Showing papers on "Competence (human resources) published in 2011"
Book•
22 Jun 2011
TL;DR: The concept of competence is also a way as one of the collective books that gives many advantages as discussed by the authors, and the advantages are not only for you, but for the other peoples with those meaningful benefits.
Abstract: No wonder you activities are, reading will be always needed. It is not only to fulfil the duties that you need to finish in deadline time. Reading will encourage your mind and thoughts. Of course, reading will greatly develop your experiences about everything. Reading motivation reconsidered the concept of competence is also a way as one of the collective books that gives many advantages. The advantages are not only for you, but for the other peoples with those meaningful benefits.
5,245 citations
TL;DR: In this paper, the authors present a broad literature review of key competencies in sustainability research and problem-solving competence and address critical gaps in the conceptualization of sustainability in higher education.
Abstract: The emerging academic field focused on sustainability has been engaged in a rich and converging debate to define what key competencies are considered critical for graduating students to possess. For more than a decade, sustainability courses have been developed and taught in higher education, yet comprehensive academic programs in sustainability, on the undergraduate and graduate level, have emerged only over the last few years. Considering this recent institutional momentum, the time is seemingly right to synthesize the discussion about key competencies in sustainability in order to support these relatively young academic programs in shaping their profiles and achieving their ambitious missions. This article presents the results of a broad literature review. The review identifies the relevant literature on key competencies in sustainability; synthesizes the substantive contributions in a coherent framework of sustainability research and problem-solving competence; and addresses critical gaps in the conceptualization of key competencies in sustainability. Insights from this study lay the groundwork for institutional advancements in designing and revising academic programs; teaching and learning evaluations; as well as hiring and training faculty and staff.
1,611 citations
TL;DR: Action design research (ADR) reflects the premise that IT artifacts are ensembles shaped by the organizational context during development and use and conceptualizes the research process as containing the inseparable and inherently interwoven activities of building the IT artifact, intervening in the organization, and evaluating it concurrently.
Abstract: Design research (DR) positions information technology artifacts at the core of the Information Systems discipline. However, dominant DR thinking takes a technological view of the IT artifact, paying scant attention to its shaping by the organizational context. Consequently, existing DR methods focus on building the artifact and relegate evaluation to a subsequent and separate phase. They value technological rigor at the cost of organizational relevance, and fail to recognize that the artifact emerges from interaction with the organizational context even when its initial design is guided by the researchers' intent.
We propose action design research (ADR) as a new DR method to address this problem. ADR reflects the premise that IT artifacts are ensembles shaped by the organizational context during development and use. The method conceptualizes the research process as containing the inseparable and inherently interwoven activities of building the IT artifact, intervening in the organization, and evaluating it concurrently. The essay describes the stages of ADR and associated principles that encapsulate its underlying beliefs and values. We illustrate ADR through a case of competence management at Volvo IT.
1,538 citations
01 Jan 2011
TL;DR: This article tried to offer an insight into pre-service teacher training, having namely teachers of English as a foreign language in focus, from the point of view of what kind of knowledge is relevant for their type of study and how the factual and theoretical knowledge they acquire is enacted later on in class.
Abstract: The presentation tries to offer an insight into pre-service teacher training, having namely teachers of English as a foreign language in focus, from the point of view of what kind of knowledge is relevant for their type of study and how the factual and theoretical knowledge they acquire is enacted later on in class. The current concepts of teacher expertise and competence are also discussed.
936 citations
01 Jan 2011
TL;DR: In this paper, a series of propositions about social practices and how they change are explored, for instance, that practices depend on the active integration of recognisable elements including materials, meanings and forms of competence.
Abstract: The seminars is organised around a series of propositions about social practices and how they change. The strategy is to explore a sequence of distinct but related claims, for instance, that practices depend on the active integration of recognisable elements including materials, meanings and forms of competence; that practices recruit carriers willing and able to keep them alive, and that practices compete and support each other in different ways. These somewhat abstract ideas are developed and illustrated with reference to a range of practical cases and examples, most relating to issues of daily life and ordinary consumption. One aim is to show how propositions about practice can be linked together to produce a framework for understanding everyday life and how it changes. A second ambition is to articulate the practical implications of such an approach for policy and for deliberate efforts to change what people do, especially with respect to challenges like those of climate change and sustainability.
