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.

Lessons from Teachers

Abstract: This article argues that with changes in attitudes and actions in classrooms, teachers can alter what happens in urban schools and transform the lives of students. Ten precepts are offered to assist them in that role: teach more, not less, content to poor, urban children; ensure all children gain access to conventions/strategies essential to success in American society; whatever methodology/instructional program used, demand critical thinking; provide the emotional ego strength to challenge racist societal views of the competence and worthiness of children and their families; recognize and build on children’s strengths; use familiar metaphors, analogies, and experiences from the children’s world to connect what children already know to school knowledge; create a sense of family and caring in the service of academic achievement; monitor/assess children’s needs and address them with a wealth of diverse strategies; honor and respect children’s home culture; and foster a sense of children’s connection to comm...

Establishing Essential Competencies for Program Evaluators

Abstract: This article presents a comprehensive taxonomy of essential competencies for program evaluators. First, the authors provide a rationale for developing evaluator competencies, along with a brief history of the initial development and validation of the taxonomy of essential evaluator com- petencies in King, Stevahn, Ghere, and Minnema (2001). Second, they present a revised version of that taxonomy and describe the revision process. Third, a crosswalk accompanying the taxonomy indicates which competencies address standards, principles, and skills endorsed by major evalua- tion associations in North America. Finally, the authors identify future needs related to the taxon- omy, including the need for validation research, a shared understanding of terms, and the construction of descriptive rubrics for assessing competence.

Learning in a landscape of practice : A framework

Abstract: This chapter explains that the 'body of knowledge' of a profession is best understood as a 'landscape of practice' consisting of a complex system of communities of practice and the boundaries between them. Various practices have differential abilities to influence the landscape through the legitimacy of their discourse, or their control over resources. Regulators produce national policies and verify compliance with auditing practices. Developing the metaphor of a landscape of practice, first introduced in Communities of Practice: Learning, Meaning and Identity, provides a broad social perspective on professional learning, and learning more generally. Learning in a community of practice is a claim to competence: it entails a process of alignment and realignment between competence and personal experience, which can go both ways. Learning as a social process always involves these issues of power. On our learning journey, engagement gives us direct experience of regimes of competence, whether our engagement is a visit or a lifetime commitment.