**Table 4.**

*Competency Modeling and Training Needs Assessment for Staff Development in Higher… DOI: http://dx.doi.org/10.5772/intechopen.109812*


#### **Table 5.**

*Examples of expert feedback.*

every job level was partially posed during the first questionnaire, and the second survey was conducted by reflecting this opinion. After the second survey, the validity of the competency definitions by job levels and behavioral indicators by levels was analyzed based on CVR, as presented in **Table 8**.

### **4.3 Analysis of competency training needs by job levels of administrative staff at National University Corporation A**

A survey was conducted to analyze the competency training needs by job level, and 360 subjects participated. Based on the characteristics of the respondents, there were more female and level 6 respondents affiliated with the Head Quarter and college (graduate school). Responses were collected at all job levels at National University Corporation A (refer to **Table 9**), and job levels that considered the roles and responsibilities of National University Corporation A configured previously were set as reference points to build a competency model that can be applicable at all job levels. A paired t-test was performed to analyze the level of training needs perceived by employees of National University Corporation A about the competencies at each job level included in the finalized competency model. The Borich needs equation was used to confirm the priorities for the training needs by competencies. The results of analyzing the training needs are shown in **Table 10**, and they were analyzed by classifying competencies into five job levels and common competencies.

Upper-level managers at levels 1–3 showed statistically significant differences between the current and required levels for all five competencies. The training needs were found in the order of strategic thinking (4.78), vision provision (4.78), decisionmaking (4.65), change management (4.54), and goal setting (4.01). In order to cope with changing circumstances inside and outside the organization, upper-level managers at levels 1–3 are required to show the ability to diagnose the organization based on strategic thinking and make clear decisions as leaders.

Mid-level managers at level 4 showed statistically significant differences between the current and required levels for all five competencies. The training needs were found in the order of organizational management (4.36), work innovation (3.95), judgment (3.76), risk management (3.43), and performance-orientated (3.14). Midlevel managers at level 4 are required to show the ability to manage the organization and achieve work performance based on their understanding of the organization.


**Table 6.**

*Final competency model by job level (draft).*


#### **Table 7.**

*Modification, supplementation, and new competencies within the final competency model.*


#### **Table 8.**

*Results of comprehensive analysis of competency and behavior indicators by job level.*

Low-level managers at level 5 showed statistically significant differences between the current and required levels for all five competencies. The training needs were found in the order of conflict management (3.51), interest relationship integration (3.38), building internal relationship (3.37), task management (3.30), and work process management (3.25). Low-level managers at level 5 are in the middle position within the organization, in charge of linking managers and staff. Conflict


#### **Table 9.**

*Demographic information of respondents.*



*Competency Modeling and Training Needs Assessment for Staff Development in Higher… DOI: http://dx.doi.org/10.5772/intechopen.109812*

#### **Table 10.**

*Results of competency needs assessment by job level.*

management, interest relationship integration, and relationship formation within organization are perceived as highly important competencies.

Mid-level staff at level 6 showed statistically significant differences between the current and required levels for all five competencies. The training needs were found in the order of creative thinking (2.85), work negotiation (2.45), systematic thinking (2.39), cooperation (2.08), and trust formation (1.79). As the position in charge of key work-level duties, level 6 staff are required to show the ability to perform administrative duties in a comprehensive and creative way based on systematic thinking.

Low-level staff at levels 7–8 showed statistically significant differences between the current and required levels for all five competencies. The training needs were found in the order of responsibility (2.54), interpersonal relationship (2.26), adaptability (2.26), time management (2.23), and work ethics (1.89). Staff at levels 7–8 are required to adapt to the organization by forming interpersonal relationships and show the ability to responsibly perform given duties.

All five common competencies also showed statistically significant differences between the current and required levels. The training needs were found in the order of problem-solving (3.74), communication (3.67), digital literacy (3.58), work planning (3.55), and document preparation (2.58). These results mean that the administrative staff of National University Corporation A is required to have additional competencies other than basic administrative competencies like document preparation.