671 citations
TL;DR: In this paper, a set of best practices for competency modeling based on the experiences and lessons learned from the major perspectives on this topic (including applied, academic, and professional) are defined, and their key advantages are explained.
Abstract: The purpose of this article is to present a set of best practices for competency modeling based on the experiences and lessons learned from the major perspectives on this topic (including applied, academic, and professional). Competency models are defined, and their key advantages are explained. Then, the many uses of competency models are described. The bulk of the article is a set of 20 best practices divided into 3 areas: analyzing competency information, organizing and presenting competency information, and using competency information. The best practices are described and explained, practice advice is provided, and then the best practices are illustrated with numerous practical examples. Finally, how competency modeling differs from and complements job analysis is explained throughout. The purpose of this article is to present a set of best practices for competency modeling based on the experiences and lessons learned from all the major perspectives on this topic including two major companies, a major consulting firm, a major university, and the Society for Industrial and Organizational Psychology (SIOP) taskforce on competency modeling. From all the different perspectives, we will delineate a set of 20 best practices and then illustrate them with practical examples from actual organizations. For the interested reader, we also link the practices to the existing literature which consists mostly of writings based on practical experience (e.g., case studies, commentaries) because little empirical
514 citations
TL;DR: In this paper, the authors describe the causes and consequences of warmth and competence judgments; how, when and why they determine significant professional and organizational outcomes, such as hiring, employee evaluation, and allocation of tasks and resources.
476 citations
TL;DR: Self-Determination Theory (SDT) as mentioned in this paper is one of the current major motivational theories in psychology and has been applied in many areas, among which are education and health care, but its applications in medical education are rare.
Abstract: Self-determination Theory (SDT), designed by Edward Deci and Richard Ryan, serves among the current major motivational theories in psychology. SDT research has been conducted in many areas, among which are education and health care, but its applications in medical education are rare. The potential of SDT to help understand processes in medical education justifies this Guide. SDT is explained in seven principles, one of which is the distinction of three innate psychological needs of human beings: for competence, for autonomy and for relatedness. Further, SDT elaborates how humans tend to internalise regulation of behaviour that initially has been external, in order to develop autonomous, self-determined behaviour. Implications of SDT for medical education are discussed with reference to preparation and selection, curriculum structure, classroom teaching, assessments and examinations, self-directed learning, clinical teaching, students as teachers and researchers, continuing professional development, facult...
429 citations
TL;DR: In this article, a survey was conducted among a sample of 561 employees of a large financial services organization and the results support the idea that employee participation in competency development initiatives as well as perceived support for competence development is positively associated with workers' perceptions of employability.
399 citations
Book•
01 Jul 2011
TL;DR: In the fourth edition of this bestselling textbook, fully revised to reflect nearly a decade of population changes and best practices in culturally competent service delivery, the authors have carefully updated and expanded every chapter while retaining the basic approach and structure that made the previous editions so popular as mentioned in this paper.
