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Relevant bibliographies by topics / Perceived competencies

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Academic literature on the topic 'Perceived competencies'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Perceived competencies"

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Karacsony, Peter, and Tamás Bokor. "Importance of Competences in Communication, as Perceived by Business Leaders." Periodica Polytechnica Social and Management Sciences 29, no. 2 (August 13, 2021): 115–24. http://dx.doi.org/10.3311/ppso.15796.

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From the perspective of a hierarchically ordered company, the expectations of company leaders concerning their employees' necessary competencies play a greater role than vice versa. This paper light on the expectations of leaders and sub-leaders of micro-, small and medium-sized enterprises concerning the competencies of employees in neighbouring parts of Hungary and Slovakia.The authors' collected 28 scientific papers on the issue of communication competencies in order to map out 21 "common denominators" derived from the combined competence lists. A survey was conducted with 222 respondents to measure the subjective importance assigned to these traits and to observe the respondents' attitudes towards the effectiveness of communication training programmes they had participated in. On the Hungarian side, speech competence proved to be the most crucial competence for business leaders, followed by attention/reflection and interpersonal communication skills. In Slovakia, persuasion was reported to be the most crucial trait, the second most important is the application of confirmation and feedback, and the third is speech competence. In terms of the participants' past communication training experiences, the competences of group communication, assertiveness and leadership skills were reported to have been the main areas of focus. The findings indicate that overall satisfaction with communication training programmes depends on neither the amount of participants' leadership experience nor the companies' field(s) of activity, nor the nationality (i.e. the venue) of the companies. The overall satisfaction rate is 2.53 on a four-grade scale among those who ever attended communication training programmes.

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Moeketsane, Maribaneng, Loyiso Jita, and Thuthukile Jita. "Correlates of South African subject leaders’ perspectives and their perceived competence on instructional leadership." South African Journal of Education 41, no. 1 (February 28, 2021): 1–10. http://dx.doi.org/10.15700/saje.v41n1a1811.

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Too often, instructional leadership is perceived as an area of competence for principals with less focus on teachers, especially those with subject leadership responsibilities. In the study reported on here we investigated the perspectives of subject leaders and their perceived competence in instructional leadership as a basis for its correlation. Two hundred and five subject leaders from a purposive sample of 100 primary schools across 5 education districts of the Free State province in South Africa were surveyed on their knowledge, beliefs and perceptions of instructional leadership, in relation to their perceived competence. Data were analysed using descriptive statistics, correlation coefficients and regression. The results show that beliefs about instructional leadership tend to correlate negatively with perceived competencies and make no impact on such competencies. On the other hand, knowledge and perceptions showed significant correlation and are thus considered to be the better predictors of subject leaders’ perceived competencies on instructional leadership. Further examination using regression analysis shows that perceptions may have a high impact on perceived competence. Consequently, we recommend interventions to deliberately target subject leaders’ perceptions of instructional leadership to promote a more distributed practice of subject leadership in schools.

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Glockshuber, Erika. "Counsellors' self-perceived multicultural competencies model." European Journal of Psychotherapy & Counselling 7, no. 4 (December 2005): 291–308. http://dx.doi.org/10.1080/13642530500367894.

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PARK, Yong-Ho. "Career Competencies and Perceived Work Performance." Journal of Asian Finance, Economics and Business 7, no. 6 (June 30, 2020): 317–26. http://dx.doi.org/10.13106/jafeb.2020.vol7.no6.317.

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Esposito, Giovanna, Maria Francesca Freda, and Valentina Bosco. "Examining perception of competency through practicum competencies outline." European Journal of Training and Development 39, no. 8 (September 1, 2015): 700–720. http://dx.doi.org/10.1108/ejtd-05-2015-0037.

