Showing papers on "Competence (human resources) published in 2019"

Brick by Brick: The Origins, Development, and Future of Self-Determination Theory

Abstract: Self-determination theory is a broad and widely applied theory of motivation, personality development, and wellness. The theory began with a narrow focus on intrinsic motivation but has expanded over time to encompass both intrinsic and extrinsic motivations and spawned new perspectives on well-being, life-goals, relationship quality, vitality and depletion, and eudaimonia, among other topics. In this overview of SDT, we first discuss the value of broad theory for psychological science. We then describe the strategy behind SDT's development, and the unfolding of its core mini-theories and topical models, from early studies on intrinsic motivation to the enormous body of research being produced today by a global community of SDT scholars. Throughout we highlight evidence for the critical role of supports for autonomy, competence and relatedness in human development and thriving, and the strong practical and translational value of a functionally-focused, and empirically-supported, theoretical framework.

Metaphors of youth transitions: niches, pathways, trajectories or navigations

Abstract: Historically, youth has been portrayed as a site of secondary socialisation during which young people develop clearer ideas of their future position in the social order. Metaphors for processes of transition to adult roles, particularly into work, have evolved in ways which reflect the dominant theoretical perspectives of the time. As unemployment increased, transitions became much more complex: post-compulsory education became more common and many young people spent periods unemployed or on training or job creation schemes. Within developmental perspectives, the development of the young person’s interactions with the social milieu were seen as fundamental to an understanding of maturing personal characteristics. One characteristic of this interaction has been seen as outstanding: the need of the young person to be liked and valued by their peers. Change and progress towards mature personality and individual patterns of competence are essentially learning processes.

Educational Research: Competencies for Analysis and Applications, 12th Edition.

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Healthcare professionals' competence in digitalisation: A systematic review.

Abstract: Aims and objectives To identify key areas of competence for digitalisation in healthcare settings, describe healthcare professionals' competencies in these areas and identify factors related to their competence. Background Digitalisation requires changes in healthcare practices, policies and actions to revise job expectations and workflows. The aspects of patient safety and integration of digitalisation into the professional context necessitate an assessment of healthcare professionals' competencies in digitalisation. Design Systematic review. Methods A systematic review was conducted following Center of Reviews and Dissemination guidelines, including application of a PRISMA statement. Four databases-CINAHL (EBSCO), MEDLINE (Ovid), Web of Science and Academic Search Premiere (EBSCO)-were searched for relevant original peer-reviewed studies published between 2012-2017. Twelve were chosen for final analysis: five quantitative studies and seven qualitative studies, which were, respectively, subjected to narrative and thematic synthesis. Results Key competence areas regarding digitalisation from a healthcare perspective identified encompass knowledge of digital technology and the digital skills required to provide good patient care, including associated social and communication skills, and ethical considerations of digitalisation in patient care. Healthcare professionals need the motivation and willingness to acquire experience of digitalisation in their professional context. Collegial and organisational support appear to be essential factors for building positive experiences of digitalisation for healthcare professionals. Conclusion Healthcare organisations should both pay attention to the social environment of a workplace and create a positive atmosphere if they want to improve the response to digitalisation. The successful implementation of new technology requires organisational and collegial support. Relevance to clinical practice Recommendations for clinical practice include the following: development of competence in digitalisation by healthcare professionals when using technological equipment to minimise errors; provision of sufficient resources, equipment and room for technology usage; and provision of regular education that considers the participants' competencies.

The Impact of Expatriates' Cross-Cultural Adjustment on Work Stress and Job Involvement in the High-Tech Industry.

