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Journal articles on the topic 'Competence knowledge'
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Tehseen, Shehnaz, Farhad Uddin Ahmed, Zuhaib Hassan Qureshi, Mohammad Jasim Uddin, and Ramayah T. "Entrepreneurial competencies and SMEs’ growth: the mediating role of network competence." Asia-Pacific Journal of Business Administration 11, no. 1 (2019): 2–29. http://dx.doi.org/10.1108/apjba-05-2018-0084.
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PurposeThe purpose of this paper is twofold. First, to examine the influence of two dimensions of entrepreneurial competencies, namely, strategic competency and ethical competency on the growth of small and medium enterprises (SMEs); and second, to explore the role of network competence as a mediator among these understudied variables.Design/methodology/approachThe data for this study were collected from wholesale and retail-based SMEs in Malaysia through a standard structured questionnaire. PLS–SEM approach was utilised to analyse the data.FindingsAlthough the findings did not reveal a direct effect of strategic and ethical competencies of entrepreneurs on SMEs’ growth, these competences, however, were found to be influential in driving their growth when network competence was used as a mediator.Originality/valueThe existence of a mediation effect between strategic and ethical competencies and SMEs’ growth via network competence has provided insights which add new knowledge to the extant entrepreneurship and SMEs’ performance literature.
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Wibisono, Galih, Bernardus Sentot Wijanarka, and Habanabakize Theophile. "The Link and Match between the Competency of Vocational High Schools Graduates and the Industry on CAD/ CAM and CNC." Jurnal Pendidikan Teknologi dan Kejuruan 26, no. 1 (2020): 26–34. http://dx.doi.org/10.21831/jptk.v26i1.27932.
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This study describes (1) the work process analysis of the production stage in the industry, (2) the required competency and skills of CAD/ CAM and CNC in the industry, (3) the implementation of the basic competency of CAD/ CAM and CNC in vocational high schools, (4) the link and match between the competency of vocational high schools graduates and the industry on CAD/ CAM and CNC. The descriptive-qualitative method was employed by involving 8 people from Mega Andalan Kalasan Ltd (MAK) and 5 people from vocational high schools. The data were collected through observation and interviews which were further analyzed descriptively. The findings indicate (1) the work process analysis map the competencies that must be owned by the workforce including CAD drafter, CAM programmer, and CNC operators in which each workforce involved 4 work process sequences, (2) the competency of CAD/ CAM and CNC described the knowledge and psychomotor activities. In detail, the activity of the CNC machine setting produced knowledge competence and the skills of 36.5% and 26.7% respectively. The operating CNC machine produced the knowledge competence and skills of 25.4% and 23.3% respectively. The 3D drawing and 2D CAD systems produced the knowledge competence and skills of 19% and 23.3% respectively, CAM Programming generated the knowledge competence and skills of 19% and 26.7% respectively, (3) the implementation of basic competencies can be categorized as good, (4) there are two competencies fulfilled the link and match between the vocational high schools' competencies and industry, namely manufacturing drawing competency with CAD as well as mechanical competency with CNC and CAM.
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Kallestrup, Jesper. "Epistemología de virtudes grupal." Análisis. Revista de investigación filosófica 3, no. 2 (2017): 189. http://dx.doi.org/10.26754/ojs_arif/a.rif.201621566.
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Resumen De acuerdo con Sosa (2007; 2009; 2011), el conocimiento es creencia apta, donde una creencia es apta cuando es correcta debido a la destreza (competente). Sosa (2010; 2015) añade a su análisis CAD del conocimiento un análisis RFS de la competencia, en donde una competencia completa combina su recinto, su forma y su situación. Una gran parte del in uyente trabajo de Sosa supone que los agentes epistémicos son individuos que adquieren conocimiento cuando dan con la verdad mediante el ejercicio de sus habilidades individuales, de maneras apropiadas y en situaciones apropiadas. Este artículo explora una extensión del modelo de Sosa al escenario social en el que los grupos constituyen agentes epistémicos adicionales a sus miembros individuales. La a rmación es que es posible adscribir conocimiento a los grupos en virtud de que dan con la verdad mediante el ejercicio de sus competencias en formas apropiadas y situaciones apropiadas. Mientras que el conocimiento en el nivel colectivo podría divergir del conocimiento en el nivel individual, las competencias grupales no son nada adicional a las competencias combinadas de sus miembros. La postura resultante tiene, por lo tanto, implicaciones para el debate sobre la reducción y la sobreveniencia en epistemología colectiva. Palabras Clave: epistemología colectiva, competencia grupal, creencia apta, competencia completa. Abstract According to Sosa (2007; 2009; 2011), knowledge is apt belief, where a belief is apt when accurate because adroit (competent). Sosa (2010; 2015) adds to his triple-A analysis of knowledge, a triple-S analysis of competence, where a complete competence combines its seat, shape and situation. Much of Sosa’s in uential work assumes that epistemic agents are individuals who acquire knowledge when they hit the truth through exercising their own individual skills in appropriate shapes and situations. This paper explores an extension of Sosa’s framework to a social setting in which groups constitute epistemic agents over and above their individual members. The claim is that groups can be ascribed knowledge in virtue of hitting the truth through exercising their competences in appropriate shapes and situations. While knowledge at the collective level may diverge from knowledge at the individual level, the competences of groups are nothing over and above the combined competences of their members. The ensuing view thus has implications for the debate over reduction and supervenience in collective epistemology.Keywords: collective epistemology, group competence, apt belief, complete competence.
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Nechyporuk, Nataliia. "Formation of intercultural competence as a pedagogical problem." ScienceRise: Pedagogical Education, no. 4(43) (July 30, 2021): 36–41. http://dx.doi.org/10.15587/2519-4984.2021.238018.
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As knowledge of English becomes a priority for the development of the Armed Forces of Ukraine, a modern military specialist is faced with a number of requirements, one of which is the formation of professionally oriented intercultural competence. Thus, a cadet, who has a certain conceptual and terminological apparatus in his/her specialization, has the opportunity to test his/her own knowledge and skills, to provide self-analysis of the level of formation of both intercultural and subject competences, as well as to receive an impartial feedback from foreign experts on the readiness for professional activity.
 The article considers the main notions that reveal the conceptual field of intercultural competence. The concepts of "competence", "competency", "culture", "intercultural competence" are defined and their historical-comparative analysis is carried out. It is found, that the professional training of cadets is carried out as a complex pedagogical influence, which has the purpose of developing a number of competences, among which the priority is currently considered to be intercultural competence. The essence of the concept of "competence" and variations of its interpretation by scientists, as well as differentiation with the concept of "competency", are clarified. The role of the humanities in general and the foreign language in particular in the development of professional competences of military specialists is noted.
 The generic function of the competence approach, which combines many traditional approaches, is mentioned. Intercultural competence is presented as a system of interconnected elements that position the personality in interaction with society through communication, which, in turn, is a means of adapting to the cultural values of society and acquiring educational competences to form a qualified graduate of a higher military educational institution.
 The hierarchy of competences is defined, which consists of three levels: general, special and professional, which are represented by integral, general and professional competences, respectively
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McPhillips, Marita, and Magdalena Licznerska. "Open Innovation Competence for a Future-Proof Workforce: A Comparative Study from Four European Universities." Journal of Theoretical and Applied Electronic Commerce Research 16, no. 6 (2021): 2442–57. http://dx.doi.org/10.3390/jtaer16060134.