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Purpose – This study aims to examine the self-perceived competencies of 231 Italian students enrolled in a psychological degree program and involved in a practicum. It analyzes the subjective perception of the competences that students expect to develop, acknowledge as developed and that might be inferred from tasks performed during the practicum; the level of expertise (novice, intermediate or advanced) of these competences; and the relation between the practicum facility and the competences. Design/methodology/approach – This study administered an ad hoc survey comprising open-ended questions and used the Practicum Competencies Outline (Hatcher and Lassiter, 2007) as a framework for the content analysis. Findings – The results revealed poor perception of some competency domains, such as Diversity: Individual and Cultural Differences; Development of Leadership; Application of Research and Ethics; and a frequent acknowledgment of Psychological Assessment and Professional Development. Before the practicum, the students expected to develop competence mainly at a novice level of expertise; after the practicum, the intermediate level of competences acknowledged as developed and inferred from performed tasks increased. Research limitations/implications – The findings have implications for research on competence-based training, such as the necessity of self-assessment training evaluation. Practical implications – Undergraduate psychology students must reflect on the value of psychological competences during their formative training to re-orient their learning process and build a competent professional role. Moreover, psychological facilities and university must share common objectives in training undergraduate students. Originality/value – This study is the first attempt to analyze Italian college students’ subjective perceptions of psychological competencies expected or developed during practicum .

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Dikic, Milica, Dejan Nikolic, Jovana Todorovic, Zorica Terzic-Supic, Milena Kostadinovic, Uros Babic, Marijana Gacevic, and Milena Santric-Milicevic. "Alignment of Perceived Competencies and Perceived Job Tasks among Primary Care Managers." Healthcare 8, no. 1 (December 27, 2019): 9. http://dx.doi.org/10.3390/healthcare8010009.

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In this study we aimed to explore how managers in primary health care (PHC) organizations assess their managerial knowledge and skills, as well as the importance of these competencies for their job, and to identify whether there is an alignment between these two perceptions; therefore, whether there is a need for management competency improvement. With this study, we tried to address a high demand for information about health managers, especially in health systems in low- and middle-income countries. In a sample of 58 primary health care centers (n = 106 managers) in Serbia, we used a basic managerial competency matrix consisting of the following six competencies—communication, team-building, planning and priority-setting, performance assessment, problem-solving, and leading. Managerial perception of the importance of their job tasks differs by educational level and managerial position. The best alignment between the importance of knowledge and skills was for communication and leading. The study pointed out that managers were aware of the necessity to improve their level of managerial competencies, particularly in the domains of planning and priority-setting, performance assessment, and problem solving. The study highlights the need for formal managerial education for managers in PHC settings and commitment to continuously evaluate and improve management competencies in order to better manage PHC.

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Schmitz, Gerd. "Moderators of Perceived Effort in Adolescent Rowers During a Graded Exercise Test." International Journal of Environmental Research and Public Health 17, no. 21 (November 2, 2020): 8063. http://dx.doi.org/10.3390/ijerph17218063.

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Physical activity promotes mental health. A key factor is self-regulation. In the field of sports, self-regulation is related to the psychophysiological competence of rating of perceived effort (RPE). It was reported that adolescents have lower RPE competencies than adults, and it was hypothesized that this effect depends on physiological and cognitive development. The present study investigated in a sample of adolescents whether the RPE is related to basic cognitive competencies. Twelve rowers performed cognitive tests and a graded exercise test on a rowing ergometer, in which they continuously rated their perceived effort. Objective load measures and subjective perceptions were highly correlated (rho = 0.95–0.99). Furthermore, these correlations were inter-individually moderated by measures of mental speed and spontaneous flexibility. The results confirm the significance of basal cognitive competencies for conscious load perception. It is discussed whether regular sport has beneficial effects on the development of RPE competencies by enhancing cognitive regulation.

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Le Borgne, Carine, and E. Kay M. Tisdall. "Children’s Participation: Questioning Competence and Competencies?" Social Inclusion 5, no. 3 (September 26, 2017): 122–30. http://dx.doi.org/10.17645/si.v5i3.986.

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While Article 12 of the Convention on the Rights of the Child has encouraged children’s participation in collective decision-making, the literature is replete with the challenges as well as successes of such participation. One challenge is adults’ perceptions of children’s competence and competencies. These are frequently used as threshold criteria, so that children viewed as incompetent or lacking competencies are not allowed or supported to participate. Despite this casual elision between children’s participation and their (perceived) competence and competencies, the latter are rarely explicitly defined, theorised or evidenced. This article draws on research undertaken in Tamil Nadu (South India) and Scotland (UK), with two non-governmental organisations supporting children’s participation in their communities. The article examines how staff members can validate and enhance children’s competence and competencies, by scaffolding children to influence decision-making and recognising and adding to children’s knowledge. These empirical findings suggest the need for increased scrutiny of the concepts of competence and competencies, recognising their disempowering potential. The findings argue that competence is situationally and socially constructed rather than a set and individual characteristic.

