Showing papers on "Competence (human resources) published in 1989"
TL;DR: The authors assessed three dimensions of parent style, autonomy support, involvement, and provision of structure in 64 mothers and 50 fathers of elementary-school children in Grades 3-6, using a structured interview.
Abstract: This study assessed three dimensions of parent style, autonomy support, involvement, and provision of structure in 64 mothers and 50 fathers of elementary-school children in Grades 3-6, using a structured interview. Aspects of children's self-regulation and competence were measured through children's self-reports, teacher ratings, and objective indices. Results are discussed in terms of the motivational impact of the parent on school competence and adjustment and in terms of transactional models of influence
1,549 citations
TL;DR: This paper constructs a model for examining exercise and self-esteem interactions in which components of self-structure are hierarchically organized on a basis of generality and contains dimensions of competence andSelf-acceptance, and it is operationally defined.
Abstract: Positive emotional and psychological benefits are commonly believed to result from chronic physical exercise. While reviews of research have failed to substantiate this general proposition, they have identified enhanced self-esteem as an empirically supported exercise outcome. Unfortunately, research in this area has tended to be simplistic in self-esteem theory and measurement and has remained incapable of addressing how or why change may occur. This paper summarizes pertinent self-esteem theory and presents an empirically based rationale for self-esteem enhancement through exercise participation. It constructs a model for examining exercise and self-esteem interactions in which components of self-structure are hierarchically organized on a basis of generality. The self-esteem model contains dimensions of competence and self-acceptance, and it is operationally defined.
503 citations
TL;DR: In this paper, the authors examine the articulation of learning theory that is emerging from studies that take principled approaches to the design of instruction of complex forms of knowledge and skill, and suggest that studies of instruction can now address questions about the integration of the competences fostered separately by such programs and thereby contribute to the development of more comprehensive theories of the acquisition of knowledge.
Abstract: : This article examines the articulation of learning theory that is emerging from studies that take principled approaches to the design of instruction of complex forms of knowledge and skill. The representative studies discussed here are experimental instructional interventions that focus on: a) The acquisition of proceduralized skill, b) The development of regulatory and monitoring strategies of comprehension, and c) The acquisition of organized structures of knowledge. The programs' implications for learning theory are examined through an analysis of their theoretical backgrounds and the principles of learning that they reflect. The authors conclude by suggesting that studies of instruction can now address questions about the integration of the competences fostered separately by such programs and thereby contribute to the development of more comprehensive theories of the acquisition of knowledge and skill. Keywords: Experimental instructional intervention; Competence; Procedural skill; Self-regulatory strategies; Knowledge acquisition; Knowledge engineering; Socially shared cognition; Mental models; Learning theory; Instructional theory.
396 citations
TL;DR: In this paper, the authors propose a relationship between competence and performance and promote production competence as the theoretical link between production process and business strategy, and propose a methodology for measuring production competence.
Abstract: Production competence is an enigmatic functional phenomenon. What is it? Can it be measured? Does it affect business performance? The literature barely touches on these issues. If competence is defined as a variable rather than a fixed attribute, it can be measured by how well manufacturing's strengths and weaknesses complement the priorities of the business strategy. Since performance is a measure of how well that strategy works, there should be a definable relationship between competence and performance. This study proposes just such a relationship and promotes production competence as the theoretical link between production process and business strategy.
358 citations
TL;DR: In this article, a definition of communicative competence for individuals using augmentative and alternative communication (AAC) systems is proposed, and the proposed definition suggests that communicative comp...
Abstract: This paper proposes a definition of communicative competence for individuals using augmentative and alternative communication (AAC) systems. The proposed definition suggests that communicative comp...
357 citations
TL;DR: The evidence suggests that by the age of 15 years many adolescents show a reliable level of competence in metacognitive understanding of decision-making, creative problem-solving, correctness of choice, and commitment to a course of action.
320 citations
01 Jan 1989
TL;DR: In this paper, the authors discuss the role of rough-and-tumble play in the development of social competency in early childhood and discuss the impact of social behavior on peer status.