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Digital transformation is a key driving force of open innovation to capture and transfer knowledge inside and outside of a company’s bounds. New challenges in organizing multiple knowledge flows imply the need for increased competences related to this paradigm of future employees. In this article, we organize and aggregate the competencies required for open innovation collaboration and develop a competence profile that organizes individual competencies in an open innovation context. Based on elements of the European Entrepreneurship Competence Framework, we delineate an OI Competence Profile and list the core competencies to manage and accelerate the inflow and outflow of knowledge. We explore this profile by comparing data from 2332 students from four European universities to find differences in the distribution of OI competencies between countries. The study contributes to understanding the individual competencies that target the future OI needs of companies necessary in the context of digital transformation. It also introduces an interdisciplinary approach to integrate the research streams of management practice, open innovation, and entrepreneurial education.
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Ilahi, Mounira, Lilia Cheniti Belcadhi, and Rafik Braham. "Semantic Models for Competence-Based Assessment." International Journal of Human Capital and Information Technology Professionals 5, no. 3 (2014): 33–46. http://dx.doi.org/10.4018/ijhcitp.2014070103.
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Recognizing the inadequacy of current traditional knowledge-based assessment systems in Higher Education to achieve performance visibility, it is needed to rethink how to design new assessment approaches that can respond to the corporate requirements of the 21st century and reflect the learners' competences. This paper considers the Competence-Based Assessment. It explores the importance of competency and competence modeling conceptual understanding. The research reviews the benchmark literature on the concepts, models and approaches of competence and competency and explores the confusions surrounding the pair of concepts; thus enabling to build the competence-based assessment approach within e-learning environments in an effective and efficient way. The proposed approach is characterized by the convergence of lifelong, formal, non formal and informal competence-based learning activities.
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Syahrial, Syahrial, Asrial Asrial, Dwi Agus Kurniawan, et al. "The impact of etnocontructivism in social affairs on pedagogic competencies." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (2019): 409. http://dx.doi.org/10.11591/ijere.v8i3.20242.
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<span>Teacher Competency Test is a test of mastery of professional and pedagogic competencies in the cognitive domain as a basis for establishing continuous professional development activities and part of teacher assessment. The test is a source and as a material for mapping the competencies that a teacher has regarding professional and pedagogical competence in an area. The low competence of the pedagogical field shows that teachers are not professional. Therefore the teacher will find it difficult to be able to provide a good pursuit of students. One way to improve the competence of teachers in pedagogic fields is by increasing teacher understanding and knowledge of local wisdom in learning. The essence of local and national cultural values in the education curriculum is now a bustling thing to be talked about by the people of Indonesia. Social ethnoconstructivism is able to be a solution amid the current developments and cultural shifts. This study wants to see how high the impact of ethnoconstuctivistic knowledge on teacher pedagogical competencies. In addition, age and gender are also separate discussions to see their influence on pedagogical competence. This research uses descriptive qualitative research. Samples in this study were elementary school teachers in three districts/cities in Jambi Province. The results show that teachers' ethnoconstructivism knowledge has an influence on the teacher's <br /> pedagogical competence. The age of a teacher also has an impact on <br /> pedagogical competence, but gender does not affect the teacher's <br /> pedagogical competency.</span>
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Fariska, Aria, and Fahmi Syahbudin. "PENGARUH KOMPETENSI AGEN ASURANSI TERHADAP LOYALITAS NASABAH PADA PERUSAHAAN ASURANSI JIWA BERSAMA BUMIPUTERA 1912 KANTOR CABANG SYARIAH PALMERAH." JURNAL EKONOMI DAN PERBANKAN SYARIAH 3, no. 1 (2020): 21–36. http://dx.doi.org/10.46899/jeps.v3i1.152.
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ABSTRAK: Penelitian ini bertujuan untuk mengetahui pengaruh Kompetensi Agen Asuransi syariah, yaitu kompetensi pengetahuan, kompetensi skill, dan perilaku agen terhadap loyalitas nasabah asuransi AJB Bumiputera 1912 syariah cabang palmerah. Penelitian ini adalah penelitian kuantitatif. Data yang akan digunakan adalah data primer dengan kuesioner. metode yang digunakan adalah metode SEM (structural equation model). Hasil tes menunjukan bahwa pengetahuan secara parsial mempunyai pengaruh negative yang tidak signifikan. Sedangkan skill memiliki hubungan positif dan signifikan mempengaruhi loyalitas nasabah. Hal ini sejalan dengan perilaku agen yang juga signifikan mempengaruhi loyalitas. Secara bersamaan ketiga variable ini secara signifikan mempengaruhi loyalitas nasabah.Kata kunci: Kompetensi Pengetahuan, kompetensi Skill, kompetensi Perilaku, loyalitas nasabah dan SEM.ABSTRACT: This research aims to know the influence of the Insurance Agent's competence consists of knowledge of the agen and the Agent's skills towards the customer loyality on AJB Bumiputera 1912 Palmerah sharia branch office. Type of this research is quantitative research . Methods and techniques of data analysis in this study using Structural Equation. Based on the test, Partially substantiated knowledge competency that influence negative and not significant on customer loyalty, while competency with respect to the skills is significant and positive impact on customer loyalty, also competency of behaviour has positive relation but not significant to customer loyality. Simultaneously proved that these three independent variables (knowledge competencies, skills competence and behavior competence) have an influence positively and significantly to the dependent variables (customer loyalty.Keywords: Knowledge Competence, Skill Competence, Behavior Competence, Customer Loyalty, SEM
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Khmel, Violetta. "DEVELOPMENT OF THE PROFESSIONAL COMPETENCE OF SPECIALISTS IN THE CONTEXT OF PROVIDING QUALITY TRAINING FOR THE REAL ECONOMY." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 3 (2010): 29–38. http://dx.doi.org/10.48127/spvk-epmq/10.2.29b.
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The Republic of Belarus in series implements an elaborate model of socially oriented market economy. The analysis of the educational level of the Belarusian population revealed that the high rate of state development is provided by specialists with specialized secondary education. The analysis of teaching situation in specialized secondary schools in respect to accountants’ training allowed to discover contradictions in the formulated aims and planned results of vocational education. Although the Republic of Belarus has not joined the Bologna process yet, it does not reject the key approaches of European education used to ensure the organizational and pedagogical conditions of the teaching process. The competency-based approach to choosing of the contents of teaching is not only widely researched, but is being introduced into the educational standards of different specialties. But the system of competences of a graduate proving its competence remains sometimes ill-conceived. The system analysis of concepts of the competency-based approach in Pedagogics and Management let us formulate the essence of competences of a specialist working in the real economy. In this research the professional competence is determined as willingness and ability of specialists to implement their knowledge, skills and experience in the real conditions of professional activity. The peculiarities of forming of professional competence are reflected by the example of accountants’ training. In the context outlined above professional competence of an accountant can be defined as an integrative personality characteristic of a specialist formed on the basis of and in the process of learning theory as well as getting expertise in economics, finance and accounting, acquiring professional skills and experience. It reflects the readiness of a specialist to solve professional problems in the dynamics of their development. The analysis of the peculiarities of accountants’ work that are important in terms of innovative development of economy and the synthesis of theoretical approaches to the concept of professional competence allowed us to substantiate and formulate the methodology of determining the professional component of specialists’ competence. The essence of the methodology lies in the fact that during the development of the model of professional component of a specialist’s competence consisting of a system of competences, the following conditions should be taken into account: • Competencies pertaining to knowledge and skills which pass down from generation to generation, the ability to use them in professional activities as well as professional consciousness. These competences are generalized and systematized in the educational standard of the specialty; • Competencies that define the essence of the process and the results of professional activities described by Human Resource Management and dependant on the current state and development of the society. The proposed algorithm was tested among the students of the specialty 2-25 01 35 Accounting, analysis and control at the level of specialized secondary education in the Republic of Belarus. Key words: professional competence, specialized secondary education, professional activities, competency-based approach.
