Competence (human resources)

About: Competence (human resources) is a research topic. Over the lifetime, 53557 publications have been published within this topic receiving 988884 citations. The topic is also known as: competence (human resources) & Competency.

Children's perceptions of self and of relationships with others as a function of sociometric status.

Abstract: We studied the relations among children's reports about their own competence, objective measures of their competence, and their views of important relationships with others as a function of sociometric status. 515 third- and fourth-grade children responded to questions about aspects of their personal competence and about their relationships with mothers, fathers, teachers, and best friends. Rejected children reported the least supportive relationships overall with their fathers of any status group; this was especially true of rejected-aggressive children. Neglected children reported the lowest perceived social competence with peers. The subjective reports of rejected but not neglected children overestimated their social competence as rated by peers. Relative to teacher reports, rejected-aggressive children also overestimated their behavioral competence. While highlighting heterogeneity among low-accepted groups, these results add to knowledge about the subjective experiences of children who are unpopular with peers.

A Factor Analytic Study of Language-Learning Strategy Use: Interpretations from Information-Processing Theory and Social Psychology.

Abstract: The present study investigated the key types of foreign language learning strategies used by university students and adds statistical support to information-processing and socialinteraction models of learning. By approaching the learning process from cognitive, social and affective perspectives (among others), researchers are able to analyze learning in naturalistic and classroom environments. Cognitively, learners are viewed as contributors to the process of understanding new information via prior knowledge, schemata, or scripts. The social side of learning is also recognized as a learning catalyst in and out of the classroom (44; 41). Authentic communication is advocated as an avenue, not simply an outcome of language instruction. The affective side of learning is frequently addressed in studies on anxiety (19; 34) and in strategy manuals addressed to students (4; 38). Communication strategies are formally studied in linguistic analyses of speech act categories (42). All these approaches recognize the centrality of learners' contribution to language learning as a cognitive, social, and affective process. Learning strategy research expands the strategic competence component of Canale and Swain's communicative competence model by demonstrating that strategic competence goes beyond mere compensation strategies. Strategic competence fosters competence in grammatical, discourse, sociolinguistic, and psycholinguistic areas. Thus strategy research permeates all areas of learning, recognizing that learning is multidimensional. The present study confirms this multidimensionality through the statistical approach of factor analysis. In academic settings, learning strategies are technically defined as steps taken by learners to facilitate acquisition, storage, retrieval, and use of information (36). Teachers of a foreign or second language must understand the types of language learning strategies learners employ both inside and outside the classroom; information-processing theory can be a significant help in this regard. Students' beliefs about their own language learning are also crucial because these beliefs directly affect students' motivation to learn a new language and their subsequent use of language learning strategies (25; 32). The literature on the social psychology of language learning is our best resource for information on beliefs and motivation in the development The Modern Language Journal, 77, i (1993) 0026-7902/93/11-22 $1.50/0 ? 1993 The Modern Language Journal

Danwei : the changing Chinese workplace in historical and comparative perspective

Abstract: This book is designed to show readers how ethics can constrain improper behavior. To demonstrate the relationship of ethics to good government, the author presents high profile case studies that were selected for their notoriety and their ability to connect the reader to fundamental ethical questions. Themes of public interest, natural law, and rule of law provide a framework for the case studies, which include torture (Abu Ghraib), impeachment (Clinton), competence (FEMA), electoral violation (DeLay), and historical corruption (machine politics). The chapters discuss concepts that help to define responsible behavior in terms of behavior in elections, honesty and competence, and international law.

Changes in Student Motivation during Online Learning.

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 ...

A framework for transition: supporting 'learning to learn' in higher education

Abstract: In this paper, a framework for developing first-year students’ learning is proposed. Its aim is to increase university managers’ and teachers’ awareness of two issues: (1) that the currently predominant ‘skills’ approaches to the enhancement of student learning are based on a deficiency model and achieve little more than remedying the overt problems of individual students and (2) that a holistic,subject-specific approach is needed to support all students in the complex process of learning to learn in higher education.The framework aims at facilitating transition to university by helping students to understand what is expected from them at university, by addressing their conceptions of learning and knowledge and by gradually developing their competence as independent learners as well as their competence in constructing knowledge in their discipline. Different contexts are used to apply complementary methods for the development of learning. As the framework relies on the engagement of academic teachers,it is critical that university managers and policy makers give appropriate recognition to effective teaching.This involves instigating changes in conceptions of teaching, providing opportunities for educational development and setting incentives for teachers’ commitment to student learning.