Abstract: The personal traits of expatriates influence their work performance in a subsidiary. Nevertheless, organizations tend to hire candidates who are suitable from the technological dimension but ignore personal and family factors. Expatriates might not be familiar with a foreign place, and most organizations do not provide the so-called cultural adjustment training. The selected expatriates often accept the job without knowing the future prospects of their career, which can result in individual and family turmoil initially. Moreover, the unknown future career prospects and concern over when they will return to the parent company can affect expatriates' work. Cross-cultural competence refers to the ability of individuals to work effectively and live normally in different cultural contexts, and this ability requires expatriate employees to adopt adaptive thinking patterns and behaviors in the host country. To explore the effect of expatriates' cross-culture adjustment on their work stress and job involvement, this study therefore uses an empirical approach in which data are collected with a questionnaire survey and proposes specific suggestions, according to the results, to aid expatriates in their personal psychological adjustment. The results show that the challenges faced by expatriate employees are derived from assigned tasks, unknown environments, language barriers, and cultural differences. Excessive pressure will impose ideological and psychological burdens upon the expatriates and even lead to physical symptoms, however, the appropriate amount of pressure can play a driving role and promote the smooth progress of the work. High-tech industry employees who can adapt to the customs and cultures of foreign countries have higher work participation and are more likely to find ways to alleviate work stress. It has also been found that the stronger the cross-cultural competence of employees, the better their adjustment to the host country and the higher their corresponding job performance.

Seeking Stability in Stormy Educational Times: A Need-based Perspective on (De)motivating Teaching Grounded in Self-determination Theory

Abstract: Given the complexity of societal, technological, and economic challenges encountered by schools and teachers, one may wonder whether and how teachers can still optimally motivate their students. To adopt a motivating role in today’s ever-changing, even stormy, educational landscape, teachers need more than a checklist of motivating practices. They also need a fundamental theoretical perspective that can serve as a general source of inspiration for their everyday classroom practices across various situations and in interaction with different students. Herein, we argue that self-determination theory represents such a valuable perspective. In Part I, we discuss the satisfaction of learners’ psychological needs for autonomy, competence, and relatedness as a source of student motivation, engagement, and resilience. We also present a recently developed circular model involving a broad variety of motivating (i.e., need-supportive) and demotivating (i.e., need-thwarting) teaching practices appealing to these three needs. In Part II, we discuss several implications of this circular model, thereby discussing the diverse pathways that lead to student need satisfaction, motivation, and engagement as well as highlighting teachers’ capacity for calibration to deal with uncertainty and change. We conclude that school principals and teachers do well to invest in both students’ and teachers’ psychological need experiences, such that they become skilled in flexibly adjusting themselves to diversity, uncertainty, and change.

Mathematical competencies revisited

Abstract: This article deals with what it means to possess competence in mathematics. It takes its point of departure in the fact that the notions of mathematical competence and mathematical competencies have gained a foothold as well as momentum in mathematics education research, development and practice throughout the last two decades. The Danish so-called KOM Project (KOM: Competencies and the Learning of Mathematics), the report from which was published in 2002, has played an instrumental role in that development. Since then, a host of new developments has taken place, and we—as the authors of the original report—have felt the need to take stock of this development and revisit the conceptualisation of the basic notions in order to provide an updated version of the original conceptual framework and terminology. Whilst the fundamentals of this framework have been preserved in this article, the version presented here in addition to an up-to-date terminology offers greater clarity and sharpness and richer explanations than found in the original.

Clinical Reasoning Assessment Methods: A Scoping Review and Practical Guidance

Abstract: PurposeAn evidence-based approach to assessment is critical for ensuring the development of clinical reasoning (CR) competence. The wide array of CR assessment methods creates challenges for selecting assessments fit for the purpose; thus, a synthesis of the current evidence is needed to guide pract

Perseverant Grit and Self-Efficacy: Are Both Essential for Children's Academic Success?.

Abstract: Psychological factors such as grit and self-efficacy have been heralded as powerful predictors of performance. Their joint contribution to the prediction of early adolescents’ school success has not been fully investigated, however. The purpose of this study was to examine U.S. elementary and middle school students’ (N = 2,430) grit (assessed as perseverance of effort) and self-efficacy, and their predictive relationship with achievement and teacher-rated motivation and competence in reading and math across one school year. Scalar invariance was found for grit and self-efficacy measures across school level, gender, and SES. Older students and students from lower SES reported significantly lower grit and self-efficacy. Girls reported higher grit and reading self-efficacy. Grit was correlated positively with self-efficacy (.37 ≤ r ≤ .66), modestly with teacher ratings in reading and math (.14 ≤ r ≤ .25), and weakly or uncorrelated with achievement (.03 ≤ r ≤ .13). Self-efficacy was positively related to all outcomes (.21 ≤ r ≤ .36). SEM indicated that subject-specific self-efficacy was positively related, and grit weakly or unrelated, to reading and math achievement, controlling for grade level, gender, SES, and prior achievement. An examination of competing mediation models revealed that self-efficacy partially or fully mediated the relationship between grit and school outcomes. Conversely, little evidence supported grit as a mediator of self-efficacy’s relationship to outcomes. Time-lagged models across one school year confirmed these conclusions. Findings imply that, to improve student performance, teachers should target students’ self-efficacy rather than grit. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Job crafting revisited: Implications of an extended framework for active changes at work.

