The importance of leadership is increasingly recognized in relation to digital transformation. Therefore, middle management and top management must have the competencies required to lead such a transformation. The purpose of this paper is to investigate the relationship between the digital leader competencies as set out by the European e-competence framework (e-CF) and the digital transformation of organizations. Also, the relationship between digital leadership competency (DLC) and IT capability is examined. An empirical investigation is presented based on a sample of 433 respondents, analyzed using PLS-SEM. The results strongly support our hypotheses. DLC has a strong impact on organizational digital transformation. A post-hoc analysis showed this is predominantly the case for the e-CF competencies of business plan development, architecture design, and innovating while business change management and governance do not seem to affect organizational digital transformation. This is the first empirical study to conceptualize, operationalize and validate the concept of DLC, based on the e-competence framework, and its impact on digital transformation. These findings have significant implications for researchers and practitioners working on the transformation toward a digital organization.
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In the fast-changing world of IT, relevant competencies are getting more important as these determine how successful you can function in practice. As a consequence, organizations are introducing competency frameworks like the European e-Competence Framework (e-CF, 2014) in their IT departments. However, for many organizations it is unclear what good practices and pitfalls are when introducing such a framework. In this paper this topic is studied by analysing 13 interviews with IT- and HR-managers who are (or recently have been) involved in a transition towards the use of competencies with their IT-staff.
Introduction: The number of complex healthcare problems is increasing, the workforce is diminishing, and healthcare costs are rising. Interprofessional Education and Collaborative Practice is a promising solution, necessitating the cultivation of skills and competencies among health and social care professionals. The central question guiding this study revolves around the possibility of merging interprofessional collaboration, lifelong learning, the International Classification of Functioning, Disability and Health (ICF), and the Rehabilitation Competency Framework (RCF) into a unified competency framework that can be used in both education and in the work field. Method: In total, five modified Delphi rounds were executed during three phases specifically comprising the design, relevance, and report stages. The first contains a literature search, the second includes 11 pilots with surveys, and the last finalized the INPRO Competency Framework (INPRO CF). Results: The primary result is the INPRO CF that is readable, accurate, applicable, and accepted. It contains five domains, 17 competencies, and 200 learning outcomes or behaviors. It exists in four languages (Dutch, Finnish, English, German). Discussion: The INPRO CF is a relevant interprofessional competency framework designed to alleviate deficiencies between education and practice so it is suitable for a lifelong learning process. It demonstrates adaptability across various contexts. Implications for Practice The INPRO Competency Framework provides a structured overview of the learning journey in becoming an experienced interprofessional collaborator and is applicable in both practice and educational settings. The INPRO Competency Framework provides a comprehensive understanding of goals that an individual in a team can work on and structures those that it would like to achieve. The INPRO Competency Framework has the potential to positively impact person centered care by promoting collaboration among health and social care professionals. It simultaneously can contributes to transforming education by shaping curricula and preparing students for interprofessional teamwork in their future careers.
Naast kennis en vaardigheden draait professionaliteit om bewustwording van de persoonlijke waarden die professionele besluitvorming beïnvloeden. Inzicht in persoonlijke waarden is bepalend voor de kwaliteit van het professionele handelen. Praktijkgericht en biografisch onderzoekt leidt tot ondersteuning van dit bewustwordingsproces. Doel Het doel van dit onderzoek is om de persoonlijke drijfveren van studenten en beroepskrachten boven water te krijgen. We ontwikkelen daarvoor verschillende instrumenten die bijdragen om de dieperliggende motivaties te articuleren en bewust te maken. De focus is gericht op de morele bewustwording als onderdeel van de persoonlijke levensoriëntatie. We ontwikkelen bruikbare instrumenten om de normen en waarden van studenten en beroepskrachten in kaart te brengen en te analyseren. We ontwikkelen tools en werkvormen die studenten en beroepskrachten ondersteunen in hun zelfreflectie en hun normatieve professionalisering. Resultaten Resultaat is een narratief-biografisch onderzoeksinstrument dat aan elke studierichting aangepast kan worden. Het is een instrument dat gedurende de hele studie als voortgaande relfectie ingezet kan worden. Daarnaast heeft onderzoek in enkele analyse-instrumenten voorzien die bijdragen aan een verdiept inzicht in de onderliggende motivaties van studenten en beroepskrachten voor hun professioneel handelen. We onderscheiden zeven typologieën van studenten die studieloopbaanbegeleiders helpen effectief af te stemmen op de student om haar/zijn waarden en normen expliciet te maken. Voortgaand onderzoek en projecten leiden momenteel tot een variëteit aan didactische werkvormen, reflectietools die vaak onbewuste waardenoriëntatie bespreekbaar maken en in dialoog brengen. Theoretische onderbouwing is beschreven in het proefschrift Van der Zande, E. (2018). Life Orientation for Professionals. A Narrative Inquiry into Morality and Dialogical Competency in Professionalisation. Almere: Parthenon. Looptijd 20 november 2019 - 01 december 2023 Aanpak Dit project valt uiteen in diverse deelprojecten: - Leraar, waar sta je voor? - Didactische integratie van het narratief zelfportret in het leerteamleren
Naast kennis en vaardigheden draait professionaliteit om bewustwording van de persoonlijke waarden die professionele besluitvorming beïnvloeden. Inzicht in persoonlijke waarden is bepalend voor de kwaliteit van het professionele handelen. Praktijkgericht en biografisch onderzoekt leidt tot ondersteuning van dit bewustwordingsproces.
