A Professional Competency Development Model: Implications for Extension Educators

Ghimire, Nav R.; Martin, Robert A.

doi:10.5191/jiaee.2011.18201

Cited by 9 publications

(8 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Competency is a measure of competencies mastering, and competencies are a means of describing the objects and the types of professional activities to be mastered in the process of a specialist training [1]. Many works analysis let us make the conclusion that a competence is a certain sphere or a circle of issues for an authorized person to solve [2,3,4].…”

Section: The Concept and And Methodology Of The Studymentioning

confidence: 99%

Professional competencies in the model of forming a professional-subjective attitude of the medical university students

et al. 2019

View full text Add to dashboard Cite

The article deals with the categories of competency as the ability to apply knowledge, skills and personal qualities for successful and future professional activities and students' professional-subjective attitude as an integrative personality trait, manifested in the willingness to master professional experience and based on the independent development of professional and personal qualities through initiative inclusion in creative professionally oriented activities. The formation of a professionalsubjective attitude provides the basis for the development of professional competencies, which, in turn, are the key goal and the result of the educational process. The paper proposes a model for the formation of the professional-subjective attitude of the medical university students. The motivational, cognitive, professional-practical and professional-medical components are distinguished. The motivational component includes the motivation of a student to learn, to get a profession, to form a professionalsubjective attitude and also involves self-estimation of the attitude by the student himself. The cognitive component considers the process of forming a professional-subjective attitude in the student's educational activity (moreover, this process is conscious). The professional-practical component involves the formation of a professional-subjective attitude of students through activities in the educational environment attitude and problems solving.

show abstract

Section: The Concept and And Methodology Of The Studymentioning

confidence: 99%

Professional competencies in the model of forming a professional-subjective attitude of the medical university students

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Competencies for evaluators include a broad taxonomy including professional practice, systematic inquiry, social science research methods, situational analysis, project management, and reflective practice (Conner et al, 2013;Kock & Weeks, 2015;Shinn et al, 2009;Stevahn et al, 2005). Ghimire and Martin (2011) reported that extension staff require skills in assessing learning experiences and outcomes, evaluating program results, assessing program impacts, and using impact data for planning future programs.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…NGO and extension staff should possess program planning, needs assessment, and evaluation skills to be effective in their roles (Shinn, Wingenbach, Briers, Lindner, & Baker, 2009;Strong & Harder, 2011). Gaining M&E skills is a process of formal education, on-the-job training, and support from employers through evaluation capacity building continuing education (Ghimire & Martin, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…ECB continues to be a challenging endeavor for NGOs as staff are limited by a lack of evaluation competencies. Evaluation was seen as an important and top-rated skill for NGO and agricultural extension staff (Conner, Roberts, & Harder, 2013;Ghimire & Martin, 2011;Kock & Weeks, 2015;Shinn et al, 2009;Strong & Harder, 2011); however, it was often positioned as a rearview mirror activity to meet donor-reporting requirements before moving onto the next project.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Building Evaluation Capacity within an Agricultural NGO using SWOT Analysis

Kelsey¹

2018

JIAEE

View full text Add to dashboard Cite

Evaluation capacity building (ECB) aims to create a learning organization committed to increasing evaluation knowledge and skills among employees (Fitzpatrick, Sanders, & Worthen, 2011). ECB framework was used to determine the scope of monitoring and evaluation activities within an international agricultural non-governmental organization (NGO) using a strengths, weaknesses, opportunities, and threats analyses (SWOT). The objectives were to analyze current practices, capacity for evaluation activity at the project and organizational level, and propose a model for building evaluation capacity within the NGO. Existing documents and artifacts were content analyzed (Krippendorff, 2004) and 44 NGO employees, donor agency representatives, and similar NGO representatives were interviewed regarding their evaluation practices. Results indicated that project-level evaluation staff had sufficient training and expertise to conduct evaluation within the scope of their projects (strength). However, ECB and organizational learning from evaluation efforts were not institutionalized (weakness). The NGO lacked evaluation expertise and leadership at headquarters level due to staff attrition and lacked technology to capture data for aggregation purposes to report on progress made toward mission between projects and over time (threat). Opportunities included promoting an Evaluation Specialist to lead efforts by recruiting from within the NGO and advancing the individual's knowledge and skills through pursuit of a doctoral degree in evaluation. The NGO is advised to adopt a knowledge management system to capture and aggregate data between projects and over time to communicate better overall mission accomplishments to stakeholders and donors.

show abstract

“…For objective 3, the perceived level of importance and self-rated level of competency for core competencies are the dependent variables. The existing literature (Brodeur, Higgins, Galindo-Gonzalez, Craig, & Haile, 2011;Eicher, 2006;Ghimire & Martin, 2011;Lahai, Goldey, & Jones, 1999;Lopokoiyit, Onyango, & Kibett, 2013;Okwoche et al, 2011;McClure, Fuhrman, & Morgan, 2012) was used as the basis for selecting the explanatory variables. Though the literature suggests that the core competencies of EPs differ by those demographic traits listed above, there is no agreement on how they differ.…”

Section: Explanation Of Variablesmentioning

confidence: 99%

Competency Assessment as a Way of Determining Training and Educational Needs of Extension Professionals in Nepal

Ghimire

Suvedi

Kaplowitz

et al. 2017

JIAEE

View full text Add to dashboard Cite

This study examines the level of and gaps in core competencies among agricultural extension professionals in Nepal. The study population was composed of agricultural extension professionals in governmental extension offices and agriculture-based, non-governmental organizations. During August-September 2015, 349 extension professionals completed selfadministered surveys. The design for the data collection instrument was based on a literature review and on focus group recommendations. Data were analyzed using descriptive and inferential statistics. The findings revealed that respondents perceived themselves to be moderately competent in extension core competencies --program planning, program implementation, communication skills, educational and informational technology, program evaluation, personal and professional development, diversity, and technical subject matter expertise. Respondents' perceived levels of competency differed by their current position, undergraduate college attended, and level of education, although not much by their age and experience in extension. Office chiefs and foreign-educated respondents perceived themselves as having higher levels of competency than their counterparts --subject matter specialists and technical officers, and in-country-educated professionals. The perceived levels of the importance of all core competencies were significantly higher than the professionals' perceived levels of their own competency, indicating gaps in extension core competencies among Nepalese extension professionals. The findings imply that that there is a need for in-service training of extension professionals in all core competency areas. Preservice extension education curricula need to be reviewed and updated, incorporating the core competencies highlighted in this study.

show abstract

A Professional Competency Development Model: Implications for Extension Educators

Cited by 9 publications

References 14 publications

Professional competencies in the model of forming a professional-subjective attitude of the medical university students

Professional competencies in the model of forming a professional-subjective attitude of the medical university students

Building Evaluation Capacity within an Agricultural NGO using SWOT Analysis

Competency Assessment as a Way of Determining Training and Educational Needs of Extension Professionals in Nepal

Contact Info

Product

Resources

About