Abstract: Employees often self-initiate changes to their jobs, a process referred to as job crafting, yet we know little about why and how they initiate such changes In this paper, we introduce and test an extended framework for job crafting, incorporating individuals’ needs and regulatory focus Our theoretical model posits that individual needs provide employees with the motivation to engage in distinct job-crafting strategies—task, relationship, skill, and cognitive crafting—and that work-related regulatory focus will be associated with promotion- or prevention-oriented forms of these strategies Across three independent studies and using distinct research designs (Study 1: N = 421 employees; Study 2: N = 144, using experience sampling data; Study 3: N = 388, using a lagged study design), our findings suggest that distinct job-crafting strategies, and their promotion- and prevention-oriented forms, can be meaningfully distinguished and that individual needs (for autonomy, competence, and relatedness) at work differentially shape job-crafting strategies We also find that promotion- and prevention-oriented forms of job-crafting vary in their relationship with innovative work performance, and we find partial support for work-related regulatory focus strengthening the indirect effect of individual needs on innovative work performance via corresponding forms of job crafting Our findings suggest that both individual needs and work-related regulatory focus are related to why and how employees will choose to craft their jobs, as well as to the consequences job crafting will have in organizations (PsycINFO Database Record (c) 2018 APA, all rights reserved)

The Power of Subjectivity in the Assessment of Medical Trainees.

Abstract: Objectivity in the assessment of students and trainees has been a hallmark of quality since the introduction of multiple-choice items in the 1960s. In medical education, this has extended to the structured examination of clinical skills and workplace-based assessment. Competency-based medical education, a pervasive movement that started roughly around the turn of the century, similarly calls for rigorous, objective assessment to ensure that all medical trainees meet standards to assure quality of health care. At the same time, measures of objectivity, such as reliability, have consistently shown disappointing results. This raises questions about the extent to which objectivity in such assessments can be ensured.In fact, the legitimacy of "objective" assessment of individual trainees, particularly in the clinical workplace, may be questioned. Workplaces are highly dynamic and ratings by observers are inherently subjective, as they are based on expert judgment, and experts do not always agree-for good, idiosyncratic, reasons. Thus, efforts to "objectify" these assessments may be problematically distorting the assessment process itself. In addition, "competence" must meet standards, but it is also context dependent.Educators are now arriving at the insight that subjective expert judgments by medical professionals are not only unavoidable but actually should be embraced as the core of assessment of medical trainees. This paper elaborates on the case for subjectivity in assessment.

Devising a Competence-Based Training Program for Educators of Sustainable Development: Lessons Learned

Abstract: Over recent decades, education policy has been preoccupied with economic growth while paying insufficient heed to global sustainability challenges. International initiatives to promote education for sustainable development (ESD) have been hampered by a lack of clarity on how to implement this form of education. To address this concern, a Rounder Sense of Purpose (RSP) began as a three-year EU-funded project that set out to develop a practical accreditation model for educators working on ESD. Expert and user opinion was sought through several rounds of structured consultation with over 500 people, chiefly using a Delphi approach, to develop and validate the model. The resulting framework comprises 12 competences, each with three learning outcomes and several underpinning components. This is supported by a range of activities largely reflecting a constructivist pedagogy. A range of assessment techniques have also been piloted within the project although this remains an area for further enquiry. Ultimately, it was decided not to design a single qualification template because defining the award to such a level of detail would make it more difficult to apply across multiple jurisdictions. Partners also felt that such an approach would atomize learning in a way that runs counter to the holistic principles of sustainability. RSP provided a rich learning experience for those involved and has already demonstrated its potential to extend its impact well beyond the original participants.

