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.

Key Competencies for a Successful Life and a Well-Functioning Society

Abstract: In 1997, under the auspices of the OECD, the project entitles 'Definition and selection of competencies: theoretical and conceptual foundations' (DeSoCo) was launched with a view to identifying the key competencies crucial to leading a successful and responsible life in this increasingly complex and globalised world. Based on theoretical and conceptual approaches to competence and informed by political and practical considerations, a conceptual frame of reference for key competencies was developed. This book delineates this framework and offers an important contribution to the debate on priority areas for competence development and on policies aimed at enhancing key competencies.

Practices That Support Teacher Development.

Abstract: Transforming Conceptions Of Professional Learning The conventional view of staff development as a transferable package of knowledge to be distributed to teachers in bite-sized pieces needs radical rethinking, according to Ms. Lieberman, who presents a new conception. The current effort to reform the nation's schools seeks to develop not only new (or re-framed) conceptions of teaching, learning, and schooling, but also a wide variety of practices that support teacher learning. These practices run counter to some deeply held notions about staff development and inservice education that have long influenced educators' and the public's views of teachers. Although sophistication about the process of restructuring schools and the problems of changing school cultures is growing, it is still widely accepted that staff learning takes place primarily at a series of workshops, at a conference, or with the help of a long-term consultant.(1) What everyone appears to want for students - a wide array of learning opportunities that engage students in experiencing, creating, and solving real problems, using their own experiences, and working with others - is for some reason denied to teachers when they are the learners. In the traditional view of staff development, workshops and conferences conducted outside the school count, but authentic opportunities to learn from and with colleagues inside the school do not. The conventional view of staff development as a transferable package of knowledge to be distributed to teachers in bite-sized pieces needs radical rethinking. It implies a limited conception of teacher learning that is out of step with current research and practice.(2) Learning from History: Questioning Assumptions In 1957 the National Society for the Study of Education published Inservice Education for Teachers, Supervisors, and Administrators.(3) The book was important not only because it was comprehensive, but also because it challenged the narrow assumptions about inservice education that had been dominant during the early 20th century. It proposed that schools and entire staffs should become collaborators in providing inservice education. This view was suggested by the growing knowledge of group dynamics that linked larger ideas of change to school problems.(4) Because the status of teachers was rising at the time, the idea that teachers should share the work of their own professional improvement gained credibility in education circles. The two conflicting assumptions about the best way for teachers to learn - either through direct instruction by outsiders or through their own involvement in defining and shaping the problems of practice - stem from deep-rooted philosophical notions about learning, competence, and trust, and these issues are again at the heart of discussions of professional development today.(5) Teachers have been told often enough (or it has been taken for granted) that other people's understandings of teaching and learning are more important than their own and that their knowledge - gained from the dailiness of work with students - is of far less value. Outside experts have often viewed teaching as technical, learning as packaged, and teachers as passive recipients of the findings of "objective research." Because the contemporary school reform movement is concerned with such fundamental issues of schooling as conceptions of knowledge building and teacher learning, today's approach to professional development goes far beyond the technical tinkering that has often characterized inservice training.(6) The process of restructuring schools places demands on the whole organization that make it imperative that individuals redefine their work in relation to the way the entire school works. Transforming schools into learning organizations, in which people work together to solve problems collectively, is more than a question of inserting a new curriculum or a new program. …

A Structural Approach to Assessing Innovation: Construct Development of Innovation Locus, Type, and Characteristics

Abstract: We take a structural approach to assessing innovation. We develop a comprehensive set of measures to assess an innovation's locus, type, and characteristics. We find that the concepts of competence destroying and competence enhancing are composed of two distinct constructs that, although correlated, separately characterize an innovation: new competence acquisition and competence enhancement/destruction. We develop scales to measure these constructs and show that new competence acquisition and competence enhancing/destroying are different from other innovation characteristics including core/peripheral and incremental/radical, as well as architectural and generational innovation types. We show that innovations can be evaluated distinctively on these various dimensions with generally small correlations between them. We estimate the impact these different innovation characteristics and types have on time to introduction and perceived commercial success. Our results indicate the importance of taking a structural approach to describing innovations and to the differential importance of innovation locus, type, and characteristics on innovation outcomes. Our results also raise intriguing questions regarding the locus of competence acquisition (internal vs. external) and both innovation outcomes.

Clustering competence in emotional intelligence: Insights from the Emotional Competence Inventory.

Abstract: Appeared in Reuven Bar-On and James D.A. Parker (editors)(2000), Handbook of Emotional Intelligence, San Francisco: Jossey-Bass, pages 343-362. Correspondence should be addressed to Richard E. Boyatzis, Department of Organizational Behavior, Weatherhead School of Management, Case Western Reserve University, 10900 Euclid Avenue, Cleveland, Ohio, USA, 44106-7235. Reproduced by The Consortium for Research on Emotional Intelligence in Organizations with special permission of the authors.

The 1987 Presidential Address Learning In School and Out

Abstract: opular wisdom holds that common sense outweighs school learning for getting along in the world-that there exists a practical intelligence, different from school intelligence, that matters more in real life. As is often the case, this wisdom is difficult to assess directly from a base of scholarly research. But recent research on the nature of everyday, practical, real-world intelligence and learning is beginning to provide a basis for understanding what distinguishes practical from formal intelligence. Drawing on this work, I want to explore in this essay four broad contrasts which suggest that school is a special place and time for people-discontinuous in some important ways with daily life and work. Then, in light of these contrasts, I will consider where and how the economic, civic, and cultural aims of education can best be pursued and whether schooling itself should be reorganized to take account of what we are learning about the nature of competence in various aspects of our lives.