جستجوی مقالات مرتبط با کلیدواژه « شایستگی های عمومی » در نشریات گروه « علوم انسانی »

The purpose of this research was to design a model to measure the general competencies of elementary school students with regard to regard to all domains education and to examine these competencies in elementary school students from the perspective of school principals and assistants. The present one is of the type of exploratory mixed research projects, and the researchers conducted have been collected using two qualitative methods (comparative analysis and interviews with experts) and quantitative methods (researcher's questionnaire based on the research model). In the qualitative part, at first, using comparative content analysis with Meiring's method and based on the fundamental reform doc ument of Education and other high-level documents, 5 main were extracted and the text of the interview based on these elements and considering all domains education was provided to 8 primary education experts who were selected by purposeful and snowball sampling. The results of semi-structured interviews showed that the general competencies of primary school students had 8 common themes and 182 sub-themes. In the quantitative part, a researcher-made questionnaire was created based on the research model, and after validating it, it was given to 70 vice-principals and managers (out of 205 people) of schools in Bukan city in the academic year of 1402-1401, who were selected by multi-stage cluster sampling method, it placed. Finally, the results of Friedman's test showed that the performance of students in spiritual and intrapersonal-ethical competencies is favorable, in learning competencies is weak and in psychological-physical and cultural-social competencies is very unfavorable.

The purpose of this study is to identify and prioritize the components of general human capital development of university faculty members.

To do this, a mixed method by qualitative-quantitative was used. The statistical population included all faculty members of universities and research institutes in Tehran, 13 of whom were selected through purpose sampling. Data obtained from semi-structured interviews with experts were analyzed by inductive content analysis and three-stage coding. Participant members' control method and peer feedback were used to ensure credibility. Also, to ensure reliability, the agreement method between the coders and Cohen's Kappa test were used. In the quantitative part, Shannon entropy method was used to determine the importance and priority of the obtained dimensions and components.

The results of the qualitative part of the research show 106 key indicators, and 17 axial dimensions in the form of five main components of general human capital development of faculty members, including; Improvement in the extent and appropriateness of cognitive competencies, improvement in the extent and appropriateness of meta cognitive competencies, improvement in the extent and appropriateness of bio-emotional competencies, improvement in the extent and appropriateness of communication-social competencies and improvement in the extent and appropriateness of Cultural and spiritual education competencies, were categorized and presented. Based on the results of Shannon entropy test, respectively, the main components of improvement in the amount and appropriateness of cognitive competencies, improvement in the extent and appropriateness of communication-social competencies, improvement in the extent and appropriateness of meta cognitive competencies, improvement in the extent and appropriateness of Bio-emotional competencies, and improvement in the extent and appropriateness of cultural and spiritual education competencies, were the first to fifth priorities in the development of the general human capital of the faculty members. Also, the component of cognitive human capital development had the highest priority and the component of cultural and spiritual education human capital development had the lowest priority. Theoretical framework of general human capital development of faculty members in the present study provides a suitable scientific tool for planning the human capital development of faculty members. In the end, based on the research achievements, appropriate suggestions were presented.

The purpose of the present study is to investigate and analyze the attention to health promoting behaviors in textbook content of elementary sixth grade and the role of these behaviors in predicting students' generic competences scores. The present research method is a combination of quantitative content analysis and descriptive correlational. For sampling first Sixth grade social science, science and Heavenly gifts books were selected and analyzed using purposeful sampling. Then, 212 sixth-grade elementary students in Boukan city selected by multi-step cluster sampling method and answered the Health Promoting Behaviors questionnaire (HPLP- II), and the score of the first semester of 98-99 was considered as their generic competences. The results of content analysis showed that the frequency distribution of health promoting components and their significance coefficient are abnormal, So that the components of spiritual growth and responsibility for health have the least significance factor and Information load; components of physical activity and nutrition have the least frequency in sixth grade textbooks. Also Concurrent regression results showed that health promoting behaviors were able to predict generic competences scores up to %66.

Undoubtedly, the performance of urban managers, especially in a metropolis such as Tehran Municipality, will have a wide impact on the human force of this organization and on the stakeholders, including citizens, contractors of projects and government organizations, and others who interact with this organization. . The selection of competent managers will lead to the effective performance of employees and organizations. Considering the importance of competency models in the selection of successful and effective managers and the prominent role of Tehran Municipality in urban management, the aim of the current research is to design the competence model of Tehran Municipality managers.

qualitative approach and theme analysis method were used in this research. For this purpose, a semi-structured interview was conducted with 12 university experts and managers with municipal experience.

After coding the implemented interviews, 10 themes were extracted which were the necessary competencies for managers. These 10 themes were classified into two general categories of general and specific competencies. General competencies include professional ethics, cognitive skills, change management, and data management, and specific competencies include communication skills, individual capabilities, specialized knowledge and skills, problem solving skills, people leadership, and performance management.

According to the competencies extracted in this research, it is recommended that urban managers in Tehran Municipality be evaluated and selected based on these competencies and the development of the competencies of managers should always be considered by the Tehran Municipality.

Appropriate criteria for the selection and hiring of training and development administrators for local government organizations provide the basis for the implementation of quality training of their employees. Therefore, identifying the competencies needed for these administrators and designing a relevant competency model seems to be increasingly necessary.

In terms of research methodology, it was applied and regarding data collection method, it was a qualitative-quantitative study. Semi-structured interviews were used to collect data in the qualitative section. Using open coding method, all relevant key phrases were extracted and converted into a questionnaire. In the quantitative part, descriptive-survey method was applied. The questionnaires were administered to a statistical sample of 203 human resources staff of local government agencies, who were selected by stratified random sampling method using Morgan table.

