Topic
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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TL;DR: It is proposed that competence and competencies be approached in the context of the particular clinical environment, such that the assessment of competence is tied to a trainee's performance of essential clinical activities that define the profession.
Abstract: Competency-based education in the health care professions has become a prominent approach to postgraduate training in Canada, the Netherlands, the United Kingdom, the United States, and many other countries. Competency frameworks devised at national and international levels have been well received, and in many cases mandated, by governing bodies. However, the teaching and assessment of competencies pose questions of practicality, validity, and reliability. In this article we propose that competence and competencies be approached in the context of the particular clinical environment, such that the assessment of competence is tied to a trainee’s performance of essential clinical activities that define the profession. Competence is implicit in the eventual entrustment of trainees to perform these professional activities. Competencies and ‘‘entrustable professional activities’’ (EPAs) relate to each other as two dimensions of a grid in which each EPA can be mapped back to a number of competencies. This backward visioning from EPAs to competencies is proposed as a guide to curriculum planning and assessment. The authors discuss experiences with this conceptual model in research, curriculum development and learner assessment.
312 citations
01 Jan 1998
311 citations
TL;DR: In this paper, the authors focus on the involvement of such users that are in the position to play an active role as inventors and (co-developers in the radical innovation process.
Abstract: One important market related capability for firms which seek to develop radical innovations is the competence to involve the 'right' users at the 'right' time in the 'right' form. While former studies have identified a rather passive role of users in the radical innovation process, this paper focuses on the involvement of such users that are in the position to play an active role as inventors and (co)-developers. A multiple case study analysis was conducted in the field of medical technology. Five radical innovation projects within four firms were selected including medical robots and computer-assisted navigation systems. The case study analysis reveals that firms who closely interact with specific users benefit significantly for their radical innovation work. These users have a high motivation toward new solutions, are open to new technologies, possess diverse competencies, and are embedded into a very supportive environment.
311 citations
01 Jan 1985
TL;DR: In this paper, the authors define the realm of social competence and assess children's social skills in the context of social interaction and intervention with children in the setting of social problem solving.
Abstract: I Delineating the Realm of Social Competence.- 1 Facets of Social Interaction and the Assessment of Social Competence in Children.- Scheme for Conceptualizing Social Interaction.- Judgments of Social Competence.- Social Behaviors.- The Concept of Social Tasks.- The Role of Unconscious Influences.- Social Information Processing.- Conclusions.- 2 Social Competence and Skill: A Reassessment.- Comprehensive View of Skills Underlying Social Competence.- The Study.- Discussion.- 3 What's the Point? Issues in the Selection of Treatment Objectives.- Friendships and Peer Relationships.- Peer Relationships and Other Personal Relationships.- Conclusion.- II Assessing Social Behavior.- 4 Observational Assessment of Social Problem Solving.- General Framework.- Observational Methods for Assessing Social Problem Solving.- Assessment Criteria.- Some Additional Issues.- Conclusion.- 5 Children's Peer Relations: Assessing Self-Perceptions.- Assessing Children's Self-Perceptions.- Individual Differences.- 6 Assessment of Children's Attributions for Social Experiences: Implications for Social Skills Training.- Children's Spontaneous Attributions for Social Success and Failure.- Children's Assessments of the Meanings of Social Causes.- Some Conclusions Concerning Children's Social Attributions.- Attributions and Social Skills Training.- 7 The Influence of the Evaluator on Assessments of Children's Social Skills.- Teachers Versus Peers.- Age Trends in Peer Evaluations.- Peer and Teacher Identification of Extreme Groups.- Evaluator Differences in the Context of Interaction.- Conclusions.- III Selecting Populations for Interventions.- 8 Socially Withdrawn Children: An "At Risk" Population?.- Characteristics of Withdrawn Children.- Study I: Sociometric Status, Social-Cognitive Competence, and Self-Perceptions of Withdrawn Children.