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Dimmock, Kay, Helen Breen, and Maree Walo. "Management Competencies: An Australian Assessment of Tourism and Hospitality Students." Journal of Management & Organization 9, no. 1 (January 2003): 12–26. http://dx.doi.org/10.1017/s1833367200004892.

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ABSTRACTManagement education has the responsibility to provide industry with graduates equipped with relevant management competencies (Christou 2002). This paper agrees with this view and reports on the first and second stages of a longitudinal study that explores tourism and hospitality students' perceptions of their competency development in the first and final year of the Bachelor of Business in Tourism program. A self-assessment instrument that measures perceived competence in management competencies and roles within the Competing Values Framework (CVF) (Quinn, Thompson, Faerman & McGrath 1996) was used. Results from this investigation indicate that since the outset of their tertiary studies, students perceive they have begun to develop a majority of the competencies and roles tested. Students' perception of improving skills and competencies in these roles indicates they are taking steps towards mastery of management (Quinn et al. 1996), and thereby acquiring competence in areas important to their careers in industry. The outcomes of this research contribute to development of appropriate educational experiences, which in turn assist competency development that enhances student career opportunities and experiences.

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Dimmock, Kay, Helen Breen, and Maree Walo. "Management Competencies: An Australian Assessment of Tourism and Hospitality Students." Journal of the Australian and New Zealand Academy of Management 9, no. 1 (January 2003): 12–26. http://dx.doi.org/10.5172/jmo.2003.9.1.12.

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ABSTRACTManagement education has the responsibility to provide industry with graduates equipped with relevant management competencies (Christou 2002). This paper agrees with this view and reports on the first and second stages of a longitudinal study that explores tourism and hospitality students' perceptions of their competency development in the first and final year of the Bachelor of Business in Tourism program. A self-assessment instrument that measures perceived competence in management competencies and roles within the Competing Values Framework (CVF) (Quinn, Thompson, Faerman & McGrath 1996) was used. Results from this investigation indicate that since the outset of their tertiary studies, students perceive they have begun to develop a majority of the competencies and roles tested. Students' perception of improving skills and competencies in these roles indicates they are taking steps towards mastery of management (Quinn et al. 1996), and thereby acquiring competence in areas important to their careers in industry. The outcomes of this research contribute to development of appropriate educational experiences, which in turn assist competency development that enhances student career opportunities and experiences.

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Dissertations / Theses on the topic "Perceived competencies"

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Asempapa, Bridget. "Exploring Counseling Students’ Perceived Competencies about Integrated Care." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1490828580486265.

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Deffenbaugh, Anne M. "Self-Perceived Grief Counseling Competencies of Licensed Professional Counselors." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1204045296.

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Schneider, Jennifer Smith. "Self-Perceived Competence of New Student Affairs Professionals." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5392.

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This study was designed to determine the extent to which new student affairs professionals feel competent for the work and to identify the experiences that foster such competence in them. The study also revealed discrepancies in the perceived levels and sources of competence between professionals who have completed either one or three years of full-time employment in student affairs. While some quantitative studies have addressed competence in student affairs professionals, the literature lacks in-depth information regarding the acquisition of competence of new professionals. This basic qualitative study offers rich information about competence development from the professionals themselves. Participants graduated from five master's-level student affairs preparation programs housed at large public institutions in Florida. They generally felt competent at the mid-range (intermediate) in the ten areas published by the American College Personnel Administrators - College Student Educators International (ACPA) and the National Association of Student Personnel Administrators - Student Affairs Administrators in Higher Education (NASPA). Primary sources of competence were full-time experience in student affairs, graduate preparation programs, and professional development. Those who obtained their degrees more recently reported higher levels of competence than those who have been in the field longer. Other interesting themes relating to competence development emerged, as well.

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Robinett, Susan Kirby. "Perceived Professional Development Needs of Business Education Teachers in West Virginia." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/37912.