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., Hasnawati. "KOMPETENSI GURU DALAM PERSFEKTIF PERUNDANG - UNDANGAN." Inspiratif Pendidikan 9, no. 1 (2020): 68. http://dx.doi.org/10.24252/ip.v9i1.14125.
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Teacher competence is the ability of a teacher to do duties responsibly and properly. Competence is the ability and authority of teachers to carry out their teaching profession. Teacher competence is also the skill or ability possessed by teachers regulated in Law Number 14 in 2005 concerning Teachers and Lecturers, Ministry of Education Number 16 in 2007, and Government Regulation Number 74 in 2008. Teacher competency standards is a set of knowledge, skills and behaviors that must be possessed, comprehended, mastered, and actualized by the teacher to fulfill their professional duty. Teacher competences as referred to article (1) PP 74/2008 include pedagogical, personal, social, and professional competences obtained through professional education. These four teacher competences are holistic which means whole integrated and interrelated. Specifically for PAI (Islamic education) teachers, based on regulation of Religion Ministry Number 16 in 2010 Article 16, there is an additional competency namely leadership.
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HYLAND, TERRY. "Competence, Knowledge and Education." Journal of Philosophy of Education 27, no. 1 (1993): 57–68. http://dx.doi.org/10.1111/j.1467-9752.1993.tb00297.x.
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Lasjaunias, P. "Knowledge, Competence and Attitude." Interventional Neuroradiology 6, no. 1 (2000): 9–12. http://dx.doi.org/10.1177/159101990000600102.
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Attard, Josephine, and Donia Baldacchino. "The demand for competencies in spiritual care in nursing and midwifery education: a literature review." Revista Pistis Praxis 6, no. 2 (2014): 671. http://dx.doi.org/10.7213/revistapistispraxis.06.002.dv02.
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Spirituality is embedded in nursing and midwifery practice and within the role of nurses and midwives. As a result, spirituality is an important element in nursing and midwifery education and practice, an area which has largely been ignored, in spite of the constant call of Professional Bodies for spiritual care competence in the provision of holistic care. This review aimed to analyze the existing literature and research to define competency and identify the key issues around the demand for competencies and education in spiritual care in nursing and midwifery. A search for articles in English was carried out using various search engines, using keywords: ‘competence, competency, definition, nursing, midwifery practice’. The findings showed that consensus on the definition of competency is still inconsistent. The majority of literature acknowledges the dimensions of knowledge, skills and attitudes which support the three components in Bloom’s Taxonomy namely, the cognitive, affective and psychomotor domains. Competence in spiritual care is guided by Benner’s theory: From novice to expert. Key issues were identified explaining the demand for competence in spiritual care such as, the complexity of spirituality and spiritual care which requires formal integration of spiritual care within the curricula by incorporating both the ‘taught’ and ‘caught’ perspectives of teaching and learning. Assessment of competence in nursing/midwifery education demands the formulation of generic and specific competencies oriented towards knowledge, skills and attitudes towards spiritual care. Thus, further research is suggested to develop a framework of competencies to be achieved by undergraduate and postgraduate students.
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Yezhova, O., and D. Gryn. "Objectives of preparation of future specialists in technological education from the standpoint of a competence-based approach." Fundamental and applied researches in practice of leading scientific schools 28, no. 4 (2018): 164–68. http://dx.doi.org/10.33531/farplss.2018.4.29.
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The article is devoted to the actual problem of formulating the goals of education of future masters of technological education from the standpoint of competence approach. The competence-based approach, the SMART approach, and the theory of taxonomy are applied in the study. The structure of the competence of the technology teacher is as follows: integral competence, general competencies, and professional competencies. The list of program competencies of masters of education by the specialty 014 Secondary educations, subject specialization 014.10 Secondary educations (Labor training and technologies) is established. The concept of "integrated competence" interpreted in accordance with the National Qualifications Framework. The general competencies are defined: knowledge and understanding of the subject area, ability to act on the basis of ethical motives, act socially responsible and consciously, work in the team, find and analyze information, apply acquired knowledge in practical situations, learn, communicate in the state language, use the knowledge of a foreign language in educational activities. The professional competences are defined: ability to realize the presence of integration processes; knowledge of general engineering and production issues; the ability to investigate the relationship of science with new phenomena and processes in production; ability to research and creative activities; the ability to use information technology, knowledge of modern equipment and technology; the ability to determine the properties and to select materials for the manufacture of products; the ability to organize work in a school workshop; ability to adhere to the requirements for labor protection, fire safety, environmental protection; the ability to control and assess the level of academic achievement of students; apply modern methods and educational technologies. The educational professional program of the second (master's) level of higher education is developed on the basis of definite program competencies and implemented in the V. Vynnychenko Central Ukrainian State Pedagogical University.
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Povstyn, O., and M. Kozyar. "THE IMPORTANCE OF "SOFT SKILLS" IN THE FORMATION OF SPECIALISTS’ MANAGERIAL COMPETENCE IN HUMAN SAFETY FIELD." Bulletin of Lviv State University of Life Safety 20 (January 24, 2020): 122–27. http://dx.doi.org/10.32447/20784643.20.2019.19.
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The article presents the problem of forming the managerial competence of specialists in the field of human security. Particular attention is paid to the analysis of the concepts of "competence", "managerial competence," social competence ", the content of the concepts of" soft skills "," hard skills ". The set of basic knowledge necessary for the development of “soft skills” in forming the managerial competence of future specialists in the field of human security is analyzed. On the basis of the analysis of the psychological and pedagogical literature, it is determined that the structure of managerial competence is a complex integrated dynamic formation, containing worldview, technological, cognitive, psychological, personal, professional and proper management aspects. The essential characteristics of the competencies of the modern leader are presented: strategic, social, functional, managerial, communicative, professional. Soft skills include leadership skills, teamwork skills, teaching skills, negotiating skills, conflict resolution, goal setting and achievement goals, time management of personal and subordinate time, purposefulness, presentation skills, public speaking effective communication skills, stress resistance, creativity and more. The assumption is made that the presence of the listed skills and competences forms the “social competence” of the future manager. It is determined that social competence, along with strategic, functional, managerial, communicative and professional, is one of the defining competency characteristics of the manager, and its essential features give grounds for defining it as basic in the formation of the managerial competence of human security professionals. It is proved that the quality and efficiency of management activities of specialists in the field of human security depend on the degree of mastery of "social competence" and so-called "flexible competencies".
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Zemengue, J., and T. Mbila. "The competence approach as the basis to form training system for library professionals in the Republic of Cameroon." Bibliosphere, no. 4 (January 11, 2020): 64–77. http://dx.doi.org/10.20913/1815-3186-2018-4-64-77.
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The article deals with the attitude of specialists to the competence approach in higher education, the stages of the “competence” formation concept are shown. The authors share the point of view of specialists, who emphasize the practical orientation of competences, and the competence approach itself is based on the practical orientation of education. After the analysis of publications, the authors come to the conclusion that the training of librarians in the Republic of Cameroon should ensure the formation of the following three groups of competences: 1) academic competencies, including basic knowledge and skills; 2) social and personal competences, including cultural and value orientations connected with the attitude of a person to himself as a personality (personal competence) and related to the person as a subject of interpersonal communication (communicative competence); 3) professional competencies. The authors show the basic technological competences required by Cameroonian library staff and believe that they should be incorporated into special academic disciplines and curricula of the department of documentary information. The authors conclude that academic, socio-personal and professional competences should be the basis not only for the educational standard of higher library education (getting bachelor’s and master’s degrees), which should be developed in Cameroon, but also for the entire system of training of highly qualified library personnel in the country.