- Study II: The Role Relationships of Withdrawn Children.- 9 Fitting Social Skills Intervention to the Target Group.- Who Should Be Singled Out for Social Skills Intervention?.- Intervention With Children at Risk for Social Rejection.- 10 An Evolving Paradigm in Social Skill Training Research With Children.- Social Skill Training With Unpopular Children.- Evidence Concerning Effectiveness.- Which Low-Status Children Are Changing?.- Alternatives to the Negative Nomination Measure.- Conclusion.- IV Developing Intervention Procedures.- 11 Children's Social Skills Training: A Meta-Analysis.- Study Selection.- Study Features.- Statistical Analysis.- Training Technique.- Outcome Measure.- Therapist Characteristics.- Child Characteristics.- Duration of Intervention.- Limitations of This Study.- Implications for Clinicians and Educators.- Implications for SST Research.- Appendix: Final Data Pool.- 12 Programmatic Research on Peers as Intervention Agents for Socially Isolate Classmates.- Step 1 of Intervention Development Model.- Step 2 of Intervention Development Model.- Step 3 of Intervention Development Model.- Step 4 of Intervention Development Model.- Conclusions and Future Directions.- 13 Social Behavior Problems and Social Skills Training in Adolescence.- Social Difficulties in Adolescence.- The Components of Social Competence.- The Analysis of Social Situations.- Social Relationships in Adolescents.- Social Skills Training for Adolescents.- 14 Designing Effective Social Problem-Solving Programs for the Classroom.- Deciding to Conduct SPS Research: The Rochester Context.- Curriculum Content and Instructional Format Issues.- Structuring SPS Interventions to Succeed in the School Culture.- Concluding Comments.- 15 Documenting the Effects of Social Skill Training With Children: Process and Outcome Assessment.- Assumption 1: Children With Poor Peer Relations Lack Social Skills.- Types of Social Skill Deficits as Identified in Past Research.- Implications for Social Skill Training and Assessment.- Assumption 2: Children Learn Social Skills From Social Skill Training.- Assumption 3: The Skill Learning that Occurs in Social Skill Training Leads to Improved Peer Relations.- Author Index.
308 citations
01 Jan 1989
TL;DR: In this paper, the authors discuss the role of rough-and-tumble play in the development of social competency in early childhood and discuss the impact of social behavior on peer status.
Abstract: Section I Social Competence in Developmental Perspective: Conceptual Issues.- to Section I.- 1. Significance of Peer Relationship Problems in Childhood.- 2. The Role of Competence in the Study of Children and Adolescents Under Stress.- 3. The Nature of Social Action: Social Competence Versus Social Conformism.- 4. Individual, Differential, and Aggregate Stability of Social Competence.- What to Do while the Kids are Growing Up: Changing Instrumentation in Longitudinal Research (Conversation Summary).- 5. Socially Competent Communication and Relationship Development.- 6. Measuring Peer Status in Boys and Girls: A Problem of Apples and Oranges?.- Section II The Emergence of Social Competence in Early Childhood.- to Section II.- Friendships in Very Young Children: Definition and Functions (Conversation Summary).- 7. Communicating by Imitation: A Developmental and Comparative Approach to Transitory Social Competence.- 8. Co-adaptation within the Early Peer Group: A Psychobiological Study of Social Competence.- 9. Development of Communicative Competencies in Early Childhood: A Model and Results.- Section III Ongoing Social Development In Middle Childhood And Adolescence.- to Section III.- Examining the Impact of Social Behavior on Peer Status (Conversation Summary).- 10. Self-Perpetuating Processes in Children's Peer Relationships.- 11. Types of Aggressive Relationships, Peer Rejection, and Developmental Conse quences.- 12. The Role of Rough-and-Tumble Play in the Development of Social Competence: Theoretical Perspectives and Empirical Evidence.- Section IV Setting Factors in Children's Social Development: The Influences of Families and Schools.- to Section IV.- 13. Young Children's Social Competence and Their Use of Space in Day-Care Centers.- 14. Children's Social Competence and Social Supports: Precursors of Early School Adjustment?.- 15. Social Competence Versus Emotional Security: The Link between Home Relationships and Behavior Problems in Preschool.- 16. Maternal Beliefs and Children's Competence.- Section V Translating Theory into Practice: Social Competence Promotion Programs.- to Section V Challenges Inherent in Translating Theory and Basic Research into Effective Social Competence Promotion Programs.- 17. Between Developmental Wisdom and Children's Social-Skills Training.- 18. Enhancing Peer Relations in School Systems.- 19. Promoting Social Competence in Early Adolescence: Developmental Considerations.- 20. Appendix: Research Abstracts.
308 citations