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.

Education for Environmental Action in the Community: new roles and relationships

Abstract: This paper will begin with a critical overview of environmental education as it is currently taught and practised, drawing on empirical data as well as structural and theoretical arguments. Five principal shortcomings are suggested: environmental education is invariably based on a teaching and learning model which is top‐down and centre to periphery; environmental education does not lead to action competence; environmental education lacks authenticity; the track record of demonstrable success in changing the attitudes and values of children to the environment is questionable; the social, cultural and political context must facilitate participation and change. The paper concludes with a brief discussion of four models of the relationship between schools and the local community.

A Multicultural Competency Checklist for Counseling Training Programs

Abstract: This brief report presents a Multicultural Competency Checklist that can be used by counseling training programs as a pragmatic guide in multicultural program development. The Checklist includes 22 items organized along six major themes: minority representation, curriculum issues, counseling practice and supervision, research considerations, student and faculty competency evaluation, and physical environment. Guidelines for using the Checklist are provided.

Optimizing Students' Motivation in the Era of Testing and Pressure: A Self-Determination Theory Perspective

Abstract: Many countries that are concerned about their standing on international achievement tests have been pressuring schools to improve, often leading teachers and students to be more controlled in their motivation. Using self-determination theory, we argue that supporting teacher and student autonomy has substantial advantages in terms of educational outcomes relative to controlling strategies, and we review research supporting that position. Research has also shown that autonomous motivation tends to flourish in situations where people experience satisfaction of their three basic psychological needs—the needs for competence, relatedness, and autonomy. We also review research on goals—both mastery and performance goals and intrinsic and extrinsic goals—examining them in relation to autonomous and controlled motives. As well, we discuss ways in which teachers can support satisfaction of their students’ basic psychological needs, especially when teachers themselves are similarly supported. Finally, we suggest that educational outcomes are often too narrowly focused on performance in specific areas, whereas we see higher-quality learning and development occurring most optimally in contexts of need support.

Teaching senior nurses how to teach communication skills in oncology.

Abstract: Many nurses acknowledge that their nursing practice is hampered by inadequate teaching about communication skills during their nursing education. Ineffective communication has negative effects on patient care and causes stress when nurses interact with each other, with medical colleagues, with patients and their relatives. Many senior nurses teach junior staff about communication and feel uncertain about their competence to do so despite recognition of its importance. This article reports data from a training initiative endorsed by the Royal College of Nursing in the United Kingdom (UK) aimed at helping senior nurses to identify their personal strengths and weaknesses when communicating, learn new teaching methods and encourage new teaching initiatives. A residential 2-day course, based on learner-centered methods was employed. One hundred and twenty nine nurses from UK cancer centers worked on personal communication problems via group discussions, video demonstrations, small group teaching exercises and role-plays with professional actors. Post-course, participants reported significantly greater confidence in handling 14 common communication problem areas in cancer (p < .0001) and in 8 different areas of teaching. Participants were very enthusiastic about the course overall and especially valued the training approach and teaching materials provided. Three months post-course 91% reported changing their own teaching practice and 85% had initiated new communication skills teaching.

Beyond Common Sense in Educational Restructuring: The Issues of Content and Linkage

Abstract: Common sense proposals for restructuring schools suggest promising directions, but in order for this potential to be fulfilled, two major issues must be addressed: What content is needed to give educational direction to the structures, and how can the many factors that influence this content be linked? This article proposes an agenda of content for teacher commitment and competence, and it identifies four problems of systemic linkage that restructuring "theory" has yet to address. Solutions to each of these issues will require resolution of persisting conflict over education goals.