Exploring competency: Corporate framework, learning theories, and a cognitive development model

Anuj Jajoo; Pooja Deshmukh

doi:10.31893/multirev.2024170

Keywords:

Learning and Development

Behavioral psychology

Corporate training effectiveness

Cognitive Competency Structure

Abstract

This review paper delves into the cognitive aspects of corporate learning and competency development, focusing on various theories and models explaining neurocognitive and behavioral psychology. This paper explores “Maslow's hierarchy of needs”, “Affective, Behavioral, and Cognitive (ABC) Model of Attitude”, “Expectancy Value Theory”, “NLP Communication Model”, “Social Cognitive Learning Theory”, “Knowles' theory of Andragogy”, “NLP Neurological Levels”, “Theory of Planned Behavior”, "Cognitive Load Theory", "Cognitive Learning Principles Underlying the 5E Model", and "Constructivism Theory". While these theories individually address specific aspects of human behavior, they have limitations in their individual scope when applied to the corporate competency development process. This paper constructs the "Cognitive Competency Development Model (CCDM)", which integrates the examined theories and models, providing a cohesive framework for understanding competency development within organizations. This paper briefly discusses the meaning of competency and a typical competency development framework used by corporates. The CCDM emphasizes the multifaceted nature of competency development. It considers the intricate interplay of individual, social, and environmental factors in shaping competency development. It begins with the mental filtering of learning stimuli by various expectancies, neurological factors, and hierarchies of needs. This filtered information forms a perception and knowledge construct, leading to competency development. Competency may affect attitudes and intentions, resulting in behavioral change and better performance at work. The paper concludes by highlighting the potential of the model to inform the design of more effective learning and development interventions. By understanding how the brain influences learning and development, organizations can improve their training programs and create a culture of continuous learning.
References
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2. Ali, M. M. (2021). Competency Framework Development for Effective Human Resource Management. SAGE Open. doi:https://doi.org/10.1177/21582440211006124
3. Bandler, R., & Grinder, J. (1975). The Structure of Magic I: A Book about Language and Therapy. Palo Alto, California: Science and Behaviour Books.
4. Bandura, A. (1977). Social learning theory (pp. 16-55). Englewood Cliffs, NJ: Prentice-Hall.
5. Building Blocks for Competency Models. (n.d.). Retrieved February 18, 2024, from U.S. Department of Labor, Employment and Training Administration: http://www.melvinhenry.org/generic-model.pdf
6. Camina, E., & Güell, F. (2017, June 30). The Neuroanatomical, Neurophysiological and Psychological Basis of Memory: Current Models and Their Origins. 8(438). doi:https://doi.org/10.3389/fphar.2017.00438
7. Dilts, R. (1990). Neurological Levels. Capitola, CA: Meta Publications.
8. Hoffmann, T. (1999). The meanings of competency. Journal of european industrial training.
9. IAEA. (n.d.). The Competency Framework- A guide for IAEA managers and staff. Retrieved from International Atomic Energy Agency: https://www.iaea.org/sites/default/files/18/03/competency-framework.pdf
10. Kahneman, D. (2011). Thinking, Fast and Slow. USA: Farrar, Straus and Giroux.
11. Knowles, M. (1984). Andragogy in Action: Applying Modern Principles of Learning. San Francisco: Jossey Bass.
12. Maj, S. P. (2022). A Practical New 21st Century Learning Theory for Significantly Improving STEM Learning Outcomes at all Educational Levels. Eurasia Journal of Mathematics, Science and Technology Education, 8(2). doi:https://doi.org/10.29333/ejmste/11510
13. Maslow, A. (1954). Motivation and personality. New York: Harper and Row.
14. Pedler, M., Burgogyne, J., & Boydell, T. (1997). The Learning Company: A strategy for sustainable development (2nd ed.). London: McGraw-Hill.
15. Rosenberg, M. J., & Hovland, C. I. (1960). Attitude organization and change: An analysis of consisfency among attitude components. New Haven: CT Yale University Press.
16. Ruiz-Martín, H., & Bybee , R. (2022, March 03). The cognitive principles of learning underlying the 5E Model of Instruction. IJ STEM Ed 9. doi:https://doi.org/10.1186/s40594-022-00337-z
17. Society for Human Resource Management. (2023). Competencies: The Key to HR Success. Retrieved from Society for Human Resource Management: https://www.shrm.org/hrcompetencies
18. Steve , B. O. (2015, December). Constructivism Learning Theory: A Paradigm for Teaching and Learning. IOSR Journal of Research & Method in Education, 5(6), 66-70.
19. Sweller, J. v. (2019, January 22). Cognitive Architecture and Instructional Design: 20 Years Later. Educational Psychology Review, 31, 261–292. doi:https://doi.org/10.1007/s10648-019-09465-5
20. Vroom, V. H. (1964). Work and motivation. San Francisco: Jossey-Bass.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Jajoo, A., & Deshmukh, P. (2024). Exploring competency: Corporate framework, learning theories, and a cognitive development model. Multidisciplinary Reviews, 7(8), 2024170. https://doi.org/10.31893/multirev.2024170

