Showing papers on "Competence (human resources) published in 1975"

Task Analysis in Instructional Design: Some Cases from Mathematics

Abstract: This chapter takes as its general theme the actual and potential role of task analysis, particularly information-processing analysis, in instructional theory and instructional design. Some definitions are needed to make this opening statement sensible. The term “instruction” is used here in its most general sense to refer to any set of environmental conditions that are deliberately arranged to foster increases in competence. Instruction thus includes demonstrating, telling, and explaining, but it equally includes physical arrangements, structure of presented material, sequences of task demands, and responses to the learner’s actions. A theory of instruction, therefore, must concern itself with the relationship be­ tween any modifications in the learning environment and resultant changes in competence. When the competence with which we are concerned is intellectual, development of a theory of instruction requires a means of describing states of intellectual competence, and ultimately of relating changes in these states to manipulations of the learning environment.

A measure of individual sense of competence.

Abstract: A paper-and-pencil instrument to measure an individual's “sense of competence” or his basic psychological feelings of confidence and competence resulting from mastery of his environment is developed in this research. The content validity of the instrument is demonstrated based on the interpretation of four factors extracted from factor analysis and the subsequent analytic oblique solution. The predictive validity of the instrument is strongly supported by two separate studies conducted by two different groups of researchers. Internal reliability is also tested and found to be satisfactory. Finally, the implications of the new instrument for future research, especially in organizational and work settings, are discussed.

The Dimensions of Psychological Well-Being A Critical Review

Abstract: The concept of psychological well-being has intrinsic interest to social psychologists and relates to a more general literature on adjustment, competence, mood indicators, and so on. Data from two surveys are presented which partially replicate Bradburn's studies in psychological well-being and which suggest that the constructs of "positive and negative affect" in Bradburn's work are an oversimplification. It is argued that there is insufficient evidence for the usefulness of the balance model of psychological well-being. Existing research on the dimensions of emotion is discussed.

Organizational effectiveness and management's public values: A canonical analysis.

Abstract: Canonical correlation analysis of manufacturing firm data demonstrated that organizational “competence” (executive ratings of organizational performance and executive turnover) was not strongly rel...

Person-Job Congruence and Individual Adjustment and Development

Abstract: This research was conducted at the clerical and hourly employee levels in two large organizations. It investigates the congruence or 'fit' of five personality predispositions with the relative certainty of jobs. The hypothesis tested is that this person-job congruence is related to individual psychological adjustment and development at work, as represented by an individual's 'sense of competence' on the job. The hypothesis is supported and the implications of the findings, especially regarding understanding the meaning of work for an individual, are discussed.

Critical influences in the origins of competence1

Abstract: The research to be described in this paper focuses on the question of the experiential sources of human competence, a topic I have been performing research on continuously since 1958. Because my field has been psychology, I have been examining the experiential rather than the genetic or nutritional or other roots of competence. For ten years or so I studied the development of abilities during the first six months of life. I reported on that work at the Merrill-Palmer Institute in 1968 (White, 1969) and summarized its totality in a small book in 1971 (White, 1971). In that research effort, I learned quickly that the scientific study of experiential or environmental factors is con siderably more difficult than the study of developmental outcomes such as language or intellectual skills. Plotting changing skill levels is child's play compared to coping with the problem of which aspects of the en vironment translate into which types of experiences that have substan tial effects on the development of skills. I became involved in disputes with people about measurement. My 1969 statement on that issue still expresses my position: "My policy has always been to measure as well as I can what I believe merits measurement, rather than to measure only what I can measure with unquestionably high precision." By this statement I do not mean to advocate the demise of the kind of child

Six factors of behavioral cognition: understanding other people*

Abstract: In her recent presidential address to the American Association for Higher Education, K. Patricia Cross (1974) pointed out that present models of education overemphasize the narrow band of human abilities that enable people to perform academic tasks. She suggested a three-dimensional model that prepares people to work with data, work with things, and work with people. In Cross' view the task of education is to develop the student's ability to the point of excellence in one area and to "prepare him or her to live in today's world by developing at least minimum competence in the other two areas" (p. 4). If these suggestions are to be implemented by educators, they require means of conceptualizing and measuring the abilities involved in each of these three areas so that appropriate curricula may be developed. More than fifty years ago, E. L. Thorndike (1920) suggested that human intelligence is composed of three aspects: abstract, mechanical, and social intelligence (paralleling the work skills outlined by Cross). Although both abstract and mechanical intelligence have been successfully measured, early attempts to develop independent measures of social intelligence had not been successful. Both R. L. Thorndike (1936) and Woodrow (1939) found that tests designed to measure social intelligence were loaded on factors defined by verbal-ability tests. The present study is one contribution to the conceptualization and measurement of some of the abilities involved in the task of working with people. In our view, Thorndike's "social intelligence" and Cross's "work with people" are too general to be of practical value over and above naming the domain of interest. Observing people interacting with other people suggests that there are a number of different ways of being socially intelligent. As Argyle (1972) has noted, "Clearly most people are better at some social tasks than others .... There are, for example, people who are better at handling audiences, or committees, than at dealing with individualsor vice versa" (p. 77). Some people are astute in understanding or cognizing what others think and feel, but for reasons of timidity or poor social training do not behave well in social situations. Others, while not particularly perceptive of others' feelings and thoughts, are socially poised and well-informed. Some individuals, such as successful statesmen, can produce many different solutions to a social problem. One of the few theories of human intelligence that includes social intelligence abilities is Guilford's (1967) Structure of Intellect (SI) model. The Structure of Intellect postulates 120 different factors of intellectual ability organized along three dimensions:

School social work practice: a new model

Abstract: Lela B. Costin, MSW, is Professor, Jane Addams School of Social Work, University of Illinois, Urbana, Illinois. The demonstration project in which the model was developed was financed in part by the Office of Education, Grant No. USOE-G2028-725-Kurpius. Concern has become commonplace cial work practice that emphasize the about persistent problems in the pubinteraction among school, community, lie schools that adversely affect groups and pupils are broader and are di of pupils and seriously impair their rected toward increasing educational chances for equal educational opporopportunities for target groups of pu tunity. Less than a decade ago, the idea pils. An overall goal of such a model was set forth that pupil problems— would be to alleviate stress on groups rather than developing primarily from of pupils and help them use learning faulty personality functioning of pupil opportunities more effectively by or parents—arise from the interaction bringing about change in the system of pupil characteristics and school conof school-community-pupil relations. ditions.1 This fresh insight has led The individual child is not forgotten; school social workers to consider new the ultimate aim is to help individual approaches to their work. Some have children and young persons. But the been hesitant about change. But high needs and capabilities of groups of rates of truancy and absenteeism, funcpupils are viewed as only one com tional dropouts, pupils' underachieveponent of the interacting forces, in ment, strikes by teachers, defeated tax fluences, and personalities contained referenda, and the clamor of citizen in school-community-pupil relations, groups have convinced even reluctant Traditional practice in the schools observers that innovation may be focuses on the individual pupil and the necessary. Many have concluded that, individual case. The social and emo to make educational opportunity equal, tional characteristics of the pupil or changes must be made in school-cornhis family are seen as playing a lead munity-pupil relations. ing part in the pupil's difficulties at Although some school social workschool. Even when group methods are ers cling tenaciously to the traditional used, close attention is paid to the in clinical model of practice, probably dividual pupil's problems of adjust many more realize they carry strategic ment, both at home and at school, responsibility in the public schools Teachers refer pupils to social workers and are seeking ways to modify their and the workers respond when such practice. Innovative approaches have symptoms as these occur: withdrawal, not been extensive, however, and the aggression, school phobia, lack of best-intentioned efforts often have not friends, general unhappiness, or dis been sustained. ruptive behavior. Such symptoms are t This article describes a model of typically seen as manifestations of school social work practice recently personal and emotional problems, initiated and developed in a threeIn a model based on school-com year training demonstration at the munity-pupil relations the center of Jane Addams School of Social Work, interest and attention is on (1) defici University of Illinois, Urbana. The encies in the school and the commu model offers a framework for moving nity and (2) the interaction between toward a way to modify the instituspecific characteristics of the system tional practice of public school educaand characteristics of groups of pupils tion.2 at points of stress in the pupil life cycle. Thus the focus is on the situa _ tion rather than on personality. GOALS AND FOCUS The vehicle for intervention is an The goals of traditional social work identified problem complex made up practice in schools have been to help of identified problem situations. A the child adapt to school and use the problem situation involves a group of learning opportunities presented. Sopupils, similarly situated, who form a cial workers strive to attain these goals dysfunctional unit as their social be by modifying pupil behavior or efhaviors interact with conditions in fecting other change in the characterschool and community. Members of istics or personal situation of the inthe unit are then perceived as lacking dividual pupil or the parents. competence to deal effectively with In contrast, the goals of school sothe demands and expectations made

Residency Training in Primary Care Internal Medicine: Report of an Operational Program

Abstract: The Primary Care Program at the Massachusetts General Hospital is designed to develop competence in the full range of problems encountered by general internists delivering primary care. House staff spend 3 years in the program, which starts with internship, includes a senior residency, and fulfills the requirements for board eligibility in internal medicine. Half of the training is provided in outpatient care settings. House staff assume responsibility for organization and operation of an ambulatory medical unit. In addition, there is supervised instruction in office gynecology, orthopedics, ear, nose and throat, dermatology, and psychiatry. Close integration with the traditional inpatient-oriented training program is maintained to ensure commensurate growth and competence in management of acute, life-threatening disease.

