Maximizing Organizational Performance and Goal-Achievement Through Competency-Based Education: Competency-Based Education for Improved Performance

Maximizing Organizational Performance and Goal-Achievement Through Competency-Based Education: Competency-Based Education for Improved Performance

King Costa (Global Centre for Academic Research, South Africa)
DOI: 10.4018/978-1-7998-6537-7.ch003
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Abstract

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.
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2. Defining Cbl/Obe

There are many definitions of CBL that can be found in many information repositories and publications, but in this presentation, the author will be providing a perspective on interpretation based on his own practical experience in business facilitation/teaching and also evidenced by research on the topic, as emphasised by Boyatzis (2008). CBL is a model of meta-cognitive approach to learning that integrates both theory and practice into experiential learning that is founded on the following six (6) key learning paradigms (Boyatzis, 2002):

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