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.

The relationship between competence and performance: implications for assessing practice performance.

Abstract: Objective This paper aims to describe current views of the relationship between competence and performance and to delineate some of the implications of the distinctions between the two areas for the purpose of assessing doctors in practice. Methods During a 2-day closed session, the authors, using their wide experiences in this domain, defined the problem and the context, discussed the content and set up a new model. This was developed further by e-mail correspondence over a 6-month period. Results Competency-based assessments were defined as measures of what doctors do in testing situations, while performance-based assessments were defined as measures of what doctors do in practice. The distinction between competency-based and performance-based methods leads to a three-stage model for assessing doctors in practice. The first component of the model proposed is a screening test that would identify doctors at risk. Practitioners who ‘pass’ the screen would move on to a continuous quality improvement process aimed at raising the general level of performance. Practitioners deemed to be at risk would undergo a more detailed assessment process focused on rigorous testing, with poor performers targeted for remediation or removal from practice. Conclusion We propose a new model, designated the Cambridge Model, which extends and refines Miller's pyramid. It inverts his pyramid, focuses exclusively on the top two tiers, and identifies performance as a product of competence, the influences of the individual (e.g. health, relationships), and the influences of the system (e.g. facilities, practice time). The model provides a basis for understanding and designing assessments of practice performance.

Teaching and Learning Language and Culture

Abstract: Part 1 Developing a theory of language-and-culture learning: Culture in language learning Theories for the classroom Conclusion. Part 2 Methodology and methods: Comparison A body of knowledge Fieldwork Summary. Part 3 Teachers of language-and-culture: The need for theory Developing a model of teacher education Summary. Part 4 Principles in practice - illustrative cases: "Cultural awareness" and the National Curriculum for England and Wales "Fachdidaktische Kriterien zur Integration von Landeskunde und Kommunikation" Understanding politics and political institutions in Britain Ma ville et celle des autres "Cultural Studies/Civilisation" for advanced language learners Preparing university students for residence abroad In-service teacher education - British Studies in English Language Teaching Ab initio learners of German at university - teaching cultural competence British Cultural Studies in Turkey. Part 5 Assessing cultural learning: What to assess How to assess Experiments in assessment Levels of competence Summary. Part 6 The Wider Context: Language and culture teaching as political education Cultural learning and multicultural education Language learning and social class Conclusion.

Students Becoming Chemists: Developing Representationl Competence

Abstract: This chapter examines the role that representations and visualizations can play in the chemical curriculum. Two types of curricular goals are examined: students’ acquisition of important chemical concepts and principles and students’ participation in the investigative practices of chemistry—“students becoming chemists.” Literature in learning theory and research support these two goals and this literature is reviewed. The first goal relates to cognitive theory and the way that representations and visualizations can support student understanding of concepts related to molecular entities and processes that are not otherwise available for direct perception. The second goal relates to situative theory and the role that representations and visualizations play in development of representational competence and the social and physical processes of collaboratively constructing an understanding of chemical processes in the laboratory. We analyze research on computer-based molecular modeling, simulations, and animations from these two perspectives and make recommendations for instruction and future research.

The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria

Abstract: Action competence has been a key concept in educational circles in Denmark since the 1980s. This paper explores the relationship between the action competence approach and recent discourses of education for sustainable development (ESD), competence and quality criteria. First we argue that action competence is an educational ideal, referring to the German notion of ‘Bildung’ and that the very essence of action competence can be derived from the notion of ‘action’. Second we emphasise that a particular focus must be put on education, when ESD is seen through the lens of the action competence approach. Next we suggest that the interpretation of ‘competence’ differs substantially in this approach from those connected to individualistic‐oriented Human Resource Management theory, while some similarities and differences can be found in relation to subject‐oriented notions of competence and the Organization for Economic Cooperation and Development‐promoted DeSeCo (Definition and Selection of Competencies) perspe...

Intellectual Capital = Competence x Commitment

Abstract: Commitment and competence are embedded in how each employee thinks about and does his or her work and in how a company organizes to get work done. It is, according to Dave Ulrich, a firm's only appreciable asset. As the need for intellectual capital increases, companies must find ways to ensure that it develops and grows. There are five tools for increasing competence in a firm, site, business, and plant. 1. Buy. The company goes outside to hire new talent. 2. Build. Managers invests in employee learning and training. 3. Borrow. A company hires consultants and forms partnerships with suppliers, customers, and vendors to share knowledge, create new knowledge, and bring in new ways to work. 4. Bounce. The company removes those employees who fail to change, learn, and adapt. 5. Bind. The firm finds ways to keep those workers it finds most valuable. Companies also need to foster employees who are not only competent but committed. Employees with too many demands and not enough resources to cope with those demands quickly burn out, become depressed, and lack commitment. A company can build commitment in three ways: 1. Reduce demand on employees by prioritizing work, focusing only on critical activities, and streamlining work processes. 2. Increase resources by giving employees control over their own work, establishing a vision for the company that creates excitement about work, providing ways for employees to work in teams, creating a culture of fun, compensating workers fairly, sharing information on the company's long-range strategy, helping employees cope with the demands on their time, providing new technologies, and training workers to use it. 3. Turn demands into resources by exploring how company policies may erode commitment, ensuring that new managers and workers are clear about expectations, understanding family commitments, and having employees participate in decision making. Only by fostering competence and commitment together can a company ensure the growth of intellectual capital, says Ulrich.