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Кротюк В. А., Кислий В. Д., Зоркін Р. Ю. та Яндола К. О. "ФОРМУВАННЯ ЛІДЕРСЬКОЇ КОМПЕТЕНТНОСТІ ПІД ЧАС НАВЧАННЯ В ЗАКЛАДАХ ВИЩОЇ ОСВІТИ". World Science, № 9(37) (30 вересня 2016): 73–76. http://dx.doi.org/10.31435/rsglobal_ws/30092018/6140.
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 In the article the urgency of acquiring leadership competency by modern specialists of any branches is emphasized; the definitions of such concepts as "leader" and "competence" are analyzed, on the basis of which the generalization of the category "leadership competence" is made. The authors reveal the essence of leadership competence through its components, namely: knowledge, skills, responsibility. It the article the practical recommendations on the application of modern pedagogical technologies and teaching methods for higher education applicants in order to stimulate the formation of leadership competences during higher education institutions training are provided.
 
 
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Sempértegui, Gabriela A., Jeroen W. Knipscheer, and Marrie H. J. Bekker. "Development and evaluation of diversity-oriented competence training for the treatment of depressive disorders." Transcultural Psychiatry 55, no. 1 (2017): 31–54. http://dx.doi.org/10.1177/1363461517725224.
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Studies in Europe indicate that some ethnic minorities have higher rates of mental disorders and less favorable treatment outcomes than their counterparts from majority groups. To date, efforts regarding training to reduce disparities have mainly focused on ethnocultural competences of therapists, with less attention paid to other aspects of diversity, such as sex/gender and socioeconomic status. In this study, we aim to determine the effectiveness of a population-specific, diversity-oriented competence training designed to increase therapists’ competencies to integrate aspects of diversity features in clinical assessment, diagnosis, and treatment of depressive disorders in Turkish- and Moroccan-Dutch patients. A group of 40 therapists were location-based assigned to either training or a control condition (no training). Self-reported diversity competence, a knowledge test, and therapists’ satisfaction with training were used to monitor the training and to measure competence levels at baseline, post-training, and three-month follow-up. Attitude-awareness and knowledge components of the self-reported diversity competence and test-measured knowledge increased in the training condition. Most gains remained stable at follow-up except test-measured knowledge after controlling for percentage of ethnic minority patients in caseload. There were no changes regarding therapists’ self-reported skills. Therapists expressed medium–high satisfaction with the training, acknowledging the relevance of diversity competence for their daily practice. Future training must ensure better adjustment to therapists’ pre-existing knowledge and be followed by long-term efforts to maintain competence levels and enhance competence transfer within teams.
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Buko, Svitlana. "Competency Framework for Managers of International Organizations in Ukraine." Studies of Changing Societies 2013, no. 4 (2014): 6–22. http://dx.doi.org/10.2478/scs-2014-0158.
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AbstractThe article is focused on the analysis of the cross-cultural competency framework of the NGO managers within international organizations. The results of the qualitative research project demonstrate a consistent pattern of three perceived mandatory competencies for efficient managers: communicative competence, intercultural competence and linguistic competence. The qualitative phenomenological research was conducted in Ukraine and US; the insights of 22 in-depth interviews with managers of the international NGOs reveal vision and perception that US and Ukrainian managers have regarding the required education, skill set and knowledge of the successful international managers.
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Lee, Seung Eun, Meen Hye Lee, Anya Bostian Peters, and Seok Hyun Gwon. "Assessment of Patient Safety and Cultural Competencies among Senior Baccalaureate Nursing Students." International Journal of Environmental Research and Public Health 17, no. 12 (2020): 4225. http://dx.doi.org/10.3390/ijerph17124225.
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This descriptive, correlational, cross-sectional study examined nursing students’ educational experiences on self-reported perceptions of patient safety and cultural competence in terms of curriculum content and learning venues. We performed descriptive analyses and a one-way analysis of variance with a sample of senior-year nursing students (N = 249) attending three state universities in the United States. We used the Nurse of the Future Nursing Core Competency Model, the Patient Safety Competency Self-Evaluation Tool for Nursing Students, and The Cultural Competence Assessment Instrument. Overall, participants reported that patient safety and cultural competencies were addressed in their curricula primarily through classroom activities as opposed to laboratory/simulation or clinical settings. Among the required patient safety knowledge topics, elements of highly reliable organizations were covered the least. For patient safety competency, participants reported higher scores for attitude and lower scores for skill and knowledge. For cultural competency, participants scored much higher for cultural awareness and sensitivity than behavior. There was no statistically significant difference between scores for patient safety and cultural competencies by nursing school. The results support the need for curriculum development to include all important aspects of patient safety and cultural competencies in various teaching/learning venues.
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Gorbunovs, Aleksandrs, and Atis Kapenieks. "COMPETENCES DEVELOPMENT PROCESS RECORDING FOR MULTI-COMPETENCE E-COURSE." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 259. http://dx.doi.org/10.17770/sie2012vol1.46.
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<p>Understanding of students’ current level of competencies might be tailored with a finding of the challenging learning approaches to strengthen and enhance their own competencies, and obtain the new ones. Learning paths, which are usually offered by educational organizations to students, as often as not prescribe monotonous acquiring of knowledge. Making a study course more interactive, there are appearing additional features like working in ePortfolio environment which noticeably influence competences level. This paper provides an overview of research results in competences development process recording for multi-competence e-course, assessing competences level of students, both at initial and on-going stages, and analysis of competences interrelation within particular subject domain, e.g. basic business course, as well as an impact of the study themes on different competencies.</p>
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Pubule, Jelena, Andra Blumberga, Stelios Rozakis, Anita Vecina, Antra Kalnbalkite, and Dagnija Blumberga. "Education for Advancing the Implementation of the Bioeconomy Goals: An Analysis of Master Study Programmes in Bioeconomy." Environmental and Climate Technologies 24, no. 2 (2020): 149–59. http://dx.doi.org/10.2478/rtuect-2020-0062.
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AbstractBioeconomy in Europe has become one of the leading courses for sustainable and resource-efficient development. Main aspects of bioeconomy: development of new technologies and processes, development of markets and competitiveness for bioeconomy can be implemented through higher education and transformative knowledge for building a sustainable bioeconomy. Over the past year, new bioeconomy-related Master study programmes have been created and have integrated bioeconomy goals into their research, programme aims and learning outcomes. During the research the set of competences based on sustainable development competences and bioeconomy competences have been created. The integration of competences for bioeconomy development in higher education can be seen as an important step in transformation towards knowledge-based bioeconomy. On this basis, 10 Master study programmes across Europe were analysed in order to find out the actual integration of competences in different study programmes for bioeconomy. Results of the analysis show that transdisciplinary competence, learning competence, interdisciplinary competence and system-thinking competence are strongly integrated into the study programmes. The analysis also shows that the integration of other competences, like anticipatory competence, normative competence, strategic competence and interpersonal competence can be improved in the future.
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Zandbergs, Uldis, Jānis Grundspeņķis, Jānis Judrups, and Signe Briķe. "Development of Ontology Based Competence Management Model for Non-Formal Education Services." Applied Computer Systems 24, no. 2 (2019): 111–18. http://dx.doi.org/10.2478/acss-2019-0014.
