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.

A Theory of Production Competence

Abstract: Production competence is an enigmatic functional phenomenon. What is it? Can it be measured? Does it affect business performance? The literature barely touches on these issues. If competence is defined as a variable rather than a fixed attribute, it can be measured by how well manufacturing's strengths and weaknesses complement the priorities of the business strategy. Since performance is a measure of how well that strategy works, there should be a definable relationship between competence and performance. This study proposes just such a relationship and promotes production competence as the theoretical link between production process and business strategy.

Towards a competence theory of the region

Abstract: This paper argues the case for extending the competence theory of the firm, or more generally the competence perspective, to analysis of the region. The relevance of the perspective follows from the characterisation of productive systems such as firms and regions as ensembles of competences that emerge from, but are not reducible to, social interaction. Attention is drawn to an identifiable (although unacknowledged) convergence of ideas in the recent regional literature, arguing that these ideas are best re-conceptualised in terms of regional competences. The cluster of hightechnology firms in the Cambridge region of the UK is briefly referred to in order to illustrate the main ideas of the paper.

Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom

Abstract: This article provides an empirically based perspective on the contribution of conversation analysis (CA) and sociocultural theory to our understanding of learners' second language (L2) practices within what we call a strong socio-interactionist perspective. It explores the interactive (re)configuration of tasks in French second language classrooms. Stressing that learning is situated in learners' social, and therefore profoundly interactional, practices, we investigate how tasks are not only accomplished but also collaboratively (re)organized by learners and teachers, leading to various configurations of classroom talk and structuring specific opportunities for learning. The analysis of L2 classroom interactions at basic and advanced levels shows how the teacher's instructions are reflexively redefined within courses of action and how thereby the learner's emerging language competence is related to other (interactional, institutional, sociocultural) competencies. Discussing the results in the light of recent analyses of the indexical and grounded dimensions of everyday and experimental tasks allows us to broaden our understanding of competence and situated cognition in language learning.

Toward a definition of communicative competence for individuals using augmentative and alternative communication systems

Abstract: This paper proposes a definition of communicative competence for individuals using augmentative and alternative communication (AAC) systems. The proposed definition suggests that communicative comp...