[1] Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes. doi:https://doi.org/10.1016/0749-5978(91)90020-T

[2] Ali, M. M. (2021). Competency Framework Development for Effective Human Resource Management. SAGE Open. doi:https://doi.org/10.1177/21582440211006124

[3] Bandler, R., & Grinder, J. (1975). The Structure of Magic I: A Book about Language and Therapy. Palo Alto, California: Science and Behaviour Books.

[4] Bandura, A. (1977). Social learning theory (pp. 16-55). Englewood Cliffs, NJ: Prentice-Hall.

[5] Building Blocks for Competency Models. (n.d.). Retrieved February 18, 2024, from U.S. Department of Labor, Employment and Training Administration: http://www.melvinhenry.org/generic-model.pdf

[6] Camina, E., & Güell, F. (2017, June 30). The Neuroanatomical, Neurophysiological and Psychological Basis of Memory: Current Models and Their Origins. 8(438). doi:https://doi.org/10.3389/fphar.2017.00438

[7] Dilts, R. (1990). Neurological Levels. Capitola, CA: Meta Publications.

[8] Hoffmann, T. (1999). The meanings of competency. Journal of european industrial training.

[9] IAEA. (n.d.). The Competency Framework- A guide for IAEA managers and staff. Retrieved from International Atomic Energy Agency: https://www.iaea.org/sites/default/files/18/03/competency-framework.pdf

[10] Kahneman, D. (2011). Thinking, Fast and Slow. USA: Farrar, Straus and Giroux.

[11] Knowles, M. (1984). Andragogy in Action: Applying Modern Principles of Learning. San Francisco: Jossey Bass.

[12] Maj, S. P. (2022). A Practical New 21st Century Learning Theory for Significantly Improving STEM Learning Outcomes at all Educational Levels. Eurasia Journal of Mathematics, Science and Technology Education, 8(2). doi:https://doi.org/10.29333/ejmste/11510

[13] Maslow, A. (1954). Motivation and personality. New York: Harper and Row.

[14] Pedler, M., Burgogyne, J., & Boydell, T. (1997). The Learning Company: A strategy for sustainable development (2nd ed.). London: McGraw-Hill.

[15] Rosenberg, M. J., & Hovland, C. I. (1960). Attitude organization and change: An analysis of consisfency among attitude components. New Haven: CT Yale University Press.

[16] Ruiz-Martín, H., & Bybee , R. (2022, March 03). The cognitive principles of learning underlying the 5E Model of Instruction. IJ STEM Ed 9. doi:https://doi.org/10.1186/s40594-022-00337-z

[17] Society for Human Resource Management. (2023). Competencies: The Key to HR Success. Retrieved from Society for Human Resource Management: https://www.shrm.org/hrcompetencies

[18] Steve , B. O. (2015, December). Constructivism Learning Theory: A Paradigm for Teaching and Learning. IOSR Journal of Research & Method in Education, 5(6), 66-70.

[19] Sweller, J. v. (2019, January 22). Cognitive Architecture and Instructional Design: 20 Years Later. Educational Psychology Review, 31, 261–292. doi:https://doi.org/10.1007/s10648-019-09465-5

[20] Vroom, V. H. (1964). Work and motivation. San Francisco: Jossey-Bass.

Abstract

References

How to cite