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.
Papers published on a yearly basis
Papers
More filters
TL;DR: In this paper, it is shown that ability can be conceived in two ways: high or low with reference to the individual's own past performance or knowledge, or competence relative to that of others, and that a gain in mastery alone does not indicate high ability.
Abstract: Achievement behavior is denned as behavior directed at developing or demonstrating high rather than low ability. It is shown that ability can be conceived in two ways. First, ability can be judged high or low with reference to the individual's own past performance or knowledge. In this context, gains in mastery indicate competence. Second, ability can be judged as capacity relative to that of others. In this context, a gain in mastery alone does not indicate high ability. To demonstrate high capacity, one must achieve more with equal effort or use less effort than do others for an equal performance. The conditions under which these different conceptions of ability function as individuals' goals and the nature of subjective experience in each case are specified. Different predictions of task choice and performance are derived and tested for each case. In this article, predictions of task choice, performance, and subjective experience in experimental achievement settings are derived, and relevant evidence is examined. An intentional view of behavior (Dennett, 1978) is adopted. In this, action is construed as a rational attempt to attain goals or incentives. In commonsense terms, individuals' actions serve to achieve purposes efficiently or economically. In the terms of games theory, action maximizes
3,902 citations
TL;DR: In this article, the authors propose a method to solve the problem of homonymity of homophily in the context of homomorphic data, and no abstracts are available.
Abstract: No abstract available.
3,830 citations
TL;DR: The Perceived Competence Scale for Children as mentioned in this paper is a self-report instrument for assessing a child's sense of competence across different domains, instead of viewing perceived competence as a unitary construct.
Abstract: HARTER, SUSAN. The Perceived Competence Scale for Children. CmILD DEVELOPMENT, 1982, 53, 87-97. A new self-report instrument, the Perceived Competence Scale for Children, is described. Emphasis is placed on the assessment of a child's sense of competence across different domains, instead of viewing perceived competence as a unitary construct. 3 domains of competence, each constituting a separate subscale, were identified: (a) cognitive, (b) social, and (c) physical. A fourth subscale, general self-worth, independent of any particular skill domain, was included. A new question format was devised which provides a broader range of responses and reduces the tendency to give socially desirable responses. The psychometric properties of the scale are presented for third through ninth grades. Emphasis is placed on its factorial validity. Each subscale defines a separate factor, indicating that children make clear differentiations among these domains. The factor structure is extremely stable across this grade range. The scale is viewed as an alternative to those existing self-concept measures of questionable validity and reliability.
3,796 citations
Book•
01 Jan 1994
TL;DR: The context for professional education and development is discussed in this paper, where the authors discuss the influence of context on knowledge use and its character, development and use in the context of professional education.
Abstract: The Context for Professional Education and Development. Part 1 - Professional Knowledge - Its Character, Development and Use: The Influence of Context on Knowledge Use - What is Learned from Continuing Professional Education and How Kinds of Professional Knowledge - Modes of Knowledge Use and Knowledge Creation The Acquisition and Use of Theory by Beginning Teachers Headteachers Learning about Management - Types of Management Knowledge and the Role of the Management Course Learning Professional Processes - Public Knowledge and Personal Experience Theories of Professional Expertise. Part 2 - Professional Competence and Qualifications: Concepts of Competence and their Implications Competence in the NVQ/SVQ System The Assessment of Competence in the Professions. Part 3 - Professional Accountability: Professional Accountability and Client Outcomes.
3,529 citations
TL;DR: In this article, a cognitive model of empowerment is presented, defined as increased intrinsic task motivation, and subsequent model identifies four cognitions (task assessments) as the basis for worker empowerment: sense of impact, competence, meaningfulness, and choice.
Abstract: This article presents a cognitive model of empowerment. Here, empowerment is defined as increased intrinsic task motivation, and our subsequent model identifies four cognitions (task assessments) as the basis for worker empowerment: sense of impact, competence, meaningfulness, and choice. Adopting an interpretive perspective, we have used the model also to describe cognitive processes through which workers reach these conclusions. Central to the processes we describe are workers' interpretive styles and global beliefs. Both preliminary evidence for the model and general implications for research are discussed.
3,486 citations