Exploring the Input of Competence Assessment to Goal-Setting in Various Types of Organizations

Abstract

The aim of the present research is to investigate the existing practices of linking competence assessment to organizational goal-setting in various organisations in Latvia. The importance of linking employee competences to goal-setting within organizations has been established in scientific literature. Nevertheless, there is evidence gathered in this interdisciplinary research that existing methods of competence assessment used by various organizations in Latvia do not translate well into organizational goal-setting. The research is based on information gathered from semi-structured interviews with representatives of managerial positions in private and public, including educational service organizations (26 in total). Additionally, publicly available development plans are analysed. Empirical data are analysed according to a conceptual framework of criteria impacting the goal-setting process. Three subsets of criteria are used that guided interview question formulation and interview data analysis: formulation of a goal; employee’s ability to reach the assigned goal; employee’s self-assessment on his/her ability to reach the assigned goal. Analysis of the results indicate that when setting goals and assessing employee competences in relation to those goals, management decisions are greatly guided by subjective approaches. Such identified approaches in observed private and public service organizations indicate common risks that are discussed in this research.

Mācīšanās lietpratībai

“…Vērojama tendence, ka skolu dokumentos formulētie mērķi nereti ir nekonkrēti, grūti izmērāmi (Butkēviča, Zandbergs, Namsone, & Briķe, 2018). Skolu (arī pašvaldību) veiktā rezultātu analīze bieži balstās tikai datos par skolēnu vidējiem rezultātiem summatīvajā vērtēšanā.…”

Inovāciju pārnese skolā un starp skolām

“…Sākta pētniecība, kurā analizēti Latvijas skolu dokumenti (pašvērtējuma ziņojumi u. c.). Vērojama tendence, ka skolu dokumentos formulētie mērķi nereti ir nekonkrēti, grūti izmērāmi (Butkēviča, Zandbergs, Namsone, & Briķe, 2018). Skolu (arī pašvaldību) veiktā rezultātu analīze bieži balstās tikai datos par skolēnu vidējiem rezultātiem summatīvajā vērtēšanā.…”

Piloting a Teacher Competence Management Model in Schools

“…In the piloting, a model of competence management process is used, with four phases, where the initial phase is goal setting and final phase is teacher competence development therefor linking these processes with competence assessment. Our previous research shows that this link between goal setting and competence assessment and development in Latvian organizations including schools is missing (Butkēviča, et al, 2018). Each phase has a distinct form of process and its outcome (see figure 1) that the participating schools followed through.…”

“…Following up on our previous research (Zandbergs, et al, 2018;Butkēviča, et al, 2018;Butkēviča, 2018;Butkēviča et al, 2019;Bērtule et al, 2019) we propose a teacher competence management model as an approach to help teachers and school leaders answer to the new challenges brought by the education curriculum reform and implement teaching and learning appropriate for students to acquire 21 st century skills. The model outlines the management of employee competence within the organization and this article looks into the parts of the model that are more related with competence development.…”

“…It allows for better forecast of reaching the goals at the start of the cycle. It potentially provides the organizations with the input for the improvement of goal-oriented employee development (Butkēviča, et al, 2018). When linking employee competence to organizational goals, managers can act upon employee competence gaps that may be identified at the start of a goal setting period or during it.…”