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Abstract Competence management is a discipline that recently has regained popularity due to the growing demand for constantly higher competences of employees as well as graduates. One of the main implementation challenges of competence management is that, as a rule, it is based on experts’ implicit knowledge. This is the reason why the transformation of implicit knowledge into explicit knowledge practically is unmanageable and, as a consequence, limits the ability to transfer the already existing knowledge from one organisation to another. The paper proposes an ontology-based competence model that allows the reuse of existing competence frameworks in the field of non-formal education where different competence frameworks need to be used together for the purpose of identification, assessment and development of customers’ competences without forcing the organisations to change their routine competence management processes. The proposed competence model is used as a basis for development of competence management model on which IT tools that support a competence management processes may be built up. Several existing frameworks have been analysed and the terminology used in them has been combined in a single model. The usage of the proposed model is discussed and the possible IT tools to support the competence management process are identified in the paper.
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Kazakevych, Olena. "COMPONENT-STRUCTURAL ANALYSIS OF MARKETOLOGIST LEADERSHIP COMPETENCE." Continuing Professional Education: Theory and Practice, no. 1 (2021): 14–20. http://dx.doi.org/10.28925/1609-8595.2021.1.2.
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The article analyzes the views of domestic and foreign scientists on the essence of «leadership competence» concept, identifies and scientifically conditions the structure of leadership competence of future marketing analysts. As a result of the research the author states that, firstly, leadership competence is a steady integral component of supraprofessional competence of a marketing analyst; secondly, leadership competence of future marketing analysts, as well as its components in most cases is not a natural phenomenon, but emerges as a result of certain experience of a person, which runs on their positive attitude to this phenomenon, awareness of motives and needs in it, acquired knowledge, skills and personal qualities of people, which then find practical implementation in the form of leadership behaviour. Based on the analysis of psychological and pedagogical investigations we have identified the following structural components of leadership competence of future market analysts: motivational (motives, needs, emotions, values in regard to leadership), cognitive (knowledge, leadership beliefs), activity (actions, skills, abilities, leadership behaviour) and personality (complex of leadership qualities, reflexivity, empathy, emotional intelligence). According to the analysis of the primary positions that can be held by a bachelor of marketing, the functions and corresponding professional competences that require the formed leadership competency of a marketing analyst are identified and it is demonstrated how the leadership competency is realized in the marketing activity. Thus, leadership competence provides grounds for efficient activity in the field of marketing, creating conditions for manifestation of initiative, responsibility and active economic position of a marketing specialist and ensuring his/her professional mobility and competitiveness.
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Englander, Robert, and Carol Carraccio. "Domain of Competence: Medical Knowledge." Academic Pediatrics 14, no. 2 (2014): S36—S37. http://dx.doi.org/10.1016/j.acap.2013.10.006.
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Hüsken, Ute. "Ritual Competence as Embodied Knowledge." Paragrana 18, no. 1 (2009): 200–220. http://dx.doi.org/10.1524/para.2009.0013.
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AbstractThe essay Ritual Competence as Embodied Knowledge by Ute Hüsken points at the importance of questions concerning the body-mind distinction in a ritual tradition which is usually seen as text-dominated, and strictly rule-governed. The underlying case study is the initiation into priesthood in South Indian Vaiṣṇava traditions, on the basis of both field research among the priests and the analysis of the relevant mediaeval Sanskrit texts. Ritual knowledge, it is argued, is above all embodied knowledge. Even in largely textual traditions the bearers ritual specialists have the authority not only to perform the ritual, but also to adapt it to contextual needs.
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Malecki, Edward J. "Knowledge, Competence, And Regional Development." Economics of Innovation and New Technology 9, no. 1 (2000): 71–79. http://dx.doi.org/10.1080/10438590000000004.
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Shanton, Karen. "Memory, Knowledge and Epistemic Competence." Review of Philosophy and Psychology 2, no. 1 (2010): 89–104. http://dx.doi.org/10.1007/s13164-010-0038-8.
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Richard, Mark. "Semantic competence and disquotational knowledge." Philosophical Studies 65, no. 1-2 (1992): 37–52. http://dx.doi.org/10.1007/bf00571315.
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Mulhayatiah, Diah, L. Syifa Agnia, and H. Y. Suhendi. "Analisis Kompetensi Pedagogical Content Knowledge Calon Guru Fisika Berdasarkan Instrumen CoRe dan PaP-eRs Pada Materi Gelombang Bunyi." Jurnal Penelitian Pembelajaran Fisika 12, no. 1 (2021): 37–46. http://dx.doi.org/10.26877/jp2f.v12i1.7912.
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PCK competencies are one of the important competencies for prospective physics teachers to have. The measurement of PCK competence for prospective physics teachers can be done using two instruments developed by Loughran, namely the CoRe and PaP-eRs instruments. This study aims to determine and describe the PCK competencies of prospective physics teachers in sound wave metering based on the CoRe instrument, the learning process and PaP-eRs. The method used in this research is descriptive qualitative and carried out by researchers as prospective physics teachers who teach second semester students of physics education study program UIN Sunan Gunung Djati Bandung. The results showed that the PCK competency of prospective teachers based on the CoRe instrument was in the Maturing PCK category or level 3 with a score of 88.17. The PCK competence of prospective teachers based on the learning process is in the effective category with a percentage of 77.67% and based on the PaP-eRs instrument, the PCK competencies of prospective teachers are in the Maturing PCK category or level 3 with a score of 85.18. Keywords: PCK, CoRe, PaP-eRs
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Mairosa, Brigita, Ardi Ardi, Sa'diatul Fuadiyah, and Armen Armen. "LEARNING CYCLE 5E MODEL EFFECT TO SENIOR HIGH SCHOOL STUDENT’S LEARNING COMPETENCIES." Jurnal Atrium Pendidikan Biologi 6, no. 2 (2021): 131. http://dx.doi.org/10.24036/apb.v6i2.6158.
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The problem at SMAN 5 Solok Selatan is the low level of student learning competencies which includes aspects of knowledge, attitudes, and skills. Efforts that can be done are applying the LC 5E learning model on ecological material at Solok Selatan 5 High School. This type of research is a semi-experimental research design, namely the Randomized Control-Group Posttest Only Design. The population in the study of all students of class X MIPA SMAN 5 Solok Selatan who were enrolled in the 2018/2019 Academic Year amounted to 111 people grouped in four classes. Sampling used purposive sampling technique, class X MIPA 2 as experimental class I and class X MIPA 1 as experimental class II (control). Instruments in the form of posttest questions for knowledge competencies, observation sheets for attitude competencies and product assessment for skills competencies. Based on the results of the study using the t-test on the competency of students' knowledge the value of tcount was 3.012>1.67 t table, and the competency skill was tcount 3.67>1.67 t table. In the attitude competence of the experimental class 83% are good categories while the control class is 72% with sufficient categories. This shows that the hypothesis is accepted in the competence of knowledge, attitudes and skills. The conclusion of the study is that the LC 5E learning model has a positive effect on students' learning competencies in ecological material at SMAN 5 Solok Selatan.
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Pechlaner, Harald, and Monika Bachinger. "Regional Core Competencies as a Basis for Entrepreneurship?" International Journal of Entrepreneurship and Innovation 15, no. 1 (2014): 41–50. http://dx.doi.org/10.5367/ijei.2014.0139.
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Regions feature specific network structures, identities and knowledge. These characteristics resemble social capital, which is recognized as contributing to entrepreneurship and innovation. This study examines whether entrepreneurial advantages, which are generated by social capital in a regional context, exist in a sustainable perspective. According to the competence-based view, sustainable competitive advantages are based on core competencies, which are valuable, rare and transferable to several markets. Therefore, this study examines social capital as a regional core competency and transfers the competence-based view to a regional context. This is achieved on the basis of the Hallertau region, a hop-planting area in Germany. The paper analyses whether network structure, knowledge and identity, as building blocks of social capital, display core competence quality. As such, this study contributes to the discussion on whether an enterprise's regional embeddedness matters with respect to its sustainable competitiveness.