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This study identified the perceived professional development needs of secondary business educators in West Virginia related to professional and business education content competency areas. A population of 408 secondary business educators was randomly assigned to two groups to evaluate their perceived professional development needs. A total of 104 (51.40% of 202) respondents reported their perceived need for professional development for professional competencies based on Policy 5310: Performance Evaluation of School Personnel of the West Virginia Department of Education. Also, a total of 89 (43.0% of 206) respondents indicated their perceived need for professional development for business education content competencies based on the NBEA's National Standards for Business Education. Data analyzed using frequency analyses revealed that the highest rated perceived professional development needs related to professional competencies were found in the areas of Programs of Study, Classroom Climate, and Instructional Management Systems. It was further determined that the highest rated perceived professional development needs related to business education content competencies were found in the areas of Information Systems, Career Development, and International Business. The one-way ANOVA analyses did not find differences among teachers' perceived professional development needs based on years of teaching experience or educational level for professional competencies or for business education content with the exception of the competency areas of Accounting and Business Law. In both of these areas, the post-hoc statistical analysis revealed differences among the educational levels of teachers, with respondents who had an Ed.S degree reporting a higher level of need than those with bachelor's or master's degrees. Overall, teachers perceived a higher need for professional development activities in the business education content areas than in the professional competencies. Findings of the study indicate that professional development activities should be relevant to teachers' needs. This study found specifically that business education teachers were most interested in technology-driven subject matter, technology integration into classroom learning, and general economic awareness and career awareness of international and technological occupations. In addition, all areas of methodology, professional competencies and content area competencies, should integrated into professional development activities to prepare teachers to effectively disseminate the content to ensure student learning.
Ph. D.

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Yeo, Amy Chu-May. "Integrated cultures, perceived managerial competencies and organisational performance : a Malaysian context." Thesis, University of Derby, 2006. http://hdl.handle.net/10545/283397.

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Understanding `culture' has become an essential mantra of organisational activities. Managers today are facing this challenge of how to bring about changes in the way they manage, leading to sustainability and growth of organisations. The magnitude of effectiveness relies greatly on managers' skills and competencies. Hence, this study takes on a new dimension of integrating a more complex contingency linkage of cultures and competencies of managers with corporate performance, in a Malaysian context. Little is known about the synthesis of using these two components from evidence of previous research. This gap is filled in this research by embarking on two phases of empirical study. A mixed methodology was employed to triangulate the two approaches (qualitative and quantitative). This method allows researcher to be more confident of their results, provides new ways of capturing a problem to balance with conventional data-collection methods as well as counter-balances strengths and weaknesses of one approach with another. The first phase using a case study method aimed to get a feel for the key issues before embarking on a survey, which is the second phase of the study. It involved two cases based on public listed companies in Malaysia using in-depth interview with managers. The interview results revealed characteristics of strong cultures, variations in Hofstede's four dimensional cultures and perceived managerial competencies required for managers. The second phase based on positivist approach using survey instrument to collect data from a sample of 276 managers. The survey was carried out to elicit data on the perception of managers gathered from ten public listed companies (five locally controlled and five multinationals) in relation to cultures and the competency level of managers. Results of the second phase indicate that cultures, using Hofstede's (1980,1990) classifications at both national and organisational perspectives, correlate significantly with managerial competencies and organisational performance. However, findings also revealed that companies having strong cultures as indicated by high consistency drawn from the perception of managers appear to have a profound impact on managerial competencies and were predictive of organisational performance. It is also interesting to note that the factorised components of key-value and hardwork; emotional involvement and build (ie. ability to build frameworks/models/forms on the basis of information) orientations; participative decision and interpersonal respect as well as work goals have significant influence over performance. Evidence from the case studies implied that these elements reflect culture strength of organisation and therefore, contribute to positive organisational performance. The congruent effect on organisational performance was more apparent between organisational culture and managerial competencies than cross-cultural construct. By establishing an empirical linkage between cultures, managerial competencies and performance, the research provides fresh support for human capital requirements in the Malaysian's public and private enterprises.

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Wiedmaier, Cheryl D. "Database competencies perceived as necessary for entry-level employment and employment advancement /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841192.

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Copes, Fred Larry Laymon Ronald L. "Competencies of the superintendency as perceived by senior principals and teacher organization presidents." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918608.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed September 29, 2005. Dissertation Committee: Ronald L. Laymon (chair), Robert L. Arnold, Ronald S. Halinski, Mary Ann Lynn, Ronald J. Yates. Includes bibliographical references (leaves 69-71) and abstract. Also available in print.