Abstract: Section I Social Competence in Developmental Perspective: Conceptual Issues.- to Section I.- 1. Significance of Peer Relationship Problems in Childhood.- 2. The Role of Competence in the Study of Children and Adolescents Under Stress.- 3. The Nature of Social Action: Social Competence Versus Social Conformism.- 4. Individual, Differential, and Aggregate Stability of Social Competence.- What to Do while the Kids are Growing Up: Changing Instrumentation in Longitudinal Research (Conversation Summary).- 5. Socially Competent Communication and Relationship Development.- 6. Measuring Peer Status in Boys and Girls: A Problem of Apples and Oranges?.- Section II The Emergence of Social Competence in Early Childhood.- to Section II.- Friendships in Very Young Children: Definition and Functions (Conversation Summary).- 7. Communicating by Imitation: A Developmental and Comparative Approach to Transitory Social Competence.- 8. Co-adaptation within the Early Peer Group: A Psychobiological Study of Social Competence.- 9. Development of Communicative Competencies in Early Childhood: A Model and Results.- Section III Ongoing Social Development In Middle Childhood And Adolescence.- to Section III.- Examining the Impact of Social Behavior on Peer Status (Conversation Summary).- 10. Self-Perpetuating Processes in Children's Peer Relationships.- 11. Types of Aggressive Relationships, Peer Rejection, and Developmental Conse quences.- 12. The Role of Rough-and-Tumble Play in the Development of Social Competence: Theoretical Perspectives and Empirical Evidence.- Section IV Setting Factors in Children's Social Development: The Influences of Families and Schools.- to Section IV.- 13. Young Children's Social Competence and Their Use of Space in Day-Care Centers.- 14. Children's Social Competence and Social Supports: Precursors of Early School Adjustment?.- 15. Social Competence Versus Emotional Security: The Link between Home Relationships and Behavior Problems in Preschool.- 16. Maternal Beliefs and Children's Competence.- Section V Translating Theory into Practice: Social Competence Promotion Programs.- to Section V Challenges Inherent in Translating Theory and Basic Research into Effective Social Competence Promotion Programs.- 17. Between Developmental Wisdom and Children's Social-Skills Training.- 18. Enhancing Peer Relations in School Systems.- 19. Promoting Social Competence in Early Adolescence: Developmental Considerations.- 20. Appendix: Research Abstracts.
308 citations
01 Jan 1989
TL;DR: In this paper, the authors look at the background to competency based education and training, the issues bound up in the concept of competence, the response of the National Council for Vocational Qualifications (NCVQ), the Training Agency and the Further Education Unit (FEU), and the implications for further education in the UK.
Abstract: This book looks at the background to competency based education and training, the issues bound up in the concept of competence, the response of the National Council for Vocational Qualifications (NCVQ), the Training Agency and the Further Education Unit (FEU), and the implications for, and the response of, further education in the UK. The chapters are as follows: Introduction / John Burke; Competence based education and training: background and origins / Eric Tuxworth; Competence and standards / Bob Mansfield; Can competence and knowledge mix? / Alison Wolf; The definition of standards and their assessment / Lindsay Mitchell; The emerging model of vocational education and training / Gilbert Jessup; The Employment Department/Training Agency Standards Programme and NVQs: implications for education / Graham Debling; Curriculum implications / Geoff Stanton; An achievement-led college / Jenny Shackleton; The implementation of NVQs / John Burke; Towards the implementation of competence based curricula in colleges of FE / Ian Haffenden and Alan Brown; Initial teacher training and the NCVQ model / Michael Eraut; Emerging issues: the response of HE to competency based approaches / Tim Oates.
282 citations
TL;DR: In this article, the authors examined the relationship between intercultural communication competence and knowledge of the host culture and cross-cultural attitude and found that the different dimensions of ICC competence had varying relations with the three components of the cross-culture attitude and knowledge.
253 citations
TL;DR: This article examined how strategic communication is linked to specific relational features and found that perceptions of a communicator's competence mediate the effects of conflict strategies on the relational outcomes measured by trust, control mutuality, intimacy, and satisfaction.
Abstract: This study examines how strategic communication is linked to specific relational features. We hypothesize that perceptions of a communicator's competence mediate the effects of conflict strategies on the relational outcomes measured by trust, control mutuality, intimacy, and satisfaction. The components of competence were specific and general appropriateness, effectiveness, and global competence; these were included in LISREL analyses to investigate How the variables conflict, competence, and relational outcomes were linked. Participants reported on their partners’ conflict strategies, their own perceptions of the partner's competence, and relational variables. The results reveal that integrative strategies were positively linked to competence, whereas distributive and avoidant strategies were negatively linked to competence. The results support the view that competence perceptions mediate the link between conflict messages and relational outcomes.
01 Jan 1989
TL;DR: In this paper, a brie/review of competence relevant literature in intercultural communication reveals several problems, such as a lack of theoretical integration and serious problems in measurement development and validation.
Book•
01 Jan 1989
TL;DR: Some methodological issues in investigating learner language The addressee The topic The task The data analysis Further reading PART FOUR: Getting the LEARNERS' VIEWS.