Guiding Young Children

Abstract: PART I PRINCIPLES OF GUIDANCE Chapter 1 Guiding Young Children - A Preview Guidance: What Is It? ...And What It Is Not Overview of What's Ahead Why Study Guidance? Many Factors Involved in Guidance Goals of Guidance: Cultural and Individual Variations Approaching Guidance Developmentally Approaching Guidance Positively Limits on Behavior Whose Problem Is It? Professional Concern for High-Quality Guidance Evaluation Observations How to Use This Book Chapter 2 Values as a Basis for Guidance Values and Guidance Values - Basis of Decisions Values and the Profession Professional Values and Accreditation Evaluation Ethics in the Profession Values Into Action Reconciling Value Differences The Courage of Teach Chapter 3 Knowing Children As a Basis for Guidance Developmentally Appropriate Expectations Understanding Typical Patterns of Development Knowing Individual Children Principles of Development Speed of Development Physical-Motor Development Social-Emotional Development Cognitive Development Child Development Knowledge in Perspective Observation Documentation and Teacher as Researcher Chapter 4 Collaborating with Families of Young Children Developmentally Appropriate Practice: The Family Component Shifting Focus from Child to Family Cross-Cultural Competence Laying the Groundwork: Philosophy and Goals of the Program Initiating Relationships: Meeting Families Building Relationships Visiting Families in Their Homes Readiness The Child's First Impression of Your Program The Role of Educators Helping Family Members Help Their Children Maintaining Relationships: Communicating with Families Dealing with Setbacks Families as Teachers Families as Policymakers Extending Relationships: Links with Community Resources Preparing for What Comes Next Detecting and Reporting Child Abuse Your Role as a Student in the Center Chapter 5 A Strength-Based Approach to Guidance What are Human Resources? Human Resource Development: The Goal The Role of the Early Childhood Professional in Developing Human Resources Self-Efficacy Self-Concept Self-Esteem Positive Guidance What is Positive Behavior? Prosocial Behavior Roadblocks to Human Resource Development Valuing Diversity Facilitating Acceptance Facilitating Competence Child Abuse PART II STRATEGIES FOR GUIDANCE Chapter 6 Guiding Young Children Indirectly Toward Self-Direction Indirect Guidance Organizing Space Safety Amount of Space Personal Space Providing Clues for Behavior Sufficient Play Spaces Attracting Interest Promoting Independence Sensory Appeal Using Space Efficiently Modifying Environments for Children with Disabilities Managing Time Scheduling Balancing Activities Part-Time Enrollments Time Block Planning Transitions Daily Plan Sheet Disruptions in Schedule Recovering from Chaos Managing Energy Adult-Child Ratio Group Size and Composition Maximizing Energy Efficiency Planning Curriculu, Observing Children Chapter 7 Guiding Young Children Directly Toward Self-Direction Direct Guidance Physical Guidance Verbal Guidance Planning Ahead Affective Guidance Punishment PART III APPLICATIONS Chapter 8 Guiding Young Children in Personal Care Routines Goals for Personal Care Routines Goals for Mealtimes Goals for Diapering and Toileting Goals for Rest Times Schedules and Rhythms Role of Culture in Personal Care Routines The Child's Perspective Safety and Health Sexual Abuse Communicating with Families Children with Disabilities Chapter 9 Guiding Children's Play and Learning Goals for Learning Experiences Developmental Perspective Indirect Guidance Direct Guidance Conversations with Children Cleaning Up Adult-Directed Learning Experiences Chapter 10 Guiding Young Children's Outdoor Play and Learning Benefits of Outdoor Play The Outdoor Play Environment Adult Guidance Emergencies Field Trips Chapter 11 Understanding and Coping with Challenging Behavior Meaningfulness of Behavior Establishing Appropriate Limits Children with Disabilities Relationships and Diversity Observation Helping Children Manage Their Feelings Helping Children Manage Their Behavior Teasing Collaborating with Families Teachers' Actions Children with Disabilities Appendix A NAEYC Code of Ethical Conduct and Statement of Commitment Appendix B DEC Concept Paper: Identification and Intervention with Challenging Behavior

