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.

Linguistic Interdependence and the Educational Development of Bilingual Children

Abstract: The central thesis of this paper is that a cognitively and academically beneficial form of bilingualism can be achieved only on the basis of adequately developed first language (L1) skills. Two hypotheses are formulated and combined to arrive at this position. The “developmental interdependence” hypothesis proposes that the development of competence in a second language (L2) is partially a function of the type of competence already developed in L1 at the time when intensive exposure to L2 begins. The “threshold” hypothesis proposes that there may be threshold levels of linguistic competence which a bilingual child must attain both in order to avoid cognitive disadvantages and allow the potentially beneficial aspects of bilingualism to influence his cognitive and academic functioning. These hypotheses are integrated into a model of bilingual education in which educational outcomes are explained as a function of the interaction between background, child input and educational treatment factors. It is suggest...

The Challenge to Care in Schools: An Alternative Approach to Education

Abstract: This book challenges the traditional organization of high school studies around the academic disciplines. Noddings argues that such emphasis shortchanges not only the noncollege-bound whose interests are almost ignored, but even those who are preparing for college. The latter receive schooling for the head but little for the heart and soul. Noddings counteracts this condition, insisting "that our aim should be to encourage the growth of competent, caring, loving and lovable persons", a moral priority that our educational system ignores. She argues that liberal education dictates what areas of pedagogy are socially acceptable - ignoring a student's wider range of abilities - and undervalues skills, attitudes and capacities traditionally associated with women. Contrarily, it is "precisely" the competence for caring, Nodding posits, that will prepare our students for the environment of the school, the world of work, the realm of ideas, and ultimately, for each other.

Competence at Work: Models for Superior Performance

Abstract: Partial table of contents: THE CONCEPT OF COMPETENCE. Definition of a "Competency". A COMPETENCY DICTIONARY. Achievement and Action. Managerial. Cognitive. DEVELOPING A MODEL. Designing Competency Studies. Conducting the Behavioral Event Interview. FINDINGS: GENERIC COMPETENCY MODELS. Salespeople. Helping and Human Service Workers. Entrepreneurs. COMPETENCY-BASED APPLICATIONS. Performance Management. Pay. Societal Applications. Competency-Based Human Resource Management in the Future. Bibliography. Index.

How college affects students : findings and insights from twenty years of research

Abstract: Foreword 1. Studying College Outcomes: Overview and Organization of the Research 2. Theories and Models of Student Change in College 3. Development of Verbal, Quantitative, and Subject Matter Competence 4. Cognitive Skills and Intellectual Growth 5. Psychosocial Changes: Identity, Selt--Concept, and Self--Esteem 6. Psycholsocial Changes: Relating to Others and the External World 7. Attitudes and Values 8. Moral Development 9. Educational Attainment 10. Career Choice and Development 11. Economic Benefits of College 12. Quality of Life After College 13. How College Makes a Difference: A Summary 14. Implications of the Research for Policy and Practice AppAndix: Methodological and Analytical Issues in Assessing the Influence of College

Defining and Assessing Professional Competence

Abstract: ContextCurrent assessment formats for physicians and trainees reliably test core knowledge and basic skills. However, they may underemphasize some important domains of professional medical practice, including interpersonal skills, lifelong learning, professionalism, and integration of core knowledge into clinical practice.ObjectivesTo propose a definition of professional competence, to review current means for assessing it, and to suggest new approaches to assessment.Data SourcesWe searched the MEDLINE database from 1966 to 2001 and reference lists of relevant articles for English-language studies of reliability or validity of measures of competence of physicians, medical students, and residents.Study SelectionWe excluded articles of a purely descriptive nature, duplicate reports, reviews, and opinions and position statements, which yielded 195 relevant citations.Data ExtractionData were abstracted by 1 of us (R.M.E.). Quality criteria for inclusion were broad, given the heterogeneity of interventions, complexity of outcome measures, and paucity of randomized or longitudinal study designs.Data SynthesisWe generated an inclusive definition of competence: the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and the community being served. Aside from protecting the public and limiting access to advanced training, assessments should foster habits of learning and self-reflection and drive institutional change. Subjective, multiple-choice, and standardized patient assessments, although reliable, underemphasize important domains of professional competence: integration of knowledge and skills, context of care, information management, teamwork, health systems, and patient-physician relationships. Few assessments observe trainees in real-life situations, incorporate the perspectives of peers and patients, or use measures that predict clinical outcomes.ConclusionsIn addition to assessments of basic skills, new formats that assess clinical reasoning, expert judgment, management of ambiguity, professionalism, time management, learning strategies, and teamwork promise a multidimensional assessment while maintaining adequate reliability and validity. Institutional support, reflection, and mentoring must accompany the development of assessment programs.