LEADING AND COORDINATING INNOVATIVE RESEARCH EDUCATION ASSESSMENT SYSTEMS: THE SECRETS TO SUCCESSFUL LEADERSHIP SUCCESSION AND CIVIC SERVICES Finding and keeping the right people to lead a company or any public or private organisations into the future frequently requires new skill sets. Management often overlooks staff with true entrepreneurial qualities and potential because young entrepreneurs do not always “play by the rules.” Like in financial sector, about 5% of the total workforces are always employs and accounts for over 12% of the countrys Gross Domestic Product and the availability of a large pool of finance professionals in African Countries is a key reason why global financial institutions operate here, and use Nigeria as a regional or global hub. We continue to attract top talent and expertise from overseas. At the same time, we work with the Government Commission and industry to put in place a comprehensive range of training programmes to enhance the competencies of financial sector professionals and to strengthen the local talent pipeline of finance professionals and leaders says Mr. Sunday Reuben Jnr. CEO/Principal Consultant-Brainstorm Leadership Academy, Nigeria. Presently, success of this is based on one’s ability to see the future and act decisively upon it. Once identified, setting entrepreneurs on their success path will reap great benefits for the company or organization/institutions. Doing so, however, involves an investment of time, energy, and resources. These energetic and ambitious individuals will need focused mentoring, training, and coaching. The long-term payoffs are critical and significant. These entrepreneurs will become fully committed to the business and will be the key players in the business’ growth. People, especially talented people, are any business’ most expensive resource. They are your currency of trade and key competitive advantage. To retain identified entrepreneurs, technical leaders, and managers, owners must realize the need to actively work on company performance as well as to remove barriers to individual performance. This requires an ongoing commitment to placing high potential talent in senior level positions within the company and giving them the opportunity — with support, authority, and responsibility — to succeed. By constantly filling the “leader pipeline” in this way, outgoing owners can help ensure their return on investment. The importance of research competency is widely acknowledged in disciplines within and beyond the legal community, as supported by academic research findings and studies documenting essential skills for the twenty-first century workplace. Brainstorm Associates Global Innovation Education and Democratic Governance Project 2015 shows notable evidence of lagging skills in many research-intensive areas, including the field of law, forensic, psychology, philosophy. In its call for a systematic revision of innovation education as the age advocate for the incorporation of practical instruction which was echoed by practitioners demanding minimum competencies in pragmatic abilities. Analytical skills and other research competencies become even more essential given the proliferation of online legal information, multiple systems through which to access it, and the high cost of mistakes. Information Technology professional had reconsider Information literacy as a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.Information literacy also is increasingly important in the contemporary environment of rapid technological change and proliferating information resources. Because of the escalating complexity of this environment, individuals are faced with diverse, abundant information choices--in their academic studies, in the workplace, and in their personal lives. Information is available through libraries, community resources, special interest organizations, media, and the Internet--and increasingly, information comes to individuals in unfiltered formats, raising questions about its authenticity, validity, and reliability. In addition, information is available through multiple media, including graphical, aural, and textual, and these pose new challenges for individuals in evaluating and understanding it. The uncertain quality and expanding quantity of information pose large challenges for society. The sheer abundance of information will not in itself create a more informed citizenry without a complementary cluster of abilities necessary to use information effectively. Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to: • Determine the extent of information needed • Access the needed information effectively and efficiently • Evaluate information and its sources critically • Incorporate selected information into one’s knowledge base • Use information effectively to accomplish a specific purpose • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally. Henceforth developing lifelong learners is central to the mission of higher education institutions. By ensuring that individuals have the intellectual abilities of reasoning and critical thinking, and by helping them construct a framework for learning how to learn, colleges and universities provide the foundation for continued growth throughout their careers, as well as in their roles as informed citizens and members of communities. Information literacy is a key component of, and contributor to, lifelong learning. Information literacy competency extends learning beyond formal classroom settings and provides practice with self-directed investigations as individuals move into internships, first professional positions, and increasing responsibilities in all arenas of life. Because information literacy augments students’ competency with