**2. Theoretical background**

#### **2.1 Competency of university administrative staff**

In the early stages, competency was meant in a broad sense that includes the psychological and behavioral characteristics of human beings [20]. Later, the competency was specified by the internal characteristics that explain the behavior to discern differences between persons with high and average performance, including knowledge, skills, abilities, and other characteristics [21, 22].

Competency on the organizational level can be regarded as a combination of the unique resources and abilities of an organization to attain its strategic goals [23]. Competency on the individual level is the combination of knowledge, skills, and attitudes that influence the work performance of individuals and can be improved through education and training [24, 25].

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

In the 1990th, South Korean companies were actively introducing a competencybased approach to the development of human resources to improve competitiveness [26]. As universities turn into organizations that create performance, there are increasing cases that perceive the importance of staff competency and implement a competency model [2]. The focus of the research on the improvement of the abilities of the university administrative staff is shifting from job to competency [27].

#### **2.2 Competency modeling**

Competency modeling is the process of investigating the key abilities of the employees for attaining the purpose of the organization. The competency model, as the outcome of a competency modeling, refers to a system of competency that contains the core knowledge, skills, actions, values, and behaviors that effectively perform roles and contribute to performance creation [28, 29]. Different scholars propose different methods of the development of the competency models, but they share the common purpose of increasing the performance of individuals and attaining organizational goals effectively.

The representative methods of the development of the competency models include the following: (1) job competency assessment method, (2) modified job competency assessment method, (3) generic model overlay method, (4) customized generic model method, and (5) flexible job competency model method proposed by Dubious [30], as well as (1) classical method using reference group, (2) shortened study using expert panels, and (3) future job and personal job competency model development method proposed by Spencer and Spencer [31]. Besides, Rothwell and Lindholm [32] proposed three methods, namely (1) borrowed approach, (2) borrowed tailored approach, and (3) tailored approach. Lucia and Lepsinger [33] proposed two methods, namely (1) new model development method and (2) method of using verified models. The competency model methods above can be classified into the methods of developing new competency models, methods of modifying the existing competency models according to the organization, and methods of developing competency models based on the circumstances of a given job or special purpose [34]. The competency model development methods proposed by the researchers vary in the details, but they commonly include the following: (1) investigation of high performance, (2) lection of persons with high performance and average performance according to certain criteria, (3) summarization of the characteristics of persons with high performance (BEI, observation, etc.), (4) initial determination of the competency model, (5) competency verification (repetition of same or different methods, alternative research, expert verification, etc.), and (6) finalization of the competency model.

As the importance of digital competency grows in the digital transformation era [35], studies on the competency modeling to attain internal strategic goals of organizations include digital literacy competency [36, 37].

#### **2.3 Needs assessment**

The concept of a need is generally defined as the difference between the required and present levels [38]. Needs assessment is one of the factors of success in developing training programs for adults; selecting a method of needs assessment is a critical part of the program development [39].

Needs assessment in education is intended to develop training programs and refers to the state that resolves differences between the required and present levels of learners [40].

In Korea, almost up to 75% of the studies on adult education and training between 1990 and 2005 used a questionnaire technique, and many studies only considered one criterion instead of analyzing differences between the required and present levels [41]. Accordingly, Kim [40] proposed to register differences between the required and present levels when collecting data for the needs assessment. Since the 2000s, studies have suggested the t-value and correlation between the priorities by performing t-tests on the required and present levels [42, 43]. Other studies [44, 45] used Borich needs assessment to determine priorities.

