Constructing a Competency Model and Competency-Based Program for Archaeology Practitioners

• Main Authors: WENG,JUI-MING, 翁瑞明
• Other Authors: HUANG,PEI-WEN
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/qeubr9

碩士 === 南臺科技大學 === 企業管理系 === 104 === This research aims to develop a competency model and competency-based curriculum for archaeology practitioners, appropriate to the national policy for Occupational Competency Standard. The present competency model is adapted from the Table of Occupational Standard formulated by the Integrated Competency Application Platform of the Workforce Development Agency. Research methods include face-to-face interviews with archaeology practitioners and on-site observation. Data collected are coded with the aid of software Nvivo 11, while the semantic textual content is analyzed using the qualitative method. The coding process consists of 4 stages, namely “Primary Duty & Work Task”, “Behavior Indicator”, “Competency Component (K & S)” and “Competency Level”. The requirement of mental ability in a work task is also taken into consideration so to distinguish between work tasks of different levels and to establish indices for differentiating competency levels. The first draft model with four competency levels is reviewed by experts in the field in paper or online. The four finalized competency levels are: L2 Technician, L3 Research Assistant, L4 Assistant Researcher, L5 Researcher, under which are 7 work categories, 20 duties, 47 work tasks and behavior indicators, 56 types of knowledge, 57 types of skills and 32 types of productivity. Knowledge and skills required are derived from work tasks to develop a competency-based curriculum according to their knowledge dimensions. The curriculum consists of 31 course units under 8 course series. Four quadrants are used to illustrate the differences between the competence levels, with level of mental ability and level of interdependence as the horizontal and vertical axis respectively. The results show that: L2 and L3 are broadly lone workers; L2 often engages in highly repetitive work that demands patience instead of any expertise; L3 requires a small amount of expertise which can be gained from experience; L3 work can be completed by following workflows; L4, whose expertise stem from school education, are required to supervise a small number of low-order practitioners, to cooperate with practitioners of the same order or to work on their own on small projects; L5, equipped with the expertise required by most work, require cross-disciplinary knowledge; the managerial competence of L5 shows that they belong to the highest competency order of all archaeology practitioners.