evaluating, managing, and using information, it is now considered by several regional and discipline-based accreditation associations as a key outcome for college students. For students not on traditional campuses, information resources are often available through networks and other channels, and distributed learning technologies permit teaching and learning to occur when the teacher and the student are not in the same place at the same time. The challenge for those promoting information literacy in distance education courses is to develop a comparable range of experiences in learning about information resources as are offered on traditional campuses. Information literacy competencies for distance learning students should be comparable to those for on campus students. Incorporating information literacy across curricula, in all programs and services, and throughout the administrative life of the university, requires the collaborative efforts of faculty, librarians, and administrators. Through lectures and by leading discussions, faculty establishes the context for learning. Faculty also inspire students to explore the unknown, offer guidance on how best to fulfill information needs, and monitor students’ progress. Academic librarians coordinate the evaluation and selection of intellectual resources for programs and services; organize, and maintain collections and many points of access to information; and provide instruction to students and faculty who seek information. Administrators create opportunities for collaboration and staff development among faculty, librarians, and other professionals who initiate information literacy programs, lead in planning and budgeting for those programs, and provide ongoing resources to sustain them. Consequently, competency frameworks influence innovation management educational programs, training and professional development. Here we are building a consensus on core innovation management competencies is, however, elusive. Major stakeholders include accreditation and quality assurance agencies, educational program and professional organisations, with an absence of shared frameworks and development approaches noted. Competencies these stakeholders determine that managers ought to have may not coincide with what they actually have, or regard as most important for their role. Competencies (and their variants capacities and capabilities) are used in many professions, including the regulated IT health professions, to ensure the quality of workforces. A competent health management workforce is regarded as essential to the performance of heath organizations and systems. Civic workforce competency can commonly be observable characteristic involving knowledge, skills and attitudes, shown empirically to be related to the performance of tasks related to role and job, and can be improved with training and development. In the quest to improve performance and quality of civic services, a recent upsurge in interest in health management and leadership competencies is evident. Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities with this year Brainstorm Associates Project 2015. Our global age required skills and knowledge that will aid in the development and extending assessment expertise that will effect access, read and analyse current research on assessment and incorporate into own practice. Innovative opportunities source and access opportunities to extend assessment experience and expertise and incorporate this new knowledge and skill into own assessment practice. This year Brainstorm Associates Research Project: Global Innovation Education and Democratic Governance Project 2015 will describe the skills and knowledge required for this assessment. Brainstorm Leadership Academy, Nigeria specifies the competency required to conceptualise, design, develop and evaluate learning programs to meet an identified need for a group of learners, using appropriate criteria. Criteria may include endorsed competency standards and other specifications such as organisational performance standards, product equipment specifications and workplace procedures. Therefore, gaining skills in information literacy multiplies the opportunities for students’ self-directed learning, as they become engaged in using a wide variety of information sources to expand their knowledge, ask informed questions, and sharpen their critical thinking for still further self-directed learning. Achieving competency in information literacy requires an understanding that this cluster of abilities is not extraneous to the curriculum but is woven into the curriculum’s content, structure, and sequence. This curricular integration also affords many possibilities for furthering the influence and impact of such student-centered teaching methods as problem-based learning, evidence-based learning, and inquiry learning. Guided by faculty and others in problem-based approaches, students reason about course content at a deeper level than is possible through the exclusive use of lectures and textbooks. To take fullest advantage of problem-based learning, students must often use thinking skills requiring them to become skilled users of information sources in many locations and formats, thereby increasing their responsibility for their own learning. To obtain the information they seek for their investigations, individuals have many options. One is to utilize an information retrieval system, such as may be found in a library or in databases accessible by computer from any location. Another option is to select an appropriate investigative method for observing phenomena directly. For example, physicians, archaeologists, and astronomers frequently depend upon physical examination to detect the