The resulting competencies for administrators were classified into three main components: technical-specialized competencies including skills in assessing training and development effectiveness, skills in planning training and development courses, skills in implementing training and development programs; general competencies including personality-ethical traits; and finally, managerial competencies including communication skills, foresight, accountability, analytical thinking, flexibility, creative thinking, goal orientation, strategic thinking and team building.

The present study tries to partly fill the gap in theoretical foundations of this field by presenting a competency model for training and development administrators. By presenting a model for the competencies of these administrators, the findings of this study have introduced a new field of knowledge in the related literature.

Financial experts have a key role in the informed decision-making of managers in the strategic plans of banks, therefore, the performance of this group of experts is particularly sensitive. With this in mind, this article identifies the competencies of financial experts in the field of banking. According to the nature and purpose of this research, its approach is qualitative and has been done with the method of Grounded Theory and Charms structuralist design. The statistical population of the research includes all financial experts working in the financial department of Bank Day Total: liquidity management and management accounting). Research tools include semi-structured interviews, notebooks and tape recorders. The data of this study are the result of interviews with 30 financial experts who were selected by snowball sampling method (sampling was continued until the theoretical saturation stage in the collected information). The text of the interviews, which included 33 hours of individual interviews with the research sample, Implemented and analyzed by theme analysis method. A total of 79 competencies were identified as required competencies for Bank Day financial experts in the form of 12 sub-categories and 4 main categories with individual, interpersonal, basic and general knowledge titles. Job, technical and key job knowledge and finally in two dimensions of specialized and general competencies were determined and defined.

The present study industrial modern organizations industrial organizations. The research method was applied in terms of purpose and a little descriptive-analytical in terms of data collection. The statistical population of the study includes; 1) Expert faculty members in engineering and active in the field of industry, 2) Managers and experts working in industrial organizations with experience of 5 years or more and have an engineering degree from 46 universities and 4 top industrial organizations to 467 people. Using Cochran's sampling formula, a sample size of 216 people was selected by stratified random sampling. In order to identify the professional competencies of engineers to enter industrial organizations, the background of the researches and the onet site have been examined, then the qualifications of extraction and based on it into two general categories; General and specialized were classified. In order to collect data, a 42-item researcher-made questionnaire was used and the Cronbach's alpha coefficient for all underlying indices was 82.3. To evaluate the validity of the questionnaire, the opinions of relevant experts as well as the validity of the structure were used. The results showed that: 1- The required professional competencies include; General competencies (personality competence, planning, cognitive competence) and specialized competencies (systematic, applied, professional ethics and strategic. 2- The general model of the research was fitted by using confirmatory factor analysis. 3. All indicators were significantly related to their underlying factor and the measurement model was desirable during the evaluation of minor indicators.

This study is aimed at identifying the general competencies of the conscripts and presenting a model for measuring these competencies which can be used in the effective employment of conscripts in the armed forces. This research follows quantitative and qualitative methods including action research, documentary study, comparative study, survey study and narrative research. Data were collected through library records, analysis of valid upstream documents, including General Staff directions, administrative regulations and rules, comparative studies, and interviews through Delphi method. The statistical population of this research for interviews included human resource specialists of the units and the headquarters of the Armed Forces. The purposive combined sampling method and snowball was used for the interviews which were conducted by Delphi method in three stages; the first stage was in face to face situation and the next two stages were done through correspondence. Six countries were surveyed in the beginning to identify the general competencies of the conscripts through comparative studies. The general competency questionnaires derived from comparative studies were analyzed using one-sample t-test and binominal test using SPSS software. Competency outputs from the questionnaire as well as competencies derived from other methods were screened by the experts in the expert panel. The members of the expert panel, all human resource specialists of the Armed Forces, were introduced by the General Staff of the Armed Forces. Having summarized and categorized the general competencies required by the conscripts, the researchers decided on the general categories of personality, emotional intelligence, physical aptitude and mental health. In order to assess these competencies, Neo scale and interview, Bar-On Scale, APFT and MOPC physical fitness test, etc. were suggested.

This research is intended to identify and classify the general and specific job competencies of the inspectors of government agencies. Regarding the purpose of the study, content analysis method is selected to conduct it. Semi-structured interviews are used for data collection. The statistical population of this research included all employees and managers of the Inspection Office of Hamadan Province, as well as senior managers of the Hamadan Inspection Office, and the inspectors who were missioned to the provincial departments.  The research followed a purposive sampling method resulting in the selection of 35 relevant experts who were interviewed. Job descriptions were reviewed to identify the most important information relating to job competencies of the employees. The data were analyzed through content analysis. Based on the results, the identified concepts were organized into 4 categories: general knowledge (5 classes), specific knowledge (2 classes), skills (4 classes) and personality traits (9 classes).  The first three categories were determined as general competencies and the last category as the specific competency. Hence, it is suggested that more specialized manner be fulfilled to achieve justice and progress in individuals’ selections and supervisory investigations.

The purpose of this study was to identify and classify the generic competencies required for the students’ success in their academic and professional life. Accordingly, it was conducted as an applied research, and its data collection was carried out through mixed method. Firstly, in order to identify the generic competencies, the contents of studies, whether originally written in English or Persian, were analyzed. Then, the instrument of data collection was constructed. In order to identify the importance of these competencies, the department deans’ opinions at Shahid Bahonar University, who were selected through survey, were used (N = 57). The results of the study showed that 21 competencies in all of the analyzed studies were identified, which were classified in 4 categories as cognitive, interpersonal, systematic, and instrumental. The cognitive competencies were of the highest rank, and the instrumental ones were of the lowest rank in comparison to the others. On the whole, these 21 identified competencies in this research may contribute significantly to the success of academic and professional lives of students; therefore, it is necessary to be considered in the educational program and curriculum of higher education institutions.