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.

Defining Lives: Occupation as Identity: An Essay on Competence, Coherence, and the Creation of Meaning

Abstract: This article presents a view of occupation as the principal means through which people develop and express their personal identities. Based on a review of theory and research, it proposes that identity is instrumental to social life because it provides a context for deriving meaning from daily experiences and interpreting lives over time. The article proposes that identity also provides a framework for goal-setting and motivation. It is asserted that competence in the performance of tasks and occupations contributes to identity-shaping and that the realization of an acceptable identity contributes to coherence and well-being. Within this framework, it is postulated that performance limitations and disfigurement that sometimes result from illness or injury have identity implications that should be recognized by occupational therapy practitioners. By virtue of their expertise in daily living skills, occupational therapy practitioners are well positioned to help address the identity challenges of those whom they serve. In so doing, they make an important contribution to meaning and well-being.

A multi-national, multi-institutional study of assessment of programming skills of first-year CS students

Abstract: In computer science, an expected outcome of a student's education is programming skill. This working group investigated the programming competency students have as they complete their first one or two courses in computer science. In order to explore options for assessing students, the working group developed a trial assessment of whether students can program. The underlying goal of this work was to initiate dialog in the Computer Science community on how to develop these types of assessments. Several universities participated in our trial assessment and the disappointing results suggest that many students do not know how to program at the conclusion of their introductory courses. For a combined sample of 216 students from four universities, the average score was 22.89 out of 110 points on the general evaluation criteria developed for this study. From this trial assessment we developed a framework of expectations for first-year courses and suggestions for further work to develop more comprehensive assessments.

Influencing children’s self-efficacy and self-regulation of reading and writing through modeling

Abstract: According to Bandura's social cognitive theory, self-efficacy and self-regulation are key processes that affect students' learning and achievement. This article discusses students' reading and writing performances using Zimmerman's four-phase social cognitive model of the development of self-regulatory competence. Modeling is an effective means of building self-regulatory and academic skills and of raising self-efficacy. Reading and writing research is discussed in which modeling was employed to enhance self-efficacy, skills, and self-regulation across multiple phases of Zimmerman's model. The article concludes by suggesting instructional applications based on social cognitive theory and research findings.

Identifying Competencies with Behavioral-Event Interviews:

Abstract: Coding competencies from behavioral-event interviews according to the principles of a new approach to assessment (McClelland, 1973) produces assessments that are reliable and validly associated with success as an executive. These assessments are not influenced by length of protocol or by performance in the preceding year. Bias is not a problem if both the interviewer and the coder are blind to executive success. In contrast to a traditional psychometric approach based on regression analysis, an algorithm based on competency scores predicted managerial success and improved performance across a number of samples. This algorithm identified potential outstanding performers as individuals whose scores reached designated tipping points within clusters of substitutable competencies. Experts' judgments of competencies needed or shown by executives in various positions agreed only moderately with competencies shown to be important by the data from behavioral-event interviews.

Multidimensional Facets of Cultural Competence

Abstract: Calls for incorporating cultural competence in psychology have been hindered for a number of reasons: belief in the universality of psychological laws and theories, the invisibility of monocultural policies and practices, differences over defining cultural competence, and the lack of a conceptual framework for organizing its multifaceted dimensions. A proposed multidimensional model of cultural competence (MDCC) incorporates three primary dimensions: (a) racial and culture-specific attributes of competence, (b) components of cultural competence, and (c) foci of cultural competence. Based on a 3 (Awareness, Knowledge, and Skills) × 4 (Individual, Professional, Organizational, and Societal) × 5 (African American, Asian American, Latino/Hispanic American, Native American, and European American) factorial combination, the MDCC allows for the systematic identification of cultural competence in a number of different areas. Its uses in education and training, practice, and research are discussed.