References in periodicals archive ?
The categories corroborate with the categories by Lee and Phan (2000) and the NCHL Competency Model (2006).
The 18 items were arranged in categories to match three a priori categories of board competencies referred to by Lee and Phan (2000) and the NCHL Competency Model (2006): personal/interpersonal skills (items 1-6), organizational/community awareness skills (items 7-12), and complexity/analytic skills (items 13-18).
These demographics are based on the suggestion that successful board leadership is associated with experience in similar settings (Calhoun et al., 2008; CHG, 2009; Lee & Phan, 2000; NCHL, 2006) (see Figure 1).
Component names were applied from the a priori categories as suggested by Lee and Phan (2000) and the NCHL Competency Model (2006) since they were congruent with the content of the item stems.
Organized by Iran's NCHL in cooperation with the ICRC, the conference mainly addressed issues on prevention and prohibition of WMDs and conventional arms across the globe.
The NCHL Health Leadership Competency Model was created through research by the Hay Group with practicing health leaders and managers across administrative, nursing, and medical professions, in their early, mid-, and advanced career stages.
There was an increase in self-assessed competencies in all 26 NCHL categories each year of the program.
Table 1 NCHL Competencies Entry Ranking Exit Ranking Achievement Orientation 3.4 4.1 Analytical Thinking 2.7 4.0 Community Orientation 2.9 4.1 Financial Skills 3.3 4.0 Information Seeking 3.0 3.8 Innovative Thinking 3.2 4.2 Strategic Orientation 3.1 4.2 Accountability 3.1 4.2 Change Leadership 2.8 4.2 Collaboration 2.7 3.7 Communication Skills 2.5 3.3 Impact and Influence 2.9 3.7 Initiative 3.3 3.9 Information Technology Management 3.1 3.8 Organizational Awareness 3.0 3.7 Performance Measurement 3.4 4.3 Process Management/Organizational Design 3.1 4.0 Project Management 3.0 4.0 Human Resource Mgmt.
Acronyms browser ?
Full browser ?