Borich needs assessment is used by many researchers worldwide [27]. Borich [46] defined training needs as the discordance between the training purpose and student performance and stated that training needs could be identified by analyzing differences between the present student level and the target level of training programs. The Borich model proposed an equation that assigns weight to the required level and determines priorities by listing the results (refer Borich needs assessment Eq. (1)):

$$\frac{\sum (R\text{CL} - P\text{CL}) \times R\bar{C}\text{L}}{N} \tag{1}$$
 
$$R\text{CL} : \text{Required Temperature Level}$$
 
$$P\text{CL} : \text{Present Compute Level}$$
 
$$R\bar{C}\text{L} : \text{Mean of RCL}$$
 
$$N : \text{Population}$$

### **3. Study methods**

#### **3.1 Selection of the development method for the competency model**

Based on the literature review related to the development of the competency models, the universities without a competency model are developing a new competency model [47–49] National University Corporation A, a research organization, was confirmed to have a competency model developed in 2017. Under these circumstances, it would be more efficient to modify and use the verified competency model than to develop a new one. Therefore, the generic model overlay method proposed by Dubious [30] was selected as the key research method, and the process of modifying, supplementing, and reconstructing the existing competency model was named competency remodeling [50, 51]. However, the method of using an existing competency model has its limits in reflecting various characteristics, such as the organizational environment, jobs, and roles. Considering these limits, this study used the existing competency model but included a process verifying the newly-derived competency model by HRD experts and internal interested parties.

#### **3.2 Procedure and method of competency remodeling**

The procedure and method of competency remodeling performed in this study are based on the 'generic model overlay method' proposed by Dubious [30].

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

#### *3.2.1 Competency structure design*

Job levels, roles, and responsibilities of the administrative organization of National University Corporation A were examined to design the competency structure. The administrative organization of National University Corporation A has 1084 corporate employees, classified into job levels 1–8. If classified according to the internal duties, the employees are divided into five job levels (levels 1–3, level 4, level 5, level 6, levels 7–8). The roles and responsibilities for each level are configured based on five job levels, and it is necessary to design the competency structure for full-time employees that applies to the development of the job level competency model. Hence, in-depth interviews with the Personnel and Human Resources Departments and persons with high performance were conducted to reconfigure the roles and responsibilities for every job level. During the in-depth interviews, the existing roles and responsibilities for every job level were modified and supplemented to confirm the duties and details and determine the required level of digital competency. These details were used to classify the competency for each job level within the competency model.

#### *3.2.2 Competency extraction and arrangement*

To determine the competency required for the administrative staff of National University Corporation A, a literature analysis was performed. The competency candidate group was formed by including the competencies proposed by public institutions and universities in South Korea and overseas as well as the competencies from existing competency models, accounting for the roles and organizational characteristics of the university administrative staff. The competency candidate group included competencies related to digital understanding and use to derive a competency model appropriate for the digital transformation era. After the competency candidate group was formed, the competencies suitable for each job level were arranged to take into account the roles and responsibilities for every job level.

#### *3.2.3 Adjustment and integration of extracted competencies*

An expert workshop was conducted to adjust and integrate the competencies by the job levels. The competencies that belong to the competency candidate group for every job level were reviewed at the expert workshop to integrate similar competencies and finalize them. The adjustment and integration of the extracted competencies were carried out simultaneously while deriving the competency model, and the competencies judged to be commonly required by different job levels at the workshop were categorized as common competencies. In addition, competencies related to digital competency were combined in the name of digital literacy through a literature review. Digital literacy was determined as appropriate to be used as a concept similar to digital competency and to signify the strategic ability to use digital information to attain goals [13, 52].

#### *3.2.4 Competency model*

To derive the competency model for the administrative staff of National University Corporation A, three workshops were held. Five HRD experts in the public sector participated in the first workshop to review the draft for the competency groups, competency names, and competency definitions and select five competencies for

every job level. The first workshop also reviewed whether the name digital literacy is appropriate as a name that represents digital competency. Four of the HRD experts in the public sector who participated in the first workshop participated in the second workshop to define modified competencies, specify behavioral indicators, classify competencies for every job level into five types, and review whether common competencies for every job level are to be included in the competency model. Five HRD experts in the private sector participated in the third workshop to review the adequacy of the definitions of the competencies for every job level derived during the previous workshops, behavioral indicators, and five competency types.