Abstract: Preface Acknowledgements PART ONE: BASIC ISSUES Introduction 1. The learning part The learning process Learners' aims Learners' expectations The eclectic approach 2. The language part Linguistic analysis Rules and explanations Communicative competence 3. The analysis part The inevitable numbers The research question Further reading PART TWO: WHAT LEARNERS NEED TO KNOW Introduction Analysis in terms of communicative competence Analysis from the 'inside' perspective Analysis of needs at four levels of generality 4. Global needs analysis A welfare case An agricultural case An engineering case Involving the learners 5. Grammatical-rhetorical needs analysis 1. Form and function in native speaker performance For special purposes: written language For special purposes: spoken language 2. Inherent variability in native speaker performance Eyewitness accounts Native speakers aren't perfect 6. Review of techniques Further reading PART THREE: WHAT LEARNERS DO AND DO NOT KNOW Introduction 7. Grammatical competence 1. Investigating grammatical competence Stating the rules Discrete-point and integrative measures Grammaticality judgments and making corrections 2. Variability in learner language Degrees of accuracy The influence of cohesion and communicative pressure 8. Sociolinguistic competence 'What would you say if ...' On teaching speech acts 1. Investigating learners' sociolinguistic skills Taking turns Have we got the right script? 2. An alternative approach Fostering interactive learning The four components Frameworks for reflection 9. Strategic competence 1. Using a task-based methodology 'The three legs' 'The arm of the chair is ... when you use for to write' 2. Communication strategies 3. Fostering strategic competence Classroom activities Identifying the essential structure Maintaining a balance 10. Some methodological issues in investigating learner language The addressee The topic The task The data analysis Further reading PART FOUR: GETTING THE LEARNERS' VIEWS Introduction Questionnaires Diaries, observations, and interviews 11. The confidence factor Very confident wrong answering Individual self-monitoring ability Accuracy and self-monitoring 12. The perception of improvement Measuring change over time What improves when accuracy doesn't? Conclusion and speculations Further reading Bibliography Appendices 1 Informal needs assessment 2 Supermarket story 3 Grammaticality judgment exercise (relative clauses) 4 Tape-recording interaction by learners 5 Description tasks 6 Assembly tasks 7 Narrative tasks 8 Communication strategy classwork 9 Exercises used for self-monitoring study Index
TL;DR: In this paper, a new theoretical conceptualization of intercultural communication competence is presented in an effort to incorporate different perspectives toward competence, and four axioms are developed regarding theoretical assumptions of ICC competence based on a relational, interactive perspective.
01 Mar 1989
TL;DR: A structural model with a large random sample of urban children is used to explain children's competence in math concepts and computation at the time they begin first grade, with math concepts (reasoning) much more responsive to family factors before formal schooling begins than is computation.
TL;DR: In this article, the authors report the development of a behaviorally-based inventory of social skills related to impressions of communicative competence, grounded in the perceptions of everyday communicators.
TL;DR: The authors discuss the need for clarity in conceptualizations of culture and intercultural communication, representational and statistical validity of constructs, consistency in ontological and epistemological assumptions, clarity in culture general or culture specific goals in the research endeavor, and appropriate discussion of implications and applications.
TL;DR: Current residency training does not assure competency in all of the procedures the general internist does in practice, and program directors should examine which skills are adequately taught, test competence, and ways to improve residents' skills.
Abstract: Study objective To obtain the opinions of internal medicine residency program directors about which procedural skills residents master during training and the amount of training needed to attain and maintain competence in each procedure. Design A mailed survey to all program directors in the United States. Respondents Program directors or their designees from 389 of 431 (90%) internal medicine residency programs. Results For several procedures, 40% more respondents said all residents should master the procedure than said all their residents do master the procedure. Some procedures commonly done in practice were perceived as mastered by all residents in fewer than half of the programs. There were few differences in procedures learned by size or type of program. A fellowship program did affect exposure to some procedures in the field covered by the program. Median recommendations of training needed to master each procedure were similar to those of practicing internists for most procedures. Conclusions Current residency training does not assure competency in all of the procedures the general internist does in practice. Program directors should examine which skills are adequately taught, test competence, and ways to improve residents' skills. Practicing general internists should have access to supervised training in procedural skills.
01 Oct 1989
TL;DR: In this article, a questionnaire survey of 901 primary teachers was undertaken by the Leverhulme Primary Project team, where teachers were asked to state how competent they felt to teach the national curriculum introduced by the 1988 Education Act with their existing subject knowledge.