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Lu, Chifang. "Instructional technology competencies perceived as needed by vocational teachers in Ohio and Taiwan." Connect to resource, 2002. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243017525.

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Van, Hook Carol Ann. "The perceived affective work competencies of Virginia Home Economics Related Occupations chapter members." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/82609.

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The primary objective of this study was to examine the basis of the assumption that vocational student organizations (VSOs) are teaching devices for affective work competencies (AWC). It addressed as the major question: What is the relationship between participation in Home Economics Related Occupations (HERO) activities and HERO members' perceived AWC? The study also sought to determine if other selected variables (adviser effectiveness, age, work, work experience, occupational area, and sex) existed in explaining AWC. Equally important was the determination of variable combinations that best predicted AWC. Purposive, structural sampling provided 410 HERO members in 18 chapters selected from the five home economics supervisory areas of Virginia: Eleven chapter advisers were identified as more effective and seven were identified as less effective. Data were collected via two self-report instruments: The HERO Participation Inventory (developed by the researcher) and the Work Attitudes Inventory (Brauchle & Petty, 1983). The stepwise model of multiple linear regression analysis (MRA) and analysis of variance (ANOVA) were statistical procedures used to analyze the data. Major conclusions were the following: (1) A positive and significant relationship existed between HERO participation and AWC variable factors of Ambition, Self-Control, Enthusiasm, and Conscientiousness. (2) HERO participation was the best predictor of Ambition, Self-Control, and Enthusiasm, and the fourth best predictor of Conscientiousness. (3) Adviser effectiveness correlated positively and significantly with Ambition, Enthusiasm, and Conscientiousness, and was the second best predictor of Ambition and Enthusiasm.
Ed. D.

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Goodman, Jerry Lee. "Perceived music and music-teaching competencies of classroom teachers in the state of Ohio." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302725455.

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Books on the topic "Perceived competencies"

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Felsen, Irit V. The influences of age, intelligence, gender, and socio-economic status on perceived competencies of gifted and talented children. [Hamburg]: University of Hamburg, 1991.

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Krentz, Roger Franklin. A study of selected competencies of full-time school district media directors as perceived by three groups of educators. Ann Arbor, Mich: University Microfilms International, 1987.

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Davies, Emma. The influence of physical attractiveness and gender on perceived competence of sportscasters. St. Catharines, Ont: Brock University, Faculty of Applied Health Sciences, 2006.

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Irwin, Jennifer M. The effects of perceived self-competence and gender on the motivation of rock climbers. Sudbury, Ont: Laurentian University, Department of Psychology, 1998.

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Poppleton, Wendy L. The relationships between perceived competence, family sport history, physical attributes and performance time in female age-group swimming. [s.l: s.n.], 1988.

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Messner, Yvonne Joan. Athletic perceived competence of learning disabled pre-adolescent males and the learning of a motor skill with augmented feedback. Eugene: Microform Publications, College of Human Development and Performance, University of Oregon, 1987.

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Baljo, Wallace Louis. Self-perceived competencies for the roles of public school staff developer. 1991.

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Kulthongkham, Sukkarnya. Competencies of informational speaking as perceived by selected American and Thai speech professors. 1987.

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Hoefler, Mary Ann M. PERCEIVED COMPETENCIES OF ASSOCIATE DEGREE NURSING GRADUATES IN CARING FOR ELDERLY CLIENTS (NURSING EDUCATION). 1993.

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The importance of educational competencies in athletic training as perceived by selected certified athletic trainers. 1991.

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Book chapters on the topic "Perceived competencies"

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Romero-Hall, Enilda, Leonor Adams, Erika Petersen, and Adriana Vianna. "Educational Technologists in Latin America and the Caribbean: Perceived Importance of Competencies for Practice." In Learning, Design, and Technology, 1–26. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-17727-4_169-1.

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Fulmer, Sara M. "Perceived Competence." In Encyclopedia of Quality of Life and Well-Being Research, 4690–93. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2123.

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Huber, Frank, Frederik Meyer, Johannes Vogel, and Julia Zimmermann. "The Effect of Perceived Corporate Competencies on Onsumer Based Brand Equity: A Comparison between Domestic and Foreign Markets." In Cultural Perspectives in a Global Marketplace, 16–22. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18696-2_7.