Abstract: As the U.S. population grows more and more diverse, how can professionals who work with young children and families deliver the best services while honoring different customs, beliefs, and values? The answers are in the fourth edition of this bestselling textbook, fully revised to reflect nearly a decade of population changes and best practices in culturally competent service delivery.The gold-standard text on cross-cultural competence, this book has been widely adopted by college faculty and trusted as a reference by in-service practitioners for almost 20 years. For this timely NEW edition, the highly regarded authors have carefully updated and expanded every chapter while retaining the basic approach and structure that made the previous editions so popular. Professionals will Get a primer on cultural competence. Readers will examine how their own cultural values and beliefs shape their professional practice, how the worldviews of diverse families may affect their perceptions of programs and services, and how providers can communicate more effectively with families from different cultural backgrounds. Deepen their understanding of cultural groups. Learn from in-depth chapters with nuanced, multifaceted explorations of nine different cultural backgrounds: Anglo-European, American Indian, African American, Latino, Asian, Filipino, Native Hawaiian and Samoan, Middle Eastern, and South Asian. Readers will get up-to-date insights on history, demographics, traditions, values, and family structure, and they'll examine the diverse ways each culture approaches child rearing, medical care, education, and disability. Discover better ways to serve families. Readers will get concrete recommendations for providing more effective, sensitive, and culturally competent services to children and families. They'll find practical guidance for every step in the service delivery process, from initiating contact with families to implementing and evaluating services. Vivid case stories and photos bring the principles of cultural competence to life, and the helpful appendixes give professionals quick access to cultural courtesies and customs, key vocabulary words, significant cultural events and holidays, and more. Plus an expanded list of resources points readers to books, films, theater, and other media that will enhance their understanding of other cultures. New to this edition is a revised chapter on African American roots; thoroughly updated and expanded chapters; expanded coverage of disabilities; more on spiritual and religious diversity; and strategies for helping families make decisions about language use (English-only vs. preservation of native language). Equally valuable as a textbook and a reference for practicing professionals, this comprehensive book will prepare early interventionists and other professionals to work effectively with families whose customs, beliefs, and values may differ from their own.
367 citations
TL;DR: There was 100% agreement among the participants that general critical care ultrasound and “basic” critical care echocardiography should be mandatory in the curriculum of intensive care unit (ICU) physicians.
Abstract: Training in ultrasound techniques for intensive care medicine physicians should aim at achieving competencies in three main areas: (1) general critical care ultrasound (GCCUS), (2) "basic" critical care echocardiography (CCE), and (3) advanced CCE. A group of 29 experts representing the European Society of Intensive Care Medicine (ESICM) and 11 other critical care societies worldwide worked on a potential framework for organizing training adapted to each area of competence. This framework is mainly aimed at defining minimal requirements but is by no means rigid or restrictive: each training organization can be adapted according to resources available. There was 100% agreement among the participants that general critical care ultrasound and "basic" critical care echocardiography should be mandatory in the curriculum of intensive care unit (ICU) physicians. It is the role of each critical care society to support the implementation of training in GCCUS and basic CCE in its own country.
TL;DR: The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field of assessment.
Abstract: The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards do not consider teacher knowledge and skills required to successfully work in the current accountability and “standards-based reform” context. This article briefly reviews the 1990 Standards and their influence, describes some other lists of assessment knowledge and skills that might be considered in updating them, and then proposes educational assessment knowledge and skills for teachers that reflect current teacher assessment needs. This set of competencies should help focus the work of teachers, teacher supervisors, professional developers, teacher educators, and others responsible for teachers’ assessment knowledge and skills.
TL;DR: This paper analyzed data from students in 14-year colleges to explore the relevance of Tinto's concepts for such students and found that students' perceptions of their academic and social integration reveal the centrality of fused "socio-academic" moments for cultivating feelings of belonging and competence, reinforcing goal commitment, and accessing valuable social capital.
Abstract: Qualitative data from students in 14-year colleges are analyzed to explore the relevance of Tinto's concepts for such students. Students' perceptions of their academic and social integration reveal the centrality of fused "socio-academic" moments for cultivating feelings of belonging and competence, reinforcing goal commitment, and accessing valuable social capital.
TL;DR: In this article, the authors define the notion of third-place as symbolic competence and propose an approach to research and teaching that is discourse-based, historically grounded, aesthetically sensitive, and that takes into account the actual, the imagined and the virtual worlds in which we live.