Competencies for fresh graduates’ success at work: Perspectives of employers:

Abstract: This article investigates Hong Kong employers’ views on graduate competencies that facilitate new graduates’ success in the workplace. The methodology involves the use of a questionnaire to elicit ...

Assessing Teacher Digital Competence: the Construction of an Instrument for Measuring the Knowledge of Pre-Service Teachers

Abstract: Assessing competences always poses a challenge and can be even more complicated when tackling a multidimensional competence like teacher digital competence (TDC). TDC is understood to consist of different dimensions linked to its components. This complexity gives rise to the need to organize and systematize both TDC training and its evaluation through a standard based on validated benchmark indicators. Designing and developing an instrument for TDC assessment has been a two-phase process. The COMDID-A self-assessment tool was developed in the first phase and COMDID-C, an instrument for assessing knowledge related to TDC, in the second. In this article we present the process of constructing the COMDID-C instrument. For this first stage, we worked with two samples, an expert validation and a pilot test sample. Due to the complexity of the test, we conducted a preliminary evaluation of the validity of its content, construction and reliability. Our results indicate that the test is well designed and consistent with its intended purpose. The next step will be administering the test to a larger sample that will allow the instrument to be externally validated.

Prestige-biased social learning: current evidence and outstanding questions

Abstract: Cultural evolution theory posits that a major factor in human ecological success is our high-fidelity and selective social learning, which permits the accumulation of adaptive knowledge and skills over successive generations. One way to acquire adaptive social information is by preferentially copying competent individuals within a valuable domain (success bias). However, competence within a domain is often difficult or impossible to directly assess. Almost 20 years ago, Henrich and Gil-White (H&GW) suggested that people use indirect cues of success (e.g., differential levels of attention paid to models by other social learners) as adaptive short-cuts to select models from whom to learn. They called this use of indirect markers of success prestige bias. In this review, we re-visit H&GW’s proposal, examining the evidence amassed since for the adaptiveness and use of prestige bias in humans. First, we briefly outline H&GW’s theory. Second, we analyse whether prestige is associated with competence within valuable domains, which is a crucial assumption underlying the adaptiveness of prestige bias. Third, we discuss prestige cues that people use to infer success (e.g., the amount of voluntary deference and attention received by models). Fourth, we examine the evidence for and against the use of prestige bias in human adults and children. Finally, we point out limitations in the current literature and present new avenues for research on prestige bias.

Self-directed learning: A fundamental competence in a rapidly changing world

Abstract: Self-directed learning is a fundamental competence for adults living in our modern world, where social contextual conditions are changing rapidly, especially in a digital age. The purpose of the present article is to review key issues concerning self-directed learning in terms of (1) what are the historical foundations of the self-directed learning concept?; (2) who may benefit from self-directed learning?; (3) who is likely to carry it out?; and (4) what does research show regarding outcomes of the self-directed learning process? The author takes into consideration humanistic philosophy, pragmatic philosophy and constructivist epistemology, which together concern a process of learning that is individual, purposeful and developmental. Potentially everyone can benefit from self-directed learning competence, but both societal and individual factors may influence whether self-directed learning is likely to be carried out. The author discusses a number of empirical studies that examine outcomes of the self-directed learning process in informal/non-formal online contexts and in formal educational settings. Research findings highlight the importance of realising the opportunity to foster learners’ self-directed learning competence in formal educational settings.

