Competency Assessment of Professional Military Service in Lithuanian Armed Forces

Raudeliūnienė, Jurgita; Tunčikienė, Živilė; Petrusevičius, Ramūnas

doi:10.9770/jssi.2013.3.1(7)

Cited by 7 publications

(3 citation statements)

References 13 publications

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“…Kraus et al (2018) describe the components and functions of the competence model of German AF servicemen, which consists of five basic competencies (self, methodological, social, technical, leadership and management competencies), which are divided into sub-competencies. Raudeliuniene et al (2013) emphasise that professional competence first of all is defined at the individual level and it is defined as a capability to perform several duties and it has direct ties with education, qualification and experience of the individual. Profession-related competence can be divided into two dimensions: branch (describes the branch where an individual is competent and performs efficiently) and quality (describes performance efficiency according to the particular range).…”

Section: Theoretical Overvie Wmentioning

confidence: 99%

Retracted: Officers' foreign language training in educational and information environment of the Higher Military Educational Institution

Осьодло¹,

Рахманов

Krykun³

et al. 2022

Review of Education

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The purpose of this study was to examine the effects of a blended learning method on the development of foreign language communicative competence of the officers of the Armed Forces of Ukraine in the educational and information environment of a Higher Military Educational Institution. The foreign language training was carried out at 11 military educational institutions. Nineteen foreign language teachers were enrolled who conducted face‐to‐face training in an online virtual class and used the Moodle platform of the National Defence University of Ukraine named after Ivan Cherniakhovskyi for distance learning. Such a combination of the components (face‐to‐face and distance learning) provided the opportunity for them to implement effectively the case study and project‐based learning activities in an online virtual class and to use simultaneously the information and communication tools of an educational and information environment. In the study, a ‘pre‐test–post‐test’ experimental research design was used. The data collection tool was a proficiency language test according to NATO STANAG 6001 requirements. A difference between the two stages in favour of the results gained after conducting the investigation was revealed. Therefore, it is stated that integrating information and communication technology tools in foreign language training will have positive effects on both the teachers and officers to help them be aware of the modern tools of the information and educational environment.

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Section: Theoretical Overvie Wmentioning

confidence: 99%

Retracted: Officers' foreign language training in educational and information environment of the Higher Military Educational Institution

Осьодло¹,

Рахманов

Krykun³

et al. 2022

Review of Education

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“…Summarizing the factors affecting the competence and analyzed by various researchers, also on the basis of empirical studies of 2012 (Raudeliūnienė et al 2013), four groups of factors in terms of content can be distinguished:…”

Section: Theoretical Aspects Of Knowledge Appliance Processmentioning

confidence: 99%

Knowledge appliance process: theoretical and practical evaluation aspects

Raudeliūnienė¹,

Stádník²,

Kindarytė³

2016

JESI

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The importance of knowledge appliance process is based on the fact that it is related to effective appliance of existing knowledge to solve problems, manage business processes and knowledge about adequate working environment appliance creation. Knowledge appliance process is described as knowledge management implementation stage when knowledge is transformed into specific organizational results. Organizations in order to implement effectively and coordinate the knowledge appliance process often encounter problems of psychological, functional type or loss of knowledge value. To solve this type of problems knowledge appliance process is used, in which it is important not only to know about internal and external knowledge, where is knowledge, who has this knowledge but also to apply existing knowledge to complete work functions and to create value of organization. To solve these problems effective knowledge appliance process is necessary, during which new or existing knowledge has to be suitable to use and apply to increase working performance. In order to implement effectively the knowledge appliance process for organizations, it is necessary to assess this process efficiency affecting factors. The article looks into theoretical evaluation aspects of knowledge appliance process, which are practically evaluated by the example of pre-school education model example. Research methods are scientific literature analysis, survey, expert and multiple criteria evaluation.

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“…When assessing the value of the organization and the potential of the owned competencies and resources, the bigger significance is obtained by the knowledge management, it is fulfilled through the procedural model of the knowledge management that comprises the cycle of the processes: knowledge goals, knowledge identification, knowledge acquisition, knowledge development, knowledge sharing and distribution, knowledge application, knowledge retention and knowledge evaluation (Wiig 1993;Meyer, Zack 1996;Probst et al 2000;Rollet 2003;Raudeliūnienė et al 2012Raudeliūnienė et al , 2013Raudeliūnienė et al , 2016Kianto et al 2016).…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Knowledge Retention Process: Case of Lithuanian Armed Forces

Raudeliūnienė

Davidavičienė

Petrusevičius³

2018

Technological and Economic Development of Economy

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Abstract. Knowledge management is one of the most potent means for the improvement of Lithuanian armed forces efficiency in context of transformations. Knowledge retention is one of the knowledge management processes that is related to knowledge selection, accumulation of the organization experience, renewal of the organizational memory in order to preserve the valuable knowledge from the potential loss. In order for the Lithuanian armed forces to manage the knowledge effectively and develop -it is important to purposefully preserve the valuable knowledge. The knowledge retention management problems of the Lithuanian armed forces are classified into: human, organizational, functional, technological and technical. In order to solve the problematics of such type, the identification of the factors, that provides the premises for the complex assessment of the knowledge retention process, becomes an important factor. The purpose of the article is to identify the factors that are significant for the evaluation of the knowledge retention process effectiveness of the Lithuanian armed forces. In order to achieve the objective such methods as the analysis of the scientific literature, multiple criteria and expert assessment are employed. According to the research results most factors were attributed to the group of the organizational and knowledge content factors.

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Competency Assessment of Professional Military Service in Lithuanian Armed Forces

Cited by 7 publications

References 13 publications

Retracted: Officers' foreign language training in educational and information environment of the Higher Military Educational Institution

Retracted: Officers' foreign language training in educational and information environment of the Higher Military Educational Institution

Knowledge appliance process: theoretical and practical evaluation aspects

Factors Influencing Knowledge Retention Process: Case of Lithuanian Armed Forces

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