Administrative Leadership Mindset and Philosophical Approaches

Corrections is a multi-layered business containing all aspects of life for the employees, clients/inmates, and the general public. Therefore, the findings of the study are transferable to many types of administrators. The chapter uses a case study approach and qualitative research methods. The study findings focuses on corrections administrative leadership mindset, philosophical approaches, and practice policies.. The conceptual and theoretical approaches included effective corrections administrators are promoting the growth of social capital (e.g., social skills and relationships), human capital (employable skills), and cultural capital (e.g., community and public safety). Four state prison wardens/administrators participated in this study. Data was collected via Creswell's in-depth portrait of cases: three-part series of semi-structured interviews. Four themes emerged during data analysis. This chapter focuses on the fourth theme and the conceptual framework.

An Analysis of Employer Perceptions of Business Graduate Competencies

This exploratory study assesses employers' perceptions of the importance and competence levels of performing identified graduates' competencies in the New Zealand public sector. The tertiary education institutions in New Zealand are facing increasing demands from employers and stakeholders. The employers demand that the educational institutions today should provide relevant skillset needed by the current organisations. What kind of skillsets required by employers and what institutes are offering to their graduates, however, are yet to be determined. This study attempts to fill the gap in the literature by examining this in the New Zealand public sector. Therefore, this study will determine what employers' work perceptions are regarding skills needed versus what skills graduates actually bring to the workplace.

Robot-Proof Work Capabilities

Jobs are changing fast as many firms automate or augment work-tasks. Constant change is the new normal as technology relentlessly infiltrates all industries and businesses. This puts pressure on employees to upskill and stay relevant. While some jobs are relatively immune from disruption, these are in the minority. Most employees will need to continually build the necessary skills and capabilities that will help them safeguard their current careers or shift to entirely new careers or industries. This chapter describes an approach to answer the following question: What are the core work capabilities that students and employees should be learning now to future-proof their careers? The authors apply a prediction of automation and augmentation to work-tasks to model the change to the future workforce and analyse the remaining work skills and abilities required in the future. These future skills and abilities are further grouped to determine 32 future-work capabilities, including 13 digital and data literacies that can be targeted by employees, firms, and governments in L&D programs.

IT-Enabled Competency-Based Performance Management System

Competency-based performance management system (CBPMS) has become the key tool for every firm to be in a strategically sustained advantageous position. The objective is to identify relevant and important competencies for successful accomplishment of desired tasks. In this chapter a holistic approach is proposed to review the competency-based approach that is based on the framework of relevant work-related and behavioral competencies. CBPMS is explained in terms of sequential steps of framing the competencies which provide better performance advantages with their expected values and thereby measuring the levels of these work related and behavioral competencies present in the job incumbents with the help of IT interventions. Using this approach, an organization will be able to more effectively use their limited resources to reap more benefits from their investments in both people and technology.

Competency Mapping for Technical Educational Institutes in India

Achieving and maintaining organizational excellence in a technical educational institution largely depends on the competencies of faculty members. Consequently, the management of faculty competencies are very important for any technical educational institution. Work skills lead to significant organizational growth which provides a competitive advantage to technical educational institutions. A critical factor related to the long-term success of an institution is its ability to assess the efficiency of the faculty and use that knowledge to achieve tangible results. For the overall development of students and the organization, knowledge of faculty members about mapping systems and process upgradation is important. This chapter discusses in depth the mapping of competences in the technical educational institute at different levels and analyzes the deficiencies in required skills to improve the level of competency. The research was carried out by taking a study on a government engineering institute based at Haryana, India as a model technical educational institute.

Organizational Climate and Strategic Leadership in Industry 4.0

Strategic leadership and organizational climate have been made more important by the Industry 4.0 revolution. Strategic leadership and organizational climate enable businesses to adapt easily to rapidly changing environmental conditions and innovations for sustainability. Therefore, the role of strategic leaders is important in creating an organizational climate to manage and implement strategic changes and also in the preparation and implementation of roadmap to design the future of the business in Industry 4. 0. This study aims to discuss the strategic leadership skills in creating the organizational climate in Industry 4.0. The authors found that there is a relationship between organizational climate and strategic leaders' skills in Industry 4.0. Understanding the relationship between the skills of strategic leaders and organizational climate is essential to uncovering the critical links to firm performance to get competitive advantage in Industry 4.0. Strategic leadership is a key interpreter of how climate of the organization links to the wider systems and requires leadership systems.

Maximizing Organizational Performance and Goal-Achievement Through Competency-Based Education

Maximizing organizational performance and goal-achievement through competency-based education, this chapter focuses on the organizational development of competency-based learning, with respect to how organizations in South Africa should design and deliver programming. This chapter provides readers with a practical and experimental approach that is based on the author's education and extensive experiences. These experiences are drawn from a journey of different levels of delivering competency-based learning to education and industry in South Africa. The author provides a perspective of interpretation for the utilization of a behavioral approach to competencies development in organizational environments. The author proposes learning occurs because of a behavioral approach to understanding competencies as a concept.

Higher Ed Through Grad Consulting

This chapter describes how graduate students identify client needs, negotiate paid executive consulting assignments, and deliver insightful solutions with the support of senior experts. It's the responsibility of grad consultants to scope, sell, and deliver cutting edge projects. Sponsoring clients can be located anywhere as long as the client possesses a problem or need worth solving. Mentorship ensures high performance and timely delivery by grad consultants, who work as independent contributors in the context of an international management consulting firm. Client executives can benefit from solving pressing business challenges by working directly with the next generation of international professionals. In return, grad consultants are offered a unique opportunity to develop leadership and consulting skills by being fully in charge of a real paying client project from start to finish. This is a call for action to overcome criticism towards traditional business schools, and their insufficient ability to develop practical competencies needed in industry and society at large.

Authentic Leadership Competencies

Now, more than ever, while facing the worldwide pandemic COVID-19, communities such as Tasmanian cities are anticipating for the build from the ground up after the pandemic passes. Entrepreneurial emergence will play a crucial role in the re-establishing of Tasmania's identity, as these individuals are described as being motivated by opportunities and are recognized by their distinct eye for creation and innovation. Leadership competencies are the underlying characteristics of an individual, which can be demonstrated though knowledge, values, capabilities, and behaviors. With the COVID-19 pandemic depleting our resources and population, the need for individuals with effective and ethical leadership competencies has seen a rise, sparking the research question: How can authentic leadership competencies create and enable entrepreneurial emergence?

Sustainability and Competency-Based Learning at the University of Seville

The purpose of this study is to analyse the presence of sustainability in the curricula of the Science of Education at the University of Seville and to determine the perception of both teachers and students regarding sustainability competencies. The work forms part of the R+D+i “Training Project in Spanish Universities for Professionals as Agents of Change in Order to Meet the Challenges Facing Society” (EDINSOST). The methodology a case study, in which an analysis of the curriculum of the Bachelor Degree in Early Childhood Education, Primary Education, and Pedagogy has been conducted. Two questionnaires have been drawn up and four focus groups established in which a total of 61 teachers and 152 students have participated. The results show that there is a low presence of sustainability in the Science of Education courses, particularly in the Bachelor Degree in Primary Education. The teachers express the opinion that they have sustainable initiatives as well as an interest in ethical models. The students express a high degree of interest in receiving sustainability training.