Abstract: While communicative competence is characterized by the negotiation of intended meanings in authentic contexts of language use, intercultural competence has to do with far less negotiable discourse worlds, the ‘circulation of values and identities across cultures, the inversions, even inventions of meaning, often hidden behind a common illusion of effective communication’ (Kramsch, Levy & Zarate 2008: 15). The self that is engaged in intercultural communication is a symbolic self that is constituted by symbolic systems like language as well as by systems of thought and their symbolic power. This symbolic self is the most sacred part of our personal and social identity; it demands for its well-being careful positioning, delicate facework, and the ability to frame and re-frame events. The symbolic dimension of intercultural competence calls for an approach to research and teaching that is discourse-based, historically grounded, aesthetically sensitive, and that takes into account the actual, the imagined and the virtual worlds in which we live. With the help of concrete examples from the real world and foreign language classrooms, the paper attempts to redefine the notion of third place (Kramsch 1993) as symbolic competence.
TL;DR: In this article, the authors examine the effects of absorptive capacity and collaborative process competence on the outcomes of an episodic collaboration initiative and empirically validate the positive effect of these capabilities on the operational and relational success of a collaboration effort.
TL;DR: In this article, the authors conceptualize three integration processes, in analogy to theories on transfer, for the integration of knowledge, skills and attitudes in complex professional tasks, and propose a model of different professional tasks.
TL;DR: In this article, the authors surveyed 368 adult learners from both higher education and corporate settings who had used commercial self-directed e-learning (SDEL) products and found that the best predictors of motivation to begin SDEL were perceived relevance, reported technology competence, and age.
Abstract: Self-directed e-learning (SDEL) refers to electronic learning environments where there are often no peer learners or instructors regularly available. Past studies suggest that lack of time and lack of motivation are primary causes of learner attrition in online settings. However, little is known about what influences motivational change during SDEL. We surveyed 368 adult learners from both higher education and corporate settings who had used commercial SDEL products. Results from stepwise regression analysis indicated that the best predictors of motivation to begin SDEL were perceived relevance, reported technology competence, and age. The best predictors of motivation during SDEL were perceived quality of instruction and learning (e-learning is right for me) and motivation to begin. Motivation during SDEL was the best predictor of positive change in motivation, which in turn predicted learner satisfaction with SDEL. Instructional design principles for sustaining learner motivation in SDEL are identified ...
TL;DR: The authors investigated the predictive ability of expressive vocabulary size and lexical composition at age 2 on later language and literacy skills from ages 3 through 11, and found that vocabulary size is a better predictor of later language ability than lexical compositions.
Abstract: This paper investigated the predictive ability of expressive vocabulary size and lexical composition at age 2 on later language and literacy skills from ages 3 through 11. Multivariate analysis of covariance was performed to compare 16 language and literacy outcomes between children with large expressive vocabulary size at 24 months (N = 1,073) and those with smaller expressive vocabulary size. Comparisons between large and small verb size groups as a measure of lexical composition were also conducted. Our findings indicate that, after controlling for gender, birth order, ethnicity and socioeconomic status, total vocabulary size at age 2 can significantly predict subsequent language and literacy achievement up to fifth grade. Moreover, vocabulary size is a better predictor of later language ability than lexical composition.
TL;DR: In this paper, the authors construct and test a model that demonstrates how two distinct forms of trust, based upon perceptions of franchisor integrity and Franchisor competence, are critical to explaining the roles that relational conflict and satisfaction play in influencing franchisee compliance.
TL;DR: The work of Vygotsky and Lave and Wenger are highlighted in order to begin to explore the theoretical basis of simulation as an effective pedagogical approach for nurse education today, enabling students to learn to be nurses.
TL;DR: This paper examined the associations between preschool emotion knowledge, kindergarten attention skills, and first grade academic competence in a sample of mostly disadvantaged children and found that attention during kindergarten is a significant mediator of this association, even after accounting for the effects of maternal education, family income and children's age, sex, and receptive vocabulary skills.
TL;DR: Competence-based education is evident, but this does not mean that issues related to competence definition have been resolved and larger and more international cooperation is required to reach common agreement and validity in competence- based education and assessment.
Book•
01 Jan 2011TL;DR: A cross-sectional study of disagreement sequences in French l 2 l 2 learner interactional competence during language proficiency interviews: A microanalytic study with pedagogical implications.