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Karam, Muayyad Ahmed. "COMPETENT APPROACH AS A FACTOR OF PROFESSIONAL DEVELOPMENT OF STUDENTS OF ARTISTIC SPECIALTIES." Educological discourse, no. 3-4 (2019): 92–99. http://dx.doi.org/10.28925/2312-5829.2019.3-4.9299.
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The study deals with the conceptual approaches to the process of formation of competences of students of artistic specialties. The main goal of the educational process for students of artistic specialties, which consists in the comprehensive development and arming of essentially important competencies, theoretical knowledge and practical skills, the ability to think creatively, to improve practically their own individual abilities is determined. The ideology of artistic education is characterized in terms of a competent approach. The essence of the concepts of «competence», «aesthetic competence», «aesthetic competence of students of artistic specialties» are revealed. The author's definition of the concept of aesthetic competence of students of artistic specialties, which is considered as an integral personality education, characterized by the ability of an individual to perceive, appreciate and realize beautiful is presented. The components of aesthetic competence of students of artistic specialties (aesthetic perception, aesthetic feelings, aesthetic needs, aesthetic tastes, aesthetic ideals) are determined. The features of a competent approach in the context of artistic education are outlined. The description of the main artistic and graphic competences of students of artistic specialties is given, as: integral, special, methodical, design and aesthetic. The list of qualities that a future specialist in the area of artistic education should possess (initiative, commonwealth, learning ability, reaction flexibility and thinking) are presented. The importance of improving the competences already acquired in previous years (subject, social, general cultural, legal, IT competencies, health-saving, competence of self-development, etc.) are emphasized.
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Efremova, Nadezhda. "Problems of competence-based learning in a digital environment." E3S Web of Conferences 273 (2021): 12082. http://dx.doi.org/10.1051/e3sconf/202127312082.
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In the system of higher education the main results of mastering the basic educational programs are the competences of students and graduates. However, in the pedagogical environment, despite the widespread use of the term, there is still no deep understanding of the features of such results and ways to achieve them. Therefore, there is often no clear distinction between cognitive outcomes (knowledge, skills, and abilities) and competence outcomes. There are difficulties in taking into account both conditions and principles of competence formation and specifics of control and assessment process organization to reliably identify the levels of students’ competence formation. The article gives a brief overview of the existing concepts of competences, their specificity, conditions of their formation and assessment. It is shown that competences reflect students’ abilities to act productively in a problem situation, using knowledge, abilities, and skills to achieve the target result. The intensive development of digital technologies creates additional opportunities and problems not only for distance learning, but also for creating new conditions for assessing learning achievements, including competences, in the virtual environment of digital space. The importance of developing a methodology for competency-based learning, including the use of digital capabilities, is emphasized. It is noted that, despite the many important and necessary tools of the digital space, there are also negative aspects of their use, which should be taken into account in the construction of educational content.
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Askarova, S., K. Tursynbayeva, and A. Chakibayeva. "COMPETENCE-BASED APPROACH IN THE FORMATION OF INTERCULTURAL-COMMUNICATIVE COMPETENCE IN FOREIGN LANGUAGE TEACHING." BULLETIN Series of Philological Sciences 72, no. 2 (2020): 608–13. http://dx.doi.org/10.51889/2020-2.1728-7804.98.
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The main aim of learning a foreign language is the development of students foreign language communicative competence which will allow them to integrate as much as possible into the international professional community. This is an important condition for the social adaptation of students to modern life. In the context of the transition from a knowledge-based approach to teaching to a competency-based approach, a change in value orientations, the teacher needs new methods and technologies that allow the teacher to identify the student’s knowledge, update it, add what is missing, structure the training material, and teach not only to remember and reproduce, but put them into practice. Methods that organize learning through desire, stimulate students' learning and natural curiosity, motivate interest in the independent acquisition of knowledge. The article deals with the role and importance of applying a new "competence-based approach" in the formation and developing students’ intercultural and communicative competence in teaching foreign language. The authors give explanations to such concepts as "competence" and "competency", as well as "competence approach".
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From, Jorgen. "Pedagogical Digital Competence—Between Values, Knowledge and Skills." Higher Education Studies 7, no. 2 (2017): 43. http://dx.doi.org/10.5539/hes.v7n2p43.
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The fact that the education provided by universities and university colleges is becoming ever more digitalized has resulted in new challenges for university teachers in providing high-quality teaching and adapting to the needs of changing student populations. Digitalization has increasingly introduced a new dimension in teachers’ pedagogical skills and competences which we have chosen to call Pedagogical Digital Competence (PDC). The purpose of this paper is to discuss and define this new dimension, based on literature and concepts from neighboring areas. As our purpose is to define a concept, the discussion is of a theoretical nature and does not include a comprehensive literature survey. The discussion results in the following definition of PDC: “Pedagogical Digital Competence refers to the ability to consistently apply the attitudes, knowledge and skills required to plan and conduct, and to evaluate and revise on an ongoing basis, ICT-supported teaching, based on theory, current research and proven experience with a view to supporting students’ learning in the best possible way”. Pedagogical Digital Competence thus relates to knowledge, skills and attitudes, and to technology, learning theory, subject, context and learning, and the relationships between these. PDC is thus a competence that is likely to develop the more experienced a teacher becomes.
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Pluciński, Mateusz, Przemysław Czajkowski, Krystian Golik, and Monika Kwiatkowska. "INFLUENCE OF MANAGERS COMPETENCIES ON THE INTERNATIONAL DEVELOPMENT OF POLISH IT COMPANIES." Zeszyty Naukowe Wyższej Szkoły Humanitas Zarządzanie 19, no. 4 (2018): 177–91. http://dx.doi.org/10.5604/01.3001.0013.1654.
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Undertaking the issues presented in the article indicates the importance of knowledge and leadership in management. The review of managerial competencies, including the comparison of the level of knowledge, skills and experience of managers, is the basis for competition mainly in the aspect of human resources through the management of their intellectual potential. The aim of this article is to draw attention to the importance of the competence of managers responsible for market building and development of IT enterprises. The authors presented the definition of competences, motivation of managers and the role of the sought competences in the international development of the organization. The research presented in the article shows which competences are most valued among managers responsible for the development of IT companies. They also show the plans and willingness of small and medium-sized Polish technology companies to further expand their activities on foreign markets. In this context, the concept of managers‘ competence and their motivation becomes crucial to international develop the polish companies.
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Tekesbayeva, G., and А. Tekesbayeva. "COMMUNICATIVE COMPETENCE AND ITS COMPONENTS." BULLETIN Series of Philological Sciences 74, no. 4 (2020): 191–95. http://dx.doi.org/10.51889/2020-4.1728-7804.39.
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The article States that competencies are the result of knowledge expressed as a student's activity, including such concepts as” knowledge“,” skills“,” skills “and”experience". Competence is the final result, characterized by the fact that the student uses the knowledge, skills, and skills in practice, in solving any practical or theoretical problems in everyday life. The conclusions of Russian and foreign scientists on communicative competence are also analyzed. As many definitions of communicative competence are available in pedagogical and psychological works, so many views about the components of communicative competence. The article raises the question of the components of communicative competence and concludes that communicative competence is a system that combines linguistic, sociological, psycholinguistic, linguoculturological, cognitive, and paralinguistic aspects.
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Yakymchuk, Oksana. "PHILOSOPHY OF THE UNITY OF KNOWLEDGE, COMPETENCIES, AND VALUES OF THE NEW UKRAINIAN SCHOOL." Educational Discourse: collection of scientific papers, no. 29(12) (January 22, 2021): 36–46. http://dx.doi.org/10.33930/ed.2019.5007.29(12)-4.
