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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.


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Journal ArticleDOI
TL;DR: A 2x 2 x 2 factorial design within a game-learning experience to predict rated need satisfaction, mood, and motivation, and also objective game performance offers new support for key postulates of SDT, while integrating the correlational and experimental traditions in this area.
Abstract: Self-report correlational data support self-determination theory's (SDT's) postulate that there are three basic psychological needs, for autonomy, competence, and relatedness, which combine additively to predict well-being and thriving. However, experimental research in the SDT tradition has focused only on autonomy support, not relatedness and competence support. To fill this gap, we employed a 2 x 2 x 2 factorial design within a game-learning experience to predict rated need satisfaction, mood, and motivation, and also objective game performance. Manipulated competence and relatedness support had main effects on most outcomes. Rated competence, relatedness, and autonomy need satisfaction also predicted the outcomes, and the significant experimental main effects were all mediated by the corresponding rated variables. Neutral control group data showed that thwarting participants' needs is more impactful than enhancing them. These findings offer new support for key postulates of SDT, while integrating the correlational and experimental traditions in this area.

342 citations

Journal ArticleDOI
Wim Westera1
TL;DR: There is a growing interest in the concept of "competence learning" in various areas of education, training and professional development as mentioned in this paper. But, with this trend, the term competence is being used in many different ways and it is argued that the term has no significance beyond that which is associated with the term "skills".
Abstract: There is a growing interest in the concept of 'competence learning' in various areas of education, training and professional development. Competences are commonly assumed to represent more than the levels of knowledge and skills and to account for the effective application of available knowledge and skills in a specific context. But, with this trend, the term 'competence' is being used in many different ways. How are competencies thought to relate to knowledge, skills and attitudes, and what meaning and validity do various claims about competences have? The competence concept is quite troublesome, and it is argued that the term has no significance beyond that which is associated with the term 'skills'.

340 citations

Journal ArticleDOI
TL;DR: Self‐reported confidence and experience for a number of clinical skills, finding high levels of confidence among Australian junior doctors, has never been correlated with an objective measure of competence.
Abstract: Background The intern year is a key time for the acquisition of clinical skills, both procedural and cognitive. We have previously described self-reported confidence and experience for a number of clinical skills, finding high levels of confidence among Australian junior doctors. This has never been correlated with an objective measure of competence. Aims and hypothesis We aimed to determine the relationship between self-reported confidence and observed competence for a number of routine, procedural clinical skills. Methods A group of 30 junior medical officers in their first postgraduate year (PGY1) was studied. All subjects completed a questionnaire concerning their confidence and experience in the performance of clinical skills. A competency-based assessment instrument concerning 7 common, practical, clinical skills was developed, piloted and refined. All 30 PGY1s then completed an assessment using this instrument. Comparisons were then made between the PGY1s' self-reported levels of confidence and tutors' assessments of their competence. Results A broad range of competence levels was revealed by the clinical skills assessments. There was no correlation between the PGY1s' self-ratings of confidence and their measured competencies. Conclusions Junior medical officers in PGY1 demonstrate a broad range of competence levels for several common, practical, clinical skills, with some performing at an inadequate level. There is no relationship between their self-reported level of confidence and their formally assessed performance. This observation raises important caveats about the use of self-assessment in this group.

339 citations

Journal ArticleDOI
TL;DR: In this paper, the authors surveyed teacher knowledge of reading-related concepts and established a modest predictive relationship between teachers' knowledge, classroom reading achievement levels, and teachers' observed teaching competence.
Abstract: In the context of a longitudinal, four-year study of reading instruction in low-performing, high-poverty urban schools, we surveyed teacher knowledge of reading-related concepts, and established a modest predictive relationship between teachers’ knowledge, classroom reading achievement levels, and teachers’ observed teaching competence. There were significant associations among these variables at the third and fourth grade levels. To obtain this result, measures of teacher content knowledge in language and reading were refined in a three-stage process. Our purpose was to explore the type and level of questions that would begin to discriminate more capable from less capable teachers, and that would have a predictive relationship with student reading achievement outcomes. After experimenting with measurement of K-2 teachers’ content knowledge (Form #1), we piloted a Teacher Knowledge Survey with 41 second and third grade teachers in one study site (Form #2). We then refined and expanded the Survey (Form #3) and administered it to 103 third and fourth grade teachers in both project sites. Teachers’ misconceptions about sounds, words, sentences, and principles of instruction were pinpointed so that professional development could address teachers’ needs for insight and information about language structure and student learning.

338 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20242
20237,039
202215,191
20213,301
20204,067
20193,818