Abstract: Preface Chapter 1-Joan Kelly Hall and Simona Pekarek Doehler: Introduction: Interactional Competence and DevelopmentSection One: The Nature of l 2 Interactional Competence Chapter 2-Arja Piirainen-Marsh: Enacting Interactional Competence in Gaming Activities: Co-Producing Talk with Virtual Others Chapter 3-Fritjof Sahlstrom: Learning as social action Chapter 4-Fee Steinbach Kohler and Steven L. Thorne: The social life of self-directed talk: A sequential phenomenon?Chapter 5-Gudrun Theodorsdottir:Second language use for business and learning Chapter 6- Remi A. van Compernolle: Responding to questions and l 2 learner interactional competence during language proficiency interviews: A microanalytic study with pedagogical implicationsSection Two: Development of l 2 Interactional Competence Chapter 7- John Hellermann: Members' methods, members' competencies: Looking for evidence of language learning in longitudinal investigations of other-initiated repair Chapter 8-Hanh thi Nguyen: Achieving Recipient Design Longitudinally: Evidence from a Pharmacy Intern in Patient Consultations Chapter 9- Simona Pekarek Doehler and Evelyne Pochon-Berger: Developing 'methods' for interaction: A cross-sectional study of disagreement sequences in French l 2 Chapter 10- Emily Rine and Joan Kelly Hall: Becoming the Teacher: Changing Participant Frameworks in International Teaching Assistant (ITA) Discourse
TL;DR: The authors investigated whether coaching practitioners desire outcomes for their adolescent athletes that reach beyond on-field success, and incorporate constructs that are associated with positive youth development, such as competence, confidence, connection, character, life skills, climate, positive affect and, positive psychological capacities.
Abstract: Sport is suggested as a potentially important and sufficient path for positive youth development. However, how this responsibility is translated by coaching practitioners is not understood. This research investigated whether coaching practitioners desire outcomes for their adolescent athletes that reach beyond on-field success, and incorporate constructs that are associated with positive youth development. Twenty-two participation coaches for adolescent athletes participated in semi-structured interviews. Results suggest that coaches see themselves as responsible for facilitating eight interrelated and interdependent themes that are consistent with the positive youth development literature: competence, confidence, connection, character, life skills, climate, positive affect and, positive psychological capacities.
TL;DR: The authors explored knowledge building as a principle-based innovation at an elementary school and made a case for a principle versus procedure-based approach to educational innovation, supported by new knowledge media.
Abstract: This study explores Knowledge Building as a principle-based innovation at an elementary school and makes a case for a principle- versus procedure-based approach to educational innovation, supported by new knowledge media. Thirty-nine Knowledge Building initiatives, each focused on a curriculum theme and facilitated by nine teachers over eight years, were analyzed using measures of student discourse in a Knowledge Building environment–Knowledge Forum. Results were analyzed from the perspective of student, teacher, and principal engagement to identify conditions for Knowledge Building as a school-wide innovation. Analyses of student discourse showed interactive and complementary contributions to a community knowledge space, conceptual content of growing scope and depth, and collective responsibility for knowledge advancement. Analyses of teacher and principal engagement showed supportive conditions such as shared vision and trust in student competencies to the point of enabling transfer of agency for knowle...
TL;DR: In this paper, the authors conducted an employer survey to find out which skills do employers consider important when hiring new engineering graduates and how satisfied they are with the skills of engineering graduates.
