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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01 Jan 1989
TL;DR: In this paper, the authors look at the background to competency based education and training, the issues bound up in the concept of competence, the response of the National Council for Vocational Qualifications (NCVQ), the Training Agency and the Further Education Unit (FEU), and the implications for further education in the UK.
Abstract: This book looks at the background to competency based education and training, the issues bound up in the concept of competence, the response of the National Council for Vocational Qualifications (NCVQ), the Training Agency and the Further Education Unit (FEU), and the implications for, and the response of, further education in the UK. The chapters are as follows: Introduction / John Burke; Competence based education and training: background and origins / Eric Tuxworth; Competence and standards / Bob Mansfield; Can competence and knowledge mix? / Alison Wolf; The definition of standards and their assessment / Lindsay Mitchell; The emerging model of vocational education and training / Gilbert Jessup; The Employment Department/Training Agency Standards Programme and NVQs: implications for education / Graham Debling; Curriculum implications / Geoff Stanton; An achievement-led college / Jenny Shackleton; The implementation of NVQs / John Burke; Towards the implementation of competence based curricula in colleges of FE / Ian Haffenden and Alan Brown; Initial teacher training and the NCVQ model / Michael Eraut; Emerging issues: the response of HE to competency based approaches / Tim Oates.
282 citations
TL;DR: This paper examined the extent to which the opportunities for communication in an English as a Second Language (ESL) classroom result in the acquisition of one particular illocutionary act (requests).
Abstract: It is now generally accepted that second language (L2) acquisition can take place as a result of learning how to communicate in the L2. It is less clear, however, whether the kind of communication that occurs in a classroom is sufficient to ensure development of full target language competence. This article examines the extent to which the opportunities for communication in an English as a Second Language (ESL) classroom result in the acquisition of one particular illocutionary act—requests. A total of 410 requests produced by two child learners over 15–21 months were examined. The results suggest that although considerable development took place over this period, both learners failed to develop either the full range of request types or a broad linguistic repertoire for performing those types that they did acquire. The learners also failed to develop the sociolinguistic competence needed to vary their choice of request to take account of different addressees. One explanation for these results is that although the classroom context fostered interpersonal and expressive needs in the two learners, it did not provide the conditions for real sociolinguistic needs.
282 citations
TL;DR: The author argues that cultural competency is composed of general processes (scientific mindedness, dynamic sizing, and culture-specific skills), as well as a series of concrete and trainable strategies.
Abstract: Cultural competency in the delivery of mental health services has gained considerable momentum. This momentum has been accompanied by questions about the meaning, usefulness, and precision of cultural competency. The author argues that cultural competency is composed of general processes (scientific mindedness, dynamic sizing, and culture-specific skills), as well as a series of concrete and trainable strategies. The incorporation of these processes and strategies into treatment can improve treatment outcomes with clients from diverse cultural backgrounds. © 2006 Wiley Periodicals, Inc.
282 citations
TL;DR: In this article, the authors present a review of past research in ICC and describe a unique approach to identifying variables that contribute toward perceived ICC, such as listening skills, prior cross-cultural experiences, having a global outlook as opposed to an ethnocentric one, and an other-centered style of communication.
282 citations
TL;DR: In this paper, the authors evaluated differences between immersion and non-immersion students in willingness to communicate, communication apprehension, perceived competence, and frequency of communicating, and examined elements of integrative motivation.
Abstract: Immersion and other intensive language programs produce both linguistic and non-linguistic outcomes. A principal non-linguistic outcome would be a willingness to communicate in the second language (L2), given the opportunity. Both increasing perceived competence and lowering anxiety help to foster a willingness to communicate. These variables are related to motivation for language learning and are expected to differ between immersion and non-immersion learners. Among university-level students, this study evaluates differences between immersion and non-immersion students in willingness to communicate, communication apprehension, perceived competence, and frequency of communicating. Also examined are elements of integrative motivation. Differences between immersion and non-immersion groups are observed in the communication-related variables, but not in motivation. Correlations among these variables also differ between the groups. Results are examined in terms of Skehan's notion of talking in order to learn ...
281 citations