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 Imposter Phenomenon: An Internal Barrier to Empowerment and Achievement

Abstract: In 1978, Clance and Imes developed the term Imposter Phenomenon (IP) to designate an internal experience of intellectual phoniness that seemed to be particularly prevalent among a select sample of high achieving women. They worked with 150 highly successful women from a wide range of professional fields such as law, nursing, medicine, social work, and university teaching, plus students at g raduate and undergraduate levels. Clance and Imes had worked with their subjects in clinical settings such as individual psychotherapy or theme-centered interactional groups or small discussion-oriented college classes. These subjects had obtained earned degrees, high scores on standardized tests, or professional recognition from colleagues or organizations, yet they did not experience an internal sense of success. They were afraid they were "impostors" who did not belong "here with all these bright, competent people." They were very frightened that others would discover that they were not as competent as they appeared to be, and dreaded such discovery. They attributed their success to hard work, luck, knowing the right people, being in the right place at the right time, or to their interpersonal assets such as charm and the ability to relate well, rather than to ability or competence. For instance, students often said the admissions committee had made an error. One student expressed her feelings by s aying, "I walk around thinking I'm the Michigan mistake." A highly respected professional woman explained, "I just got my job as a fluke. They needed someone at mid-year and so very few qualified applicants applied." The reality was that the students who were feeling like impostors were among the highest ranked students and the search committee for the woman professional had selected her out of a pool of many highly qualified candidates. These subjects were ingenious at negating objective external evidence that indicated they were indeed very bright. They had tremendous difficulty in accepting compliments or positive feedback. If they received an excellent quarterly evaluation they might think, "This agency or institution does not have very high standards if they think I'm good." Yet, if they received any negative feedback they belied it and tended to remember it as evidence of their deficits. These women often experienced a terror of failure. They thought if they made a mistake or failed at something, they would feel foolish and be humiliated. Consequently, they went to great lengths to avoid any mistakes or failures.

Preliminary Development of a Model and Measure of Computer-Mediated Communication (CMC) Competence

Abstract: The rationale for developing a theoretical model of computer-mediated communication (CMC) competence is established through review of social trends in the use of new media technologies. Special attention is paid to the role new media play in the formation and development of personal relationships. A model of CMC competence is then developed along the lines of motivation, knowledge, skills, context, and outcomes as a metaphorical typology for organizing existing CMC research. This research is reviewed as it informs, and is organized by, the model of CMC competence. A sampling of formal propositions resulting from the model is elaborated, and the results of preliminary pilot studies of the model are reviewed. The model is offered as a first step in examining individual differences in the domain of CMC relationships and media choice.

Conduct problems and level of social competence in Head Start children: prevalence, pervasiveness, and associated risk factors

Abstract: The purpose of the current project was to determine the prevalence of conduct problems, low social competence, and associated risk factors in a sample of 4-year-old low-income children (N = 426) from 64 Head Start classrooms in the Seattle area. Conduct problems and social competence were assessed based on a combination of teacher reports, parent reports, and independent observations of children interacting with peers in the classroom and with parents at home. We examined the relative contribution of a variety of risk factors, including maternal history and socioeconomic background, current levels of stress and social support, mothers' emotional state, and parenting competence in relation to “pervasive” (i.e., at home and school) and “nonpervasive” conduct problems and low social competence. Findings indicated similar risk factors for conduct problems and for low social competence, with an ordered increase in the number of risk factors from normal to “nonpervasive” to “pervasive” groups. Harshness of parenting style (i.e., slapping, hitting, yelling) significantly distinguished between the three groups for low social competence and conduct problems. Positive affect, praise, and physical warmth from mothers were positively related to social competence but unrelated to conduct problems.

Constructing competence: an analysis of student participation in the activity systems of mathematics classrooms

Abstract: This paper investigates the construction of systems of competence in two middle school mathematics classrooms Drawing on analyses of discourse from videotaped classroom sessions, this paper documents the ways that agency and accountability were distributed in the classrooms through interactions between the teachers and students as they worked on mathematical content In doing so, we problematize the assumption that competencies are simply attributes of individuals that can be externally defined Instead, we propose a concept of individual competence as an attribute of a person's participation in an activity system such as a classroom In this perspective, what counts as “competent” gets constructed in particular classrooms, and can therefore look very different from setting to setting The implications of the ways that competence can be defined are discussed in terms of future research and equitable learning outcomes

The symbolic dimensions of the intercultural

Abstract: While communicative competence is characterized by the negotiation of intended meanings in authentic contexts of language use, intercultural competence has to do with far less negotiable discourse worlds, the ‘circulation of values and identities across cultures, the inversions, even inventions of meaning, often hidden behind a common illusion of effective communication’ (Kramsch, Levy & Zarate 2008: 15). The self that is engaged in intercultural communication is a symbolic self that is constituted by symbolic systems like language as well as by systems of thought and their symbolic power. This symbolic self is the most sacred part of our personal and social identity; it demands for its well-being careful positioning, delicate facework, and the ability to frame and re-frame events. The symbolic dimension of intercultural competence calls for an approach to research and teaching that is discourse-based, historically grounded, aesthetically sensitive, and that takes into account the actual, the imagined and the virtual worlds in which we live. With the help of concrete examples from the real world and foreign language classrooms, the paper attempts to redefine the notion of third place (Kramsch 1993) as symbolic competence.