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Planells-Artigot, Enrique, and Santiago Moll-Lopez. "Distant Partners: A Case Study of Global Virtual Teams Between Spain and South Korea." In European Higher Education Area: Challenges for a New Decade, 517–30. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_32.

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Abstract Global Virtual Teams (GVT) among higher education institutions stand as a powerful tool of extending internationalization techniques as well as improving collaborative learning and transversal competencies. This study stems from the belief that using these channels allows students to establish connections and strengthen their confidence in networking for professional purposes. Furthermore, it describes a collaborative project involving undergraduate students of 23 different nationalities in two different business schools located in Spain and South Korea (n = 109; 61 in Spain and 48 in South Korea). The courses in both universities had similar learning objectives focused on the development of written and oral communication skills in a business environment. Through a series of semi-monitored activities and questionnaires, the vast majority of students expressed a strong satisfaction with their own achievements during the course including teamwork, learning how to deal with cultural differences, improving communication skills and problem-solving strategies. This case study contributes to a broader understanding of virtual exchange activities in higher education in different cultural contexts in terms of the types of activities engaged, the perceived value and learning outcomes as well as shared challenges. This understanding will help define common strategies in the practice of virtual exchange and to achieve greater integration within university curricula. Virtual exchange activities contribute not only to the improvement of students’ language and digital skills but to other transversal competencies such as problem-solving and teamwork, which seem to be gaining importance in an increasingly complex and competitive world of global connections.

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Björnsson, Julius K. "Teaching Culturally Diverse Student Groups in the Nordic Countries—What Can the TALIS 2018 Data Tell Us?" In Equity, Equality and Diversity in the Nordic Model of Education, 75–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_4.

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AbstractAlmost all Nordic classrooms have some or a considerable number of students with a native language different from the language of instruction. Therefore, most Nordic teachers have to address the issues this setting imposes on them. The chapter is concerned with teachers’ attitudes and experiences of teaching in a multicultural setting—that is, variations in their perceived self-efficacy in multicultural classrooms. The TALIS study is used to explore these effects and relate teacher experiences with the issues of equity and diversity. Our analysis includes all five Nordic countries. A linear regression approach was used, taking into account the multi-stage sampling in TALIS. The results indicate that general self-efficacy in teaching and not specific multicultural knowledge or experience has the most significant influence on the experienced ability to handle a multicultural setting. This is a somewhat surprising, albeit reassuring, result, as it indicates that a good and trustworthy teacher education and functional general teacher competencies are the most essential ingredients in adequately handling a multicultural classroom.

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Imhof, Margarete. "Self-Perceived Listening Competence Scale (SPLCS)." In The Sourcebook of Listening Research, 560–65. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119102991.ch63.

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Dewaele, Jean-Marc. "Results: Self-perceived Competence in Oral and Written Language." In Emotions in Multiple Languages, 69–85. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230289505_6.

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Samat, Hajar Asmidar, Nelfianty Mohd Rasyid, Thariq Khan Azizuddin Khan, Mohd Noorazlan Ab Aziz, Mustakim Hashim, and Helme Basal. "Perceived Risk and Perceived Competence in White Water Rafting Activity at Kampar River, Gopeng, Perak." In Enhancing Health and Sports Performance by Design, 519–27. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3270-2_53.

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Gill, D., M. Rickets, and E. R. McLennan. "Assessment of Needs and Perceived Competence of Novice Clinical Teachers." In Advances in Medical Education, 223–25. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_66.

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Kunnen, Saskia. "Development of Perceived Competence in Physically Handicapped and Non-Handicapped Children." In Recent Research in Psychology, 143–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-84143-9_13.

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Conference papers on the topic "Perceived competencies"

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Gabrovec, Branko. "Analiza ukrepov zajezitve SARS-COV-2 virusa v prvem valu pandemije v izbranih državah." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.16.

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On 31.12.2019 China has announced that they have perceived an increasing number of pneumonia cases in Wuhan city. They have identified a new virus that they named SARSCoV-2. Disease that is caused by Covid-19 virus has been declared as pandemic on 11. march 2020 by the World Health Organisation. Until that day Covid-19 has spread to 114 countries with 118 000 cases and 4291 casualties. Countries have differently reacted to the pandemic outbreak accepted measures. In this paper we are analysing acceptance and enforcing of measures against pandemic outbreak SARS-CoV2 in the first outbreak in the selected countries: Great Britain, Serbia, Italy, China, Spain and USA.