Bureaucratic Competence and Success in Dealing with Public Bureaucracies

Abstract: Clients of public service bureaucracies differ in their degree of bureaucratic competence–all those abilities related to bureaucratic interactions (eg, ability to complete forms) Literature on service bureaucracies is reviewed, focussing on clients' bureaucratic competence, and on the use of normal cases (worker sterotypes)–a mechanism which may ease the bureaucrat's day The possible value of bureaucratic competence for the client who is negatively typed is suggested Data collected in a welfare office in New York support the hypothesis that clients' bureaucratic competence has some influence on their success It is provocative to find in this instance that welfare, rather than aiding victims of particularism, somewhat favors those high in bureaucratic competence These data also revealed a large degree of discretion in eligibility determinations Widespread lower-level discretion and the importance of bureaucratic competence may be understood in terms of “interest-group liberalism” or the Piven and Cloward explanation of the elasticity of the welfare rolls

L'évaluation en formation

Abstract: Progress in teacher education can be assured only by integrating instruction, practical experience and evaluation. The evaluation must be on the psychological level, on the level of competence, and on the pedagogical level. (Text is in French.) (AM)

Teaching psychosomatic medicine to medical students, residents and postgraduate fellows.

Abstract: The teaching objectives of a psychosomatic program are discussed--in particular, to teach skills and methods of observation; to help students to acquire information about mind-body relationships in health and disease; to help future practitioners develop the capacity for clinical reasoning which includes psychological and social considerations; to effect modifications in attitudes and behavior towards patients and their families; and to present to students the model of a physician who has a major interest and considerable competence in two areas of medicine--the psychosocial and the physical-physiologic-biochemical. A description of the general organization of the liaison service is presented, and the specific aspect of teaching programs for medical students, medical interns and residents, psychiatric residents, and liaison fellows are outlined. Implications for the future of liaison teaching are mentioned.

How good is your infant program? Use an observational method to find out

Abstract: The proliferation of day care facilities for infants under 3 years of age has brought with it a growing concern with respect to the type and quality of care provided for infants and toddlers. That assurance of quality programming is crucial is suggested by a good deal of the literature on antecedents of high social-emotional and intellective competence in young children. For example, Watts, Barnett, and Halfar (1973) in their longitudinal ecological study of infant development have confirmed that highly competent 3-year olds, regardless of social class, have experienced markedly more interactions with adults in intellectually valuable activities. If limited financial or personnel resources exist, then certainly neither sophisticated nor lengthy measurement instruments can be used. Brevity, ease of use, specificity of developmentally desirable adult inputs, and sensitivity to caregiver differences in such inputs should be considered in choosing a method to evaluate programs with such financial constraints. If an observational method can highlight the kinds of experiences and the quality of interactions that go on between caregivers and babies, then it can be used as formative evaluation to improve program quality and to ensure the consistency of high-quality care. These methods do not have to be lengthy or complicated, but they should include teacher behaviors that reflect program goals. It is also important that input characteristics of "master" teachers of infants and toddlers be ascertained by means of such an instrument. In this manner the kinds, amounts, and qualities of adult care

Goals of medical student psychiatric education.

Abstract: In this article the authors present a comprehensive statement of the goals of medical student psychiatric education. The focus is on content rather than on the process of teaching or of curriculum design. Many of the areas of learning are likely either to be taught by nonpsychiatric instructors or to be not specifically programmable into a curriculum. The approach of focusing on the desired competence in terms of knowledge, skills, and attitudes can result in these goals and their subsequent modifications serving as a benchmark for assessment of the adequacy of a particular program.

Influence of Student Teaching on Perceived Teaching Competence.

Abstract: A structured self-anchoring scale for perceptions of teaching effectiveness was administered to 46 student teachers and 46 cooperating teachers at the beginning and the end of student teaching (pre...

Implied Competence, Task Complexity, and Imitative Behavior

Abstract: Summary Sixty undergraduates (28 male and 32 female) participated in an experiment to assess the effects on imitative behavior of task complexity with no knowledge of the model's competence at the task Task complexity was manipulated by varying the probability of Ss making a given response by chance alone Ss were informed of their “correctness” (reinforcement) on designated proportions of trials on which they imitated the model's response Further, they estimated the competence of the model (implied competence) in proportion to the frequency of reinforcement received for matching responses Implied competence significantly influenced matching behavior as did task complexity Competence and complexity interacted so that the retarding effects of a complex task on learning of imitation were overcome by high levels of implied competence Results are discussed in terms of reinforcement contingencies for imitative behavior

Evaluation of progress in supervision.

Abstract: Evaluation is an ongoing process in psychoanalytic education and is most active during supervision. Here we formulate five learning objectives relevant to evaluating competence in analyzing that can be used by both supervisor and candidate to assess progress throughout the supervisory experience. Session-by-session evaluation produces the core material for periodic progress reports.