The effects of m-learning on motivation, achievement and well-being: A Self-Determination Theory approach

Abstract: From the lens of Self‐Determination Theory, this study investigated the effects of a mobile application tool for identifying species on biology students' achievement and well‐being. It was hypothesized that the mobile application, compared to a textbook, would enhance feelings of competence and autonomy and, in turn, intrinsic motivation, positive affect and achievement, because the mobile application's built‐in functions provide students with choice and volition, informational feedback, and optimal challenges. Fifty‐eight second‐year students were randomly assigned to use either the mobile application or a textbook for a learning task. Well‐being was assessed before and after the learning task, and intrinsic motivation, perceived competence, perceived autonomy and achievement were assessed after the task. Results indicated that the mobile application, relative to the textbook, produced higher levels of students' perceived competence, perceived autonomy and intrinsic motivation. Further, the mobile application had indirect effects on positive affect through autonomy, competence and intrinsic motivation, and on achievement through competence. [ABSTRACT FROM AUTHOR]

The Effect of Social Presence and Chatbot Errors on Trust

Abstract: This article explores the potential of Artificial Intelligence (AI) chatbots for creating positive change by supporting customers in the digital realm. Our study, which focuses on the customer and his/her declarative psychological responses to an interaction with a virtual assistant, will fill a gap in the digital marketing research, where little attention has been paid to the impact of Error and Gender, as well as the extent to which Social Presence and Perceived Competence mediate the relationships between Anthropomorphic design cues and Trust. We provide consistent evidence of the significant negative effect of erroneous conversational interfaces on several constructs considered in our conceptual model, such as: perceived competence, trust, as well as positive consumer responses. We also provide support to previous research findings and confirm that people employ a biased thinking across gender and this categorization also influences their acceptance of chatbots taking social roles. The results of an empirical study demonstrated that highly anthropomorphized female chatbots that engage in social behaviors are significantly shaping positive consumer responses, even in the error condition. Moreover, female virtual assistants are much more commonly forgiven when committing errors compared to male chatbots.

Technology and writing: Review of research

Abstract: This review examined 29 empirical studies published in peer-reviewed journals from 2002 to 2017 that investigated the use of computers and information and communication technologies during writing instruction and related writing activities. Qualitative content analysis was employed to investigate how technology was used in the writing program, the impact of technology-mediated instruction on students' writing skills, and the barriers teachers faced in integrating technology into the writing curriculum. Results of the review demonstrated that computers and a range of digital technologies, applications, and web-based learning environments have been used to teach writing in K-12 educational settings. Technology-mediated writing instruction yielded improvements in students' composing processes and writing skills as well as their knowledge and use of new literacies. Students designed, produced, and presented a variety of multimodal and digital texts that represented their knowledge and understandings of literary material and contemporary social justice issues. The use of technology motivated student engagement and participation in writing assignments and increased social interaction and peer collaboration. Teachers faced a number of challenges in their efforts to integrate technology into the writing curriculum. Several recommendations are offered based on the results of this review. Relevant, high-quality teacher professional development on pedagogical uses of technology are urgently needed in order to promote technology-mediated writing instruction and build students' 21st century literacy skills. Institutional support is needed to ensure the availability of computers and appropriate applications in every classroom. Future research needs to identify how teachers can use multimedia and digital tools to improve writing instruction in the digital age, meet the objectives of the writing curriculum, and engage all students in the composing process. Continued exploration of how digital writing environments and online writing communities can support students’ competence as writers also is needed. Substantial investigative work is needed in the early childhood program.

Fostering oral presentation competence through a virtual reality-based task for delivering feedback

Abstract: While previous studies have stressed the importance of feedback delivered by experts, it is unclear whether students' oral presentation competence can be fostered through innovative technology for delivering feedback. This experimental study examined the effectiveness of a virtual reality-based task, in which first-year undergraduate students practiced their presentation in a virtual environment and received feedback produced by the system, on their presentation competence components (i.e. cognition, behaviour and attitudes towards presenting). The effects were compared with a control condition, which was a face-to-face presentation task with expert feedback. The students’ performance was measured using pre- and post-test multiple-choice tests, validated rubrics, and self-evaluation instruments. Results revealed significant improvements from pre-test to post-test in all three presentation competence components, without a difference between the conditions. Furthermore, the self-evaluation tests showed that students who presented in virtual reality were appreciative of the detailed and analytical feedback they received. Because of sample size limitations, the effects found could not be generalised. Therefore, future research on a larger sample is needed to examine population effects. Follow-up studies should focus on the extent to which virtual reality-based tasks can encourage self-regulation skills for the effective and efficient integration of these tasks in presentation courses.