implies that the conditions are larger in space, require inputs from more than one discipline and require a lengthier planning and development period than those dealt with in Space 1. Therefore, the system should help to 1—acquire a needed contextual content knowledge; 2—facilitate blending of this knowledge with a higher order intrinsic attribute and charter; 3—provide exposure and opportunities to apply the knowledge on complexity in one or multiple application contexts, which can develop a higher order skill, or a competency, and would lead to a higher order intrinsic attribute or character. The process in the second space might require an iterative phase with the first space that is iterating back to the fundamental education system to understand the recent developments in the subject area or to sharpen the skills to a higher degree. In either case, iteration becomes the key to prepare the skills to tackle the challenges of a iKBE.

 
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