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Hiemstra, Djoerd, and Anne Carine Zagt. "Developing Communication Competencies Through E-Learning: The Motivating Potential of Adaptive Video Role Play." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5264.

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Abstract To develop competence through e-learning tools, students must be motivated to use these tools. Hence, we conducted two empirical studies to explore the motivating potential of an adaptive video role playing game (AVR) for training communication competencies. In Study 1 (N = 54), we used a within-person design to examine students’ motivation in three learning conditions: in the classroom, when playing the AVR, and when doing homework. The results showed that, relative to the homework condition, in the AVR condition students were higher in perceived competence, relatedness, intrinsic motivation, and flow. No difference between the classroom condition and the AVR condition were found. In Study 2 (N = 150), we used a randomized experimental design to examine the motivational consequences of using videos (AVR) rather than photos (APR) in the adaptive role playing game. We found that, relative to students in the APR condition, students in the AVR condition were higher in relatedness and flow. No differences in perceived competence, autonomy, and intrinsic motivation were observed. We conclude that an AVR may have considerable motivational benefits relative to common homework assignments, and some motivational benefits relative to an APR. Keywords: e-learning, video role play, games, motivation, flow

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Kim, Kungchu, and Minjung Kang. "Teacher Competencies Perceived by Administrator of Early Childhood Education Institute." In 10th International Workshop on Education. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.5.20.

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Kovačić, Mirjana, Srđan Krčević, and Emil Burić. "Towards the Circular Economy in Croatia - the Perspective of EU Green Deal on Regional Level." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.32.

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Since the European Commission launched the Circular Economy Package in December 2015 named “Closing the loop: EU Action Plan for the Circular Economy”, many changes are expected both in European Union economy as well as in the Member States’ national economies. Due to new Package, a transposition of legislation is required as well as adjusting the business climate and citizens’ habits in order to fully implement the Package and experience the benefits of Circular Economy in Europe. The transition to a new economy pattern Commission perceived as essential due to new economic, global and environmental challenges. Assessing the waste management, the data showed that some member states already recycle almost 80 % of waste, while others are far away from achieving the Europe 2020 Strategy goals, including Croatia. The Circular Economy Package is nowadays part of EU Green Deal, one of the highest ranked strategic documents, which emphasizes the need for efficient use of resources by transition to the clean circular economy approach as well as to renew the biodiversity and to decrease the pollution. The authors analyse legislative framework and trends in green economy, with special attention on Croatia, and Primorje-Gorski Kotar county. This paper emphasizes the significance of the Circular Economy and its benefits and present the policy implementation capacities on the national and regional level to implement the circular approach to economic process.

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Udović, Ugo. "Application of Business Intelligence in the Post-Industrial Period." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.70.

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The purpose of the article is a theoretical and empirical analysis of the job insecurity due its influence on the employee job attitudes. Design. The design of the study was longitudinal. The empirical results were collected in 2018–2019. The empirical basis of the research is the separate structural department of the bank. The organization has realized downsizing project during the collection of empirical data. It has made possible to analyze the job satisfaction and work engagement before, during and after the downsizing project. The measures used in the present study are: 1) the “Utrecht Work Engagement Scale”; 2) “Brief Job Satisfaction Measure; 3) “The Job Insecurity Scale”. An empirical analysis of the dynamics of job attitudes in the groups differ in age and gender has found out a short-term motivating effect of the threat of job loss. The motivating effect of the threat of job loss is lost during six months. The most significance motivating effect was wound out in within the group of ordinary employees in the senior category over 45 years. The threat of dismissal also has the greatest impact on the behavior change of that part of the staff that is most susceptible to experiencing job insecurity. The employees who perceived the job insecurity are more satisfied with their work and value it more highly.

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Peter, Cruickshank, Hazel Hall, and Bruce Ryan. "Information literacy as a joint competence shaped by everyday life and workplace roles amongst Scottish community councillors." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2008.

