Topic
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.
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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.
209 citations
TL;DR: The Common Assessment Framework (CAF) as mentioned in this paper is a standard assessment tool to be used by all professionals working with children for assessment and referral, which is hailed as a needs-led, evidence-based tool which will promote uniformity, ensure appropriate "early intervention", reduce referral rates to local authority children's services and lead to the evolution of a common language amongst child welfare professionals.
Abstract: The Common Assessment Framework is a standard assessment tool to be used by all professionals working with children for assessment and referral. The CAF is hailed as a needs-led, evidence-based tool which will promote uniformity, ensure appropriate ‘early intervention’, reduce referral rates to local authority children's services and lead to the evolution of ‘a common language’ amongst child welfare professionals. This paper presents findings from a study, funded under the Economic and Social Research Council's e-Society Programme. Our purpose in is not primarily evaluative, rather we illustrate the impacts of CAF as a technology on the everyday professional practices in child welfare. We analyse the descriptive, stylistic and interpretive demands it places on practitioners in child welfare and argue that practitioners make strategic and moral decisions about whether and when to complete a CAF and how to do so. These are based on assessments of their accountabilities, their level of child welfare competence and their domain-specific knowledge, moral judgements and the institutional contexts in which these are played out.
209 citations
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TL;DR: In this article, the role of post-project meetings as a tool to improve organizational learning at the group level is reviewed, based on 27 in-depth interviews with R&D managers carried out between 1997 and 2001.
Abstract: Post-project reviews are one opportunity to systematically improve performance in subsequent projects. However, a survey reveals that only one out of five RD process-related factors such as project management are rarely discussed. In this paper we review the role of post-project meetings as a tool to improve organizational learning at the group level. Based on 27 in-depth interviews with R&D managers carried out between 1997 and 2001, we categorize four classes of learning impediments. These difficulties are not easily resolved, as is illustrated by examples from Hewlett-Packard, DaimlerChrysler, SAP, Unisys, the US Army, and others. We propose a five-level post-project review capability maturity model, identifying some of the key capabilities that need to be in place in order to advance to the next process maturity level. Most companies reside on the first or second maturity level. Our conclusion is that many companies give away great potential for competence building by neglecting post-project reviews as a tool for systematic inter-project learning.
209 citations
TL;DR: This paper investigated the effect of a social and emotional learning skills curriculum, the You Can Do It! Early Childhood Education Program (YCDI), on the social-emotional development, well-being, and academic achievement of 99 prepatory and grade 1 students attending a Catholic school in Melbourne, Australia.
Abstract: This study investigated the effect of a social and emotional learning skills curriculum, the You Can Do It! Early Childhood Education Program (YCDI), on the social-emotional development, well-being, and academic achievement of 99 preparatory and grade 1 students attending a Catholic school in Melbourne, Australia. One preparatory and one grade 1 class were randomly chosen to receive structured lessons in YCDI, delivered by their classroom teachers over a period of 10 weeks, while the remaining preparatory and grade 1 class served as the control group. The lessons were designed to teach young children confidence, persistence, organisation and emotional resilience. The educational program consisted of explicit, direct instruction lessons drawn from the YCDI Early Childhood Curriculum taught three times a week, supported by a variety of additional social and emotional teaching practices. The results indicated that YCDI had a statistically significant positive effect on levels of social-emotional competence and well-being for the preparatory and grade 1 students, a reduction in problem behaviours (externalising, internalising, and hyperactivity problems) for the grade 1 students, and an increase in reading achievement (decoding text) for the lower achieving grade 1 students. These findings are discussed with regard to issues concerning the role of explicit instruction in social and emotional learning for the early years.
208 citations
TL;DR: This work concludes that the traditional method of transmitting professional values by role modelling is no longer adequate, and professionalism must be taught explicitly and evaluated effectively.
Abstract: INTRODUCTION The recent emphasis on the teaching and evaluation of professionalism for medical students and residents has placed significant demands on medicine’s educational institutions. The traditional method of transmitting professional values by role modelling is no longer adequate, and professionalism must be taught explicitly and evaluated effectively. However, many faculty members do not possess the requisite knowledge and skills to teach this content area and faculty development is therefore required. PROGRAMME DESCRIPTION A systematic, integrated faculty development programme was designed to support the teaching and evaluation of professionalism at our institution. The programme consisted of think tanks to promote consensus and buy-in, and workshops to convey core content, examine teaching strategies and evaluation methods, and promote reflection and self-awareness. PROGRAMME EVALUATION The programme was evaluated using a CIPP (context, input, process, product) analysis. The institution supported this initiative and local expertise was available. A total of 152 faculty members, with key educational responsibilities, attended 1 or more faculty development activities. Faculty participation resulted in agreement on the cognitive base and attributes of professionalism, consensus on the importance of teaching and evaluating professionalism, and self-reported changes in teaching practices. This initiative also led to the development of new methods of evaluation, site-specific activities and curriculum change. DISCUSSION A faculty development programme designed to support the teaching and evaluation of professionalism can lead to self-reported changes in teaching and practice as well as new educational initiatives. It can also help to develop more knowledgeable faculty members, who will, it is hoped, become more effective role models.
208 citations