presence of particular phenomena. In addition, mathematicians, chemists, and physicists often utilize technologies such as statistical software or simulators to create artificial conditions in which to observe and analyze the interaction of phenomena. As students progress through their undergraduate years and graduate programs, they need to have repeated opportunities for seeking, evaluating, and managing information gathered from multiple sources and discipline-specific research methods. The required skills mostly for the newly certified Research Members of Brainstorm Associates Research Professional Council are expected to imbibe the research techniques as indoctrinated by Brainstorm Graduates Centre last year November, within Leadership in Community Development Project 2014 and be able to: a. ANALYSIS AND INTERPRETATION SKILLS TO, i. evaluate research assessment methods and tools ii. access and interpret organisation’s standards and values iii. analyse the effectiveness of the organisations assessment process b. COMMUNICATION SKILLS TO: i. promote and implement quality standards ii. guide and support assessors one on one c. EVALUATION SKILLS TO: i. evaluate validation process and determine and implement improvements ii. determine sampling methods to be used to access information iii. systematically evaluate personal or others’ practice to improve performance or understanding d. LITERACY SKILLS TO: i. read, interpret and evaluate policies and procedures to monitor assessment and recognition processes ii. prepare required documentation and information for those involved in the assessment process e. LEADERSHIP SKILLS TO: i. influence and motivate others ii. guide and support others iii. manage conflict f. PROBLEM SOLVING SKILLS TO: i. anticipate future implications for own and others’ decisions ii. reliably evaluate alternative solutions iii. make informed decisions and recommendations g. RESEARCH SKILLS TO: i. determine sampling methods to be used to access information ii. access and analyse relevant documents h. TEAM AND GROUP SKILLS TO: i. build relationships and networks with colleagues iii. Encourage, accept and utilise feedback. Required Knowledge for effective participation in Global Innovation Education and Democratic Governance Project 2015 are: 1. Competency based assessment including, vocational education and training as a competency based system, 2. The criterion used in national VET; endorsed or accredited competency standards defining specifications for performance of work and work functions which include skills and knowledge competency standards as the basis of qualifications 3. The principles of competency based assessment 4. Assessment which is criterion referenced as distinct from norm-referenced assessment 5. Reporting of competency based assessment 6. How to interpret competency standards and other related assessment information to determine the evidence needed to demonstrate competency including: the components of competency assessment of Employability Skills, dimensions of competency and OHS requirements 7. Training Package Assessment Guidelines 8. The qualification level of units/employee Brainstorm Associates requirement for assessment different assessment methods, purposes and application different types of assessment tools, what tools work for what types of evidence, what are well-constructed assessment tools and why principles of assessment and how they guide assessment, validation, appeals processes assessment strategies and assessment plans and what are the components. Applications of technology to improve or assist in quality assessment roles and responsibilities of workplace trainers, facilitators, assessors and others, such as vocational experts, workplace supervisors and support persons in the assessment process strategies which ensure the assessment process is transparent and credible legal, organisational and ethical responsibilities associated with the assessment system. Brainstorm Graduates Centre has tasks to analytical (decision-making, results management, strategic thinking, problem-solving, managing quality, flexibility, political skills, analytical skills); Interpersonal (teams, leadership, communication and collaboration/ partnership); and Technical (budget-related). Here Brainstorm Associates project’s Participants’ mean self-assessed proficiency in competencies were also mainly in the interpersonal and analytical domains. Respondents supported both regular assessment of competencies and use of a short web-based survey format, though not all supported the particular tool used in the research project. 2014 research feedback on the subject: Leadership in community Development Project 2014 was positive. Regularly surveying health managers using web-based questionnaires to confirm and up-date competencies would remedy the dearth in knowledge and provide the information educational and training institutions require to ensure qualifications are relevant, and to inform employer-based professional development. Therefore,BLA,Nigeria Assessment Matrix will prove that our student must demonstrate an understanding of all elements of a particular competency to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. Assessment will incorporate a variety of methods including technical requirements documentation, homework and in class exercises, written tests, practical problem solving exercises and practical tests. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met. Brainstorm Graduates Centre is ready to develop cohesive vision for the future of research education AND empower the next generation. SOURCE: BRAINSTORM GRADUATE CENTRE
Posted on: Mon, 05 Jan 2015 20:57:30 +0000
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