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.

Learning as Becoming in Vocational Education and Training: Class, Gender and the Role of Vocational Habitus.

Abstract: Official accounts of learning in vocational education and training emphasise the acquisition of technical skills and knowledge to foster behavioural competence in the workplace. However, such accounts fail to acknowledge the relationship between learning and identity. Drawing on detailed case studies of three vocational courses – in childcare, healthcare and engineering – in English further education colleges, within the project Transforming Learning Cultures in Further Education, it is argued that learning is a process of becoming. Learning cultures and the vocational cultures in which they are steeped transform those who enter them. The authors develop the concept of ‘vocational habitus’ to explain a central aspect of students' experience, as they have to orient to a particular set of dispositions – both idealised and realised. Predispositions related to gender, family background and specific locations within the working class are necessary, but not sufficient for effective learning. Vocational habitus reinforces and develops these in line with demands of the workplace, although it may reproduce social inequalities at the same time. Vocational habitus involves developing not only a ‘sense’ of how to be, but also ‘sensibility’: requisite feelings and morals, and the capacity for emotional labour.

The process of empowerment: A model for use in research and practice.

Abstract: In this article, we propose a model of the process of empowerment. The notion of empowerment is compelling and much employed across many subfields inside and outside of psychology, but the lack of consistency in the ways prior literature has defined it is an obstacle to meaningful synthesis of findings and consistent application in practice. Our empowerment process model builds on prior work in taking the following steps: articulating empowerment as an iterative process, identifying core elements of that process, and defining the process in a way that is practically useful to both researchers and practitioners with terms that are easily communicated and applied. The components of the model are personally meaningful and power-oriented goals, self-efficacy, knowledge, competence, action, and impact. Individuals move through the process with respect to particular goals, doubling back repeatedly as experience promotes reflection. We make specific recommendations for research and practice and discuss applications to social justice.

Ethnicity, Contact and Communicative Competence in a Second Language

Abstract: A theoretical framework is presented which traces and relates the individual's acquisition, practice and maintenance of communicative competence in a second language to the social/structural characteristics of a community. These characteristics are mediated by a two-stage motivation process hypothesised to impact on fluency in a second language. Such competence will in turn, depending on structural aspects of the milieu, bring about integration or assimilation as social consequences. The implications of this formulation for future research are discussed and specific hypotheses outlined.

Morality and competence in person- and self-perception

Abstract: Morality and competence are posited to constitute two basic kinds of content in person- and self-perception. Moral content dominates person-perception because it typically has a direct and unconditional bearing on the well-being of other people surrounding the person who is described by the trait (including the perceiver). Competence dominates self-perception because it has a direct bearing on the well-being of the perceiver. A comprehensive research programme is reviewed showing that morality of others matters to the perceiver to a much higher degree than his/her competence. When forming global evaluations of others, the perceiver is more interested in their moral than competence qualities, construes their behaviour in moral terms, and his or her impressions and emotional responses are more strongly based on morality than competence considerations. Just the opposite is true for self-perception and self-attitudes. Own behaviours are construed more readily in competence than moral terms, and own competence...