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The formation of a powerful, active, and dynamic axiological foundation of personality is one of the essential tasks of the competency approach because even a high level of knowledge and skills acquired in the process of learning and education cannot ensure the integrity and progressively oriented unity of personal and professional competencies for future successful life, socio-cultural and professional self-realization. Given this, within the competence paradigm of education, qualitatively new content is the unity of learning and education. If before a significant amount of theoretical knowledge, detached from real life, had a shallow educational potential, now any pedagogical action, even focused on the cognitive assimilation of basic scientific knowledge, will have a worldview. An essential characteristic of the competency approach in education is that it can ensure each student’s unique structure the unity of knowledge, competencies, and values.
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Semenova, Natalia Nicolaevna. "Features of a competency approach to the university education content implementation." Samara Journal of Science 5, no. 4 (2016): 224–28. http://dx.doi.org/10.17816/snv20164316.
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The following paper deals with the reasons for the reorganization of the educational system, as well as the reasons for updating the content of education and technology. The author describes the goals of modern education, the problems of future teacher training, the problems of the Russian education system modernization, requirements for graduates of higher education institutions, the reasons of the transition from the knowledge and skills to competences, the content of the competence concept with respect to educational activities, the problems of professional competence development at graduates whose major is Teacher Education, the process of future teacher professional competence development. The author states that the competence approach implementation will affect the quality of education. The paper also deals with the problem of raising the level of future teacher professional competence. Crucial competencies are described. The paper contains the definition of professional competence, focusing on the professional competence of the teacher, the definition of value-semantic competence, general cultural competence, educational and cognitive competence, informational competence, communicative competence. The article analyzes the problems of competence-based approach implementation in the educational system, as well as the necessity of educational activities content change in higher education institutions.
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Smestad, Bjørn, Monica Johannesen, and Hanne Christensen. "Editorial: Perspectives on teachers’ transdisciplinary professional competence." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 3-4 (2020): 1–8. http://dx.doi.org/10.7577/njcie.4009.
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What are the prevalent understandings of the concept of teachers’ professional competence? What knowledge forms and learning arenas are significant in developing teacher competences for the 21st century? In what ways can transdisciplinary goals of teacher education (such as diversity, research and development (R&D) and digital competence) contribute in forming teachers’ professional competence? This special issue’s contributions address a variety of perspectives on core concepts for understanding the complexity of teachers’ professional competence. They define, question and criticize the prevalent epistemological and ontological understandings within teacher qualification. They include theoretical and empirical papers addressing a variety of perspectives on teacher qualification and teachers’ professional competence, with a particular focus on the role of modes of knowledge, learning arenas and multidisciplinarity as contributors to transdisciplinary goals in teacher qualification. In addition, contributions illustrate dimensions of teachers’ professional competences such as teachers’ diversity competence, teachers’ R&D competence and teachers’ digital competence.
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Kantanen, Kati, Marja Kaunonen, Mika Helminen, and Tarja Suominen. "Leadership and management competencies of head nurses and directors of nursing in Finnish social and health care." Journal of Research in Nursing 22, no. 3 (2017): 228–44. http://dx.doi.org/10.1177/1744987117702692.
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This paper describes the leadership and management competencies of head nurses and directors of nursing in social and health care. In the nursing profession, studies have tended to describe the role of the nurse manager, or to provide lists of competencies, talents and traits which can be found in successful managers. However, nursing managers’ leadership and management competencies lack any depth of research knowledge. Data were gathered by electronic questionnaire. Respondents ( n = 1025) were head nurses and directors of nursing. The data were statistically analysed. Both groups evaluated their leadership and management competencies to be quite good and their general competence to be better than their special competence. Overall, directors of nursing rated their general competence and special competence better than head nurses. However, the head nurses had a stronger expertise in general competence areas, professional competence and credibility, and also in the special competence areas of substance knowledge than the directors of nursing. While the overall leadership and management competencies were good for both groups, each has identified areas which can be further developed.
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Różewski, Przemysław, and Jarosław Jankowski. "Model of Multilayer Knowledge Diffusion for Competence Development in an Organization." Mathematical Problems in Engineering 2015 (2015): 1–20. http://dx.doi.org/10.1155/2015/529256.
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Growing role of intellectual capital within organizations is affecting new strategies related to knowledge management and competence development. Among different aspects related to this field, knowledge diffusion has become one of the interesting areas from both practitioner and researcher’s perspectives. Several models were proposed with main goal of simulating diffusion and explaining the nature of these processes. Existing models are focused on knowledge diffusion and they assume diffusion within a single layer using knowledge representation. From the organizational perspective connecting several types of knowledge and modelling changes of competence can bring additional value. In this paper we extended existing approaches by using multilayer diffusion model and focused on analysis of competence development process. The proposed model describes competence development process in a new way through horizontal and vertical knowledge diffusion in multilayer network. In the network, agents collaborate and interchange various kinds of knowledge through different layers and these mutual activities affect the competencies in a positive or negative way. Taking into consideration worker’s cognitive and social abilities and the previous level of competence the new competence level can be estimated. The model is developed to support competence management in different organizations.
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Lakshminarayanan, Sethumadhavan, Yogesh P. Pai, and Badrinarayan Srirangam Ramaprasad. "Competency need assessment: a gap analytic approach." Industrial and Commercial Training 48, no. 8 (2016): 423–30. http://dx.doi.org/10.1108/ict-04-2016-0025.
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Purpose The purpose of this paper is to adopt a gap analytic approach to identify competency needs and further estimate the strength of such managerial competencies in predicting job performance. Design/methodology/approach A structured questionnaire was administered on 106 managers from 18 pharmaceutical companies in Maharashtra, India to capture their self-perceptions on importance of competencies, current expertise levels and job performance. Further, relative competence metric, t-test and multiple regression analysis was employed for data analysis. Findings Results indicate incongruence in perceptions of managers for current expertise and importance across four managerial competencies, i.e., analytic skills, self-management, relationship management and goal and action management. Further, gap analysis and relative competence metric reveals negative gaps among managers for competency dimensions pertaining to quantitative ability, adaptability, influence co-workers, change management skills and planning and task execution. Furthermore, self-management competencies are found to wield maximum influence on the self-perceptions of job performance followed closely by relationship management and analytic skills. Originality/value To the best knowledge of the authors, no study exists from pharmaceutical sector in India on managerial competencies and its impact on job performance. Also, authors have not come across any study in India that captures the competency needs through gap analysis and relative competence metric. This study attempts to fill both the aforementioned gaps in literature.
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Ahrenkiel, Annegrethe, Camilla Schmidt, Birger Steen Nielsen, Finn Sommer, and Niels Warring. "Unnoticed Professional Competence in Day Care Work." Nordic Journal of Working Life Studies 3, no. 2 (2013): 79. http://dx.doi.org/10.19154/njwls.v3i2.2551.
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This article presents a double perspective on social educators’ professional competence: It discusses how everyday life in day care centres (preschools) is dependent on professional competences that can be conceived as “unnoticed.” These aspects of professional competence are embedded in routines, experiences and embodied forms of knowledge. However, it may be discussed whether these competences are under pressure from increased demands for documentation, standardization and evaluation of children’s learning outcomes. The article will briefly outline this development in the day care sector, followed by a discussion of unnoticed professional competence and the related notion of gestural knowledge. The double perspective on social educators’ professional competences will be illuminated by empirical examples from a research project involving social educators from two day care centres in Denmark.
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Budrienė, Liucija, Milda Kvekšienė, and Audronė Meškelienė. "Challenges and trends of recognition of accountants’ competences." Buhalterinės apskaitos teorija ir praktika, no. 16 (July 5, 2019): 149–59. http://dx.doi.org/10.15388/batp.2014.no16.14.