Abstract: Skill shortage remains one of the major constraints to continued growth of the Indian economy. This employer survey seeks to address this knowledge-gap by answering three questions: (i) Which skills do employers consider important when hiring new engineering graduates? (ii) How satisfied are employers with the skills of engineering graduates? and (iii) In which important skills are the engineers falling short? The results confirm a widespread dissatisfaction with the current graduates -- 64 percent of employers hiring fresh engineering graduates are only somewhat satisfied with the quality of the new hires or worse. After classifying all skills by factor analysis, the authors find that employers perceive Soft Skills (Core Employability Skills and Communication Skills) to be very important. Skill gaps are particularly severe in the higher-order thinking skills ranked according to Bloom's taxonomy. In contrast, communication in English has the smallest skill gap, but remains one of the most demanded skills by the employers. Although employers across India asks for the same set of soft skills, their skill demands differ for Professional Skills across economic sectors, company sizes, and regions. These findings suggest that engineering education institutions should: (i) seek to improve the skill set of graduates; (ii) recognize the importance of Soft Skills, (iii) refocus the assessments, teaching-learning process, and curricula away from lower-order thinking skills, such as remembering and understanding, toward higher-order skills, such as analyzing and solving engineering problems, as well as creativity; and (iv) interact more with employers to understand the particular demand for skills in that region and sector.
TL;DR: In this article, three teachers were trained and coached to implement promotion, prevention, and intervention practices related to the Teaching Pyramid Model in early childhood classrooms, and they found evidence of a functional relationship between training and coaching and implementation of practices associated with the model.
Abstract: Growing evidence suggests the importance of practitioners implementing promotion, prevention, and intervention practices to foster children’s social-emotional competence and address challenging behavior within schools. Limited research exists, however, on how to support teachers of school-age children to implement with fidelity comprehensive frameworks that organize promotion, prevention, and intervention practices, and even fewer studies have examined implementation within early childhood classrooms. In this study, three teachers were trained and coached to implement promotion, prevention, and intervention practices related to the Teaching Pyramid Model. Findings from the present single-subject multiple probe across teachers’ experimental study offer evidence of a functional relationship between training and coaching and implementation of practices associated with the model. Results are discussed with respect to challenges related to supporting teachers to implement with fidelity a complex and comprehens...
TL;DR: In this article, a review summarizes current knowledge about caregivers' emotion socialization strategies toward children's negative emotional expressions and related behaviors in cultural perspective, and their consequences for children's emotion development.
Abstract: Emotion socialization aims to promote children’s emotion competence. Children’s competence is embedded in cultural contexts that influence caregivers’ expectations of appropriateness of children’s expression and experience of emotions. Two aspects of emotion competence – individualistic and relational emotion competence – are outlined. They offer a theoretical framework to interpret cultural commonalities and differences in emotion socialization strategies. This review summarizes current knowledge about caregivers’ emotion socialization strategies toward children’s negative emotional expressions and related behaviors in cultural perspective. The number of empirical studies in cultures outside of United States remains low. Nonetheless, the available evidence describes a range of emotion socialization strategies that are embedded in caregiving, and their consequences for children’s emotion development. Besides several commonalities across cultures, we describe differences in the degree to which strategies are endorsed by caregivers as well as some of the qualitative information that point to cultural variations. Finally, we note gaps in the literature and suggest future research directions.
TL;DR: Physicians’ learning is largely guided by practical experience rather than deliberately sought, and much could be gained from managing learning opportunities more explicitly.
Abstract: Medical professionals need to keep on learning as part of their everyday work to deliver high-quality health care. Although the importance of physicians’ learning is widely recognized, few studies have investigated how they learn in the workplace. Based on insights from deliberate practice research, this study examined the activities physicians engage in during their work that might further their professional development. As deliberate practice requires a focused effort to improve performance, the study also examined the goals underlying this behaviour. Semi-structured interviews were conducted with 50 internal medicine physicians: 19 residents, 18 internists working at a university hospital, and 13 working at a non-university hospital. The results showed that learning in medical practice was very much embedded in clinical work. Most relevant learning activities were directly related to patient care rather than motivated by competence improvement goals. Advice and feedback were sought when necessary to provide this care. Performance standards were tied to patients’ conditions. The patients encountered and the discussions with colleagues about patients were valued most for professional development, while teaching and updating activities were also valued in this respect. In conclusion, physicians’ learning is largely guided by practical experience rather than deliberately sought. When professionals interact in diagnosing and treating patients to achieve high-quality care, their experiences contribute to expertise development. However, much could be gained from managing learning opportunities more explicitly. We offer suggestions for increasing the focus on learning in medical practice and further research.