Abstract: A questionnaire survey of 901 primary teachers was undertaken by the Leverhulme Primary Project team. The sample was a national one which closely matched the national distribution of primary schools according to size and region. Teachers were asked to state how competent they felt to teach the national curriculum introduced by the 1988 Education Act with their existing subject knowledge. Whether results were analysed by the size of school, age of teacher, sex or age group taught, the rank order was similar. Teachers saw themselves as most competent in English with maths in second place. In last three places, with lowest perceived competence, were science, music and maths. The other subjects, art, geography, history, RE and PE were grouped in the middle. A similar response was found when teachers were asked to describe their competence on individual attainment targets in English, mathematics, music, science and design and technology. Greatest confidence in existing subject knowledge was expressed ...
TL;DR: In this article, the authors investigate the relationships between the dimensions and components of intercultural communication competence and show that significant relationships are predicted. But, their results were not supported by the empirical evidence.
Abstract: This study was designed to investigate the relationships between the dimensions and components of intercultural communication competence. In this study, 149 international students and 129 American people were used as respondents. Significant relationships were predicted. Results from correlation and canonical analyses showed that the two hypotheses were supported. Limitations and directions for future research were also discussed.
TL;DR: Findings indicate that the educational program was beneficial in assisting spouses to feel greater competence in the face of the disease process and to function with greater independence.
Abstract: This study investigates whether a brief educational program, provided to spouses of patients with Alzheimer's disease, improved the caregivers' coping skills; it also questions whether the gender of the spouse had an effect on coping ability. The sample consisted of 40 spouses who were caring for the Alzheimer patient at home, 20 who participated in the educational program, and 20 controls. The instrument used for the study was the Health Specific Family Coping Index (HSFCI). This instrument provided a quantitative assessment of overall family coping with both potential and actual health problems in the psychosocial and physical domains of health. It is rated in nine domains: physical independence, therapeutic competence, knowledge of the condition, application of principles of personal hygiene, attitude toward health care, emotional competence, family living patterns, physical environment, and use of community resources. A home visit was made by a registered nurse prior to the educational intervention and at the end of the four-week intervention period. The HSFCI was completed at each visit. There were no pretreatment differences between the intervention and control groups in coping ability. Findings indicate that the educational program was beneficial in assisting spouses to feel greater competence in the face of the disease process and to function with greater independence. In the treatment group, the greatest significant increase was in the knowledge domain, followed by therapeutic competence and emotional competence. There was no overall relationship between gender of the spouse and coping ability.
TL;DR: In this paper, the authors investigated whether an insufficiently autonomy-supportive context prevented a stronger relationship between perceived competence and interest and whether competence feedback more strongly affected previously identified processes (perceived competence, competence valuation, performance pressure, and perceived autonomy) which have both positive and negative implications for interest.
TL;DR: In a study of 276 teachers, this paper found subjective feelings of competence concerning their ability to interact effectively with one's work environment moderate satisfaction with work, satisfaction with co-workers and satisfaction with supervision, emotional exhaustion, and feelings of depersonalization.
TL;DR: The professional education associations as mentioned in this paper developed standards for teacher competence in student assessment out of concern that the potential educational benefits of student assessments be fully realized, and the Committee appointed to this project completed its work in 1990 following reviews of earlier drafts by members of the measurement, teaching, and teacher preparation and certification communities.
Abstract: The professional education associations began working in 1987 to develop standards for teacher competence in student assessment out of concern that the potential educational benefits of student assessments be fully realized. The Committee appointed to this project completed its work in 1990 following reviews of earlier drafts by members of the measurement, teaching, and teacher preparation and certification communities. Parallel committees of affected associations are encouraged to develop similar statements of qualifications for school administrators, counselors, testing directors, supervisors, and other educators in the near future. These statements are intended to guide the preservice and inservice preparation of educators, the accreditation of preparation programs, and the future certification of all educators.
TL;DR: In this paper, the validity of self-reported communication competence is questioned and two studies indicate that self-perceptions of communication competence are strongly related to communication apprehension and have moderate relationships with self-esteem, introversion, and sociability.
Abstract: On the basis of previous research the validity of self‐reports of communication competence is questioned. Results of two studies indicate that self‐perceptions of communication competence are strongly related to communication apprehension and have moderate relationships with self‐esteem, introversion, and sociability. Implications for future research are suggested and results are also interpreted with regard to pedagogical implications.
TL;DR: In this article, the authors draw attention to our rudimentary knowledge of managers' competence, against the background of the rhetoric currently being employed, for example, in the Management Charter Initiative, by identifying and briefly examining some of the epistemological, philosophical and methodological issues which require attention before we proceed further in this field of study.
Abstract: This article draws attention to our rudimentary knowledge of managers’ competence, against the background of the rhetoric currently being employed, for example, in the Management Charter Initiative. Its aim is to unravel some of the existing confusions about the meaning of “competence”, by identifying and briefly examining some of the epistemological, philosophical and methodological issues which require attention before we proceed further in this field of study.