A MODEL OF COMPETENCY DEVELOPMENT IN THE DIGITAL AGE FOR ACADEMIC EDUCATORS IN THE NORTHEASTERN GROUP OF RAJABHAT UNIVERSITIES

Abstract

This study is a research and development (R & D) project with the following objectives: 1) study the components of digital performance competency of academic support personnel, working as educational officers at the Northeastern group of Rajabhat Universities, 2) create and develop a model for developing digital performance competency of academic support personnel, working as educational officers at the Northeastern group of Rajabhat Universities and 3) study the results of the pilot use of the model for developing digital performance competency of academic support personnel, working as educational officers at the Northeastern group of Rajabhat Universities. The research results found that. 1. The results of the study of the components and confirmation of the components: Digital performance competency of academic support personnel working as educational professionals at the Northeastern group of Rajabhat Universities consist of two competency groups: 1) Core competencies, which include five competencies: Accumulating professional expertise, focusing on results, providing good service, teamwork, adherence to correctness and ethics, and 2) Specific competencies according to the nature of the work performed, which also include five competencies: Proactive action, understanding others, checking the correctness of the process, flexibility, and understanding cultural differences. 2. The performance development model consists of five elements: principles, objectives, content, development process, and measurement and evaluation. 3. The results of the pilot use of the competency development model are as follows: 1) The study of the supporting documents found that the personnel who underwent development studied and understood the details of each competency resulting in a greater understanding of the role and duty of being an educational professional. 2) The results of the workshop found that the average value of the core competency increased after the workshop, with the percentage of progress at 73.91. As for the specific competency according to the nature of the work performed, the average value also increased after the workshop, with the percentage of progress at 69.29. 3) The satisfaction of the educational professional who attended the workshop was found to have the highest overall average value. 4) The results of activity training and real experience creation found that there was continuous development; the average value of the 5th self-evaluation was higher than the 1st, with an average increase of 2.09% and a progress value of 79.47%. 5) The results of the supervision, monitoring, and evaluation of the development found that there was continuous development; the average value of the 5th self-evaluation was at the highest level, higher than the 1st, with an average increase of 2.12% and a progress value of 81.58%.