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.

Humor and competence in school-aged children.

Abstract: Multiple aspects of humor were evaluated in children between the ages of 10 and 14 and related to several areas of competence manifested at school. Humor measures assessed appreciation (including mirth, subjective ratings, and response sets), comprehension, and production, while competence measures included teacher ratings of classroom behavior, peer reputation, and achievement. Humor was related to competence in several ways consistent with previous theory and research: (1) through the manifestation of intellectual ability both in humor behaviors and in competent functioning; (2) through the role of mastery motivation enhancing both types of functioning; and (3) through peer relations, resulting from the effects of humor on peer acceptance or the effects of peer relations on humor behaviors. Ideas for further research relating humor to social competence, social cognition, and mastery motivation are discussed.

Emphasizing human capabilities in software development

Abstract: People are a critical software development issue, and the human dimension can be even more important than the technical. An important part of human resources management is assigning people to development roles. This process isn't just crucial for generating productive teams; it can also help software organizations develop systematic long-term competence. Despite the importance of identifying the right people for roles, little is known about doing this properly. Integrating managerial experience with a procedure for identifying the person best suited for each role can help improve human resources management and long-term career development. We've defined a human capability-based procedure to supplement managerial activities for supporting personnel development and human resources management. Along with occupational psychologists and software managers, we've applied our procedure in small and medium-sized enterprises (SMEs).

Well-Being, Burnout and Competence: Implications for Teachers.

Abstract: Traditionally, the teaching role has been one of nurturing and developing students’ potential. However, teachers’ work today comprises a complex mix of various factors that include teaching; learning new information and skills; keeping abreast of technological innovations and dealing with students, parents and the community. These are demanding roles and there are growing concerns about teacher well-being and competence. In particular, teachers are experiencing increasing levels of attrition, stress and burnout. This study investigated the relationship between burnout and competence for a sample of mid-career teachers in primary and secondary schools in Queensland. The results break new ground in reporting a negative association between the MBI subscale Depersonalization and competence that may be attributed to a distancing mechanism in difficult human interactions. Overall, the findings of this study hold implications for teacher training courses and the well-being and competence of teachers.

Students’ Relationships with Teachers as Motivational Contexts

Abstract: Th ere is growing consensus that the nature and quality of children’s relationships with their teachers play a critical and central role in motivating and engaging students to learn (Becker & Luthar, 2002; Pianta, Hamre, & Stuhlman, 2003; Stipek, 2004). Eff ective teachers are typically described as those who develop relationships with students that are emotionally close, safe, and trusting, that provide access to instrumental help, and that foster a more general ethos of community and caring in classrooms. Th ese relationship qualities are believed to support the development of students’ emotional well-being and positive sense of self, motivational orientations for social and academic outcomes, and actual social and academic skills. Th ey also provide a context for communicating positive and high expectations for performance and teaching students what they need to know to become knowledgeable and productive citizens. In light of this interest in teachers’ relationships with students, a central question addressed in this chapter is how and why these relationships might be related to students’ motivation to achieve academic and social outcomes at school. Toward this end, this chapter is organized around issues relevant for understanding the role that teacher-student relationships play in students’ lives. First, the various theoretical perspectives that guide work in the fi eld are described. Despite their common focus on the nature and functions of teachers’ relationships with students, each of these perspectives provides unique assumptions concerning the causal role of teachers in promoting students’ motivation and subsequent competence at school. Next, research on teacher-student relationships that informs questions of causal infl uence is reviewed. Measurement and design issues associated with this research also are raised. Finally, directions for future work in this area are off ered.