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Accountants’ competences are differently defined by employers, representatives of professional organizations and accountants themselves. The aim of the research is to study the accountant's competences and their recognition after they have been gained during non-formal and informal learning. The article deals with the concept of competence. It was found out from the studies of theoretical sources that knowledge comprises the basis of competence and skills, as the most important criteria of the employee’s professionalism, come with experience. Competence as a tested skill is a necessary condition of competency, though. Personal skills are being developed and perfected following competences defined in profession standards according to labour market needs. Changes lead to urge of accounting professionals to acquire new competences and formalize them. There was carried out empirical study on accountant's professional competences. In order to carry out empirical study there was selected an employers’ questionnaire based on a method of a structured questionnaire, there also was performed an analysis of job advertisements. When the results of study were summarized, six accountant‘s professional competences were framed. They were related with subjects of KSC Accounting study program and results of the studies in order to determine what subjects of the candidates could be accepted, after their competences, acquired during non-formal and informal learning, had been recognized. Recognition of competences, acquired in the non-formal way of learning, leads a person to professional growth and allows to pursue a professional career, promotes self-knowledge, offers opportunities to gain formal qualifications at lower costs.
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Permatasari, Dian Novika, Rahmadhani Fitri, Ganda Hijrah Selaras, and Syamsurizal Syamsurizal. "COMPARISON OF GIVING MIND MAP AS A RECITATION AND GIVING QUESTION THAT START TALKING STICK LEARNING COOPERATIVE MODEL TO BIOLOGY COMPETENCIES." Jurnal Atrium Pendidikan Biologi 6, no. 2 (2021): 142. http://dx.doi.org/10.24036/apb.v6i2.7030.
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The problem at SMPN 3 Padang Panjang is the low level of student learning competencies including knowledge, attitudes, and skills. Efforts that can be done are applying giving recitation in the form of mind mapping with giving questions that start cooperative learning model talking stick to student biology learning competencies. This type of research is a experimental research design, namely the The Statis Group Comparison Design. The population in the study of all students of class VII SMPN 3 Padang Panjang who were enrolled in the 2018/2019 Academic Year grouped in 7 classes. Sampling used purposive sampling technique. Based on the results of the study using the t-test on the competency of students' knowledge the value of tcount was 1,69>1.67 ttable, and the competency skill of the experimental class 1 is 80% with very good categories while the experimental class II are 76 % with good categories. In the attitude competence of the experimental class 1 is 85% are good categories while the experimental class II are 81% with sufficient categories. This shows that the hypothesis is accepted in the competence of knowledge, attitudes and skills. The conclusion of the study ,there is a difference in giving recitation in the form of mind mapping with the provision of questions that initiate cooperative learning the talking stick model to biology learning competencies in the realm of knowledge, attitudes and skills in class VII of SMPN 3 Padang Panjang.
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Dyka, Natalia, and Oleksandra Glazova. "A new paradigm of postgraduate pedagogical education: realization of the competent approach." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 14–20. http://dx.doi.org/10.28925/1609-8595.2018.3-4.1420.
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The article describes the content characteristics of the basic concepts of research. The principal differences between competence and knowledge approaches in the educational process are revealed and a comparative characteristic is designed. The competence approach differs significantly from the knowledge of all the characteristics of the organization of the educational process: the main and fundamental difference is the focus on the result of schooling, and the result is not the amount of information learned, but the ability of a person to successfully act in different situations. Modelling the lessons that systematic and purposeful formation of subject and key competencies in students requires a different, substantially changed typology of Ukrainian language lessons. The technology of modelling of knowledge oriented Ukrainian language lessons is requested. The structure and models of modelling of competence-oriented tasks are presented. Situational tasks are an intermediate stage between the students' acquisition of theoretical knowledge and the formation of skills and abilities of the practical use of such knowledge in everyday life situations. The main task of such tasks – the formation of skills to navigate in the imaginary or conditional communication, to match the objectives and conditions of communication language means. In addition, the execution of such cases promotes the formation of not only communicative skills of students, but also the skills of the culture of communication, the adoption of rules of etiquette. Competently oriented tasks are distinguished primarily by the fact that they provide for the search activity of students, the implementation of methods of independent, pair, group research activities, the creation of conditions for the formation of objective and key competencies. Teachers are provided with counselling, teacher training, scientific and methodological clusters, trainings, seminars, webinars, etc. on the typology of competency-oriented lessons, simulation of lessons and structuring of competency-oriented tasks at teacher training courses.
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Теловата, Марія. "THEORETICAL PRINCIPLES OF FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE SPECIALISTS OF THE ECONOMIC BRANCH IN INSTITUTIONS OF HIGHER EDUCATION." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 11–15. http://dx.doi.org/10.32835/2223-5752.2019.18.11-15.
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The necessity of studying the processes of formation and development of professional competenceof future specialists of the economic branch in higher educational institutions (hereinafter: HEI) (in the conditions of education reforming in Ukraine and its approximation to the common European standards) is substantiated. The emphasis is placed on the fact that in today's conditions of development of Ukrainian society in the process of raising the level of professional training of future specialists of the economic branch, attention is paid to intellectual, moral, cultural development, creative self-realization of future specialists (economists, accountants, financiers, bankers), as well as formation and improvement of their professional competence. On the basis of the analysis of scientific works of well-known researchers in the field of philosophy, sociology, psychology, pedagogy, it is found that the concept of "professional competence" mainly means: the general culture of the specialist; the ability to think and act professionally; the degree of development of individual and professional qualities; a set of functions, rights and responsibilities of the specialist; readiness for professional activity.The content of the concepts of "competency", "competence" and "professional competence" is specified.Their essential characteristics are defined, namely: "competency" is the general ability and capability of thefuture specialist of the economic branch, based on his skills and knowledge to realize himself in professionalactivity; "competence" is a complex personality trait (of the future specialist of the economic branch), whichincludes the results of knowledge, skills and abilities, and the capability to perform a professional role ...
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Isman, Raden Panji Mochamad Ageng, Indu Purnahayu, and Renea Shinta Aminda. "Analisis Pengaruh Disiplin, Kepribadian dan Pelatihan Terhadap Kompetensi (Studi Pada Peserta Pelatihan Di Balai Latihan Kerja Kota Bogor)." Jurnal Manajemen 11, no. 2 (2020): 162. http://dx.doi.org/10.32832/jm-uika.v11i2.3242.
Full textAbstract:
<div><table cellspacing="0" cellpadding="0" align="left"><tbody><tr><td align="left" valign="top"><p>The problem that is used as the object of research is the knowledge competency of the trainees is very low. The attitude competency of the trainees is very low. The skills competency of the trainees is very low. This study aims to: 1) Know the effect of discipline on competence, 2) Know the influence of personality on competence, 3) Know the effect of training on competence, 4) Know the effect of discipline and personality together on competence, 5) Know the effect of discipline and training jointly on competence, 6) Knowing the influence of personality and training together on competence, and 7) Knowing the effect of discipline, personality, and training together on competence. The data collection technique was using a questionnaire given to the participants of the training as 125 respondents. The hypothesis used is simple regression analysis and multiple regression analysis. The results showed that: 1) There was a positive and significant effect of discipline on competence, 2) There was a positive and significant influence on personality on competence, 3) There was a positive and significant effect of training on competence, 4) There was a positive influence and significant discipline and personality together towards competence. 5) There is a positive and significant effect of discipline and joint training on competence, 6) There is a positive and significant influence on personality and training together on competence, and 7) There is a positive and significant influence on discipline, personality, and joint training of competencies.</p></td></tr></tbody></table></div>