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Introduction: This paper addresses the information practices of hyperlocal democratic representatives, and their acquisition and application of information literacy skills. Method: 1034 Scottish community councillors completed an online questionnaire on the information-related activities they undertake as part of their voluntary roles, and the development of supporting competencies. The questions related to: information needs for community council work; preparation and onward dissemination of information gathered; factors that influence community councillors’ abilities to conduct their information-related duties. Analysis: Data were summarised for quantitative analysis using Microsoft Excel. Free text responses were analysed in respect of the themes from the quantitative analysis and literature. Results: Everyday life and workplace roles are perceived as the primary shapers of information literacy as a predominantly joint competence. Conclusion: The focus of information literacy development has traditionally been the contribution of formal education, yet this study reveals that prior employment, community and family roles are perceived as more important to the acquisition of relevant skills amongst this group. This widens the debate as to the extent to which information literacy is specific to particular contexts. This adds to arguments that information literacy may be viewed as a collective accomplishment dependant on a socially constructed set of practices.

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Khoroshilova, Svetlana, and Ekaterina Kostina. "THE IMPACT OF STUDENT BLOGS ON THEIR PROFESSIONAL AND SOCIAL COMPETENCIES." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b1/v3/12.

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In digital era technology is constantly reshaping our future and creates new demands for educators to bridge the gap between old school methodology and digitally-oriented professional landscape. Digital natives, who are flooding our universities at the moment, can’t imagine their lives without mobile phones and social networks. The question that naturally arises is why not to use these ICT advances in and out of the classroom in order to enhance learners’ outcomes in both hard and soft skills? The paper presents the study which evaluates the impact of tertiary-level student blogs in English on the development of their professional and social competences from the students’ perspective. The research questions were: 1) to investigate the students’ experience with running an educational blog; 2) to evaluate the impact of a student educational blog in Public Speaking Course on students’ foreign language proficiency level perceived by language learners themselves; 3) to assess the students’ beliefs and evaluations of the development of their soft skills due to the blogging technology interwoven into the academic process in Public Speaking Course at the university. The method employed in the current research was a questionnaire study to find out learners’ opinions about the impact of students’ blogs on their professional and social competences. The experiment was conducted at Novosibirsk State Pedagogical University (Russia) in which two study groups participated with the total of 32 students. The participants as part of their Public Speaking course had to run a multi-media educational blog in the English language as a portfolio of their progress in this discipline. The questionnaire included demographic questions and research questions. Research questions addressed the respondents’ experience with blogs, their attitudes to blogging, and the perceived impact of blogging technology on their foreign language proficiency level and soft skills. The results of the study showed that most participants were interested in having more experience with both professional and personal blogs in the future and gave high ranking to the impact of such blogs on their foreign language acquisition. The research confirmed our hypothesis that students’ multimedia blogs in the target language would have a positive impact on students’ professional as well as social competences and would enhance their motivation and participation rates.

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"Competencies and Core Values Learned in College as Perceived by Teacher Education Graduates of WPU Quezon Campus." In International Conference on Research in Social Sciences, Humanities and Education. Universal Researchers (UAE), 2016. http://dx.doi.org/10.17758/uruae.uh0516115.

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"The Competencies Required for the BPA Role: An Analysis of the Kenyan Context." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4292.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: This study aims to answer the research question titled What are the competencies required for the Business Process Analyst (BPA) role in organizations with ERP systems in Kenya. Through 4 hypotheses, this study focuses on two specific aspects: (1) Enhancing BPM Maturity and (2) ERP implementation. Background: The emergence of complex systems and complex processes in organizations in Kenya has given rise to the need to understand the BPM domain as well as a need to analyze the new roles within organizational environments that drive BPM initiatives. The most notable role in this domain is the BPA. Furthermore, many organizations in Kenya and across Africa are making significant investments in ERP systems. Organizations, therefore, need to understand the BPA role for ERP systems implementation projects. Methodology: This study uses a sequential mixed methods approach analyzing quantitative survey data followed by the analysis of qualitative interview data. Contribution: The main contribution of this study is a description of competencies that are critical for the BPA in Kenya both in terms of enhancing BPM maturity and for driving ERP systems implementations. In addition, this study sheds light on critical BPA competencies that are perceived to be undervalued in the Kenyan context. Findings: Findings show that business process orchestration competencies are important for driving BPM maturity and for ERP systems implementations. This study found that business process elicitation, business analysis, business process improvement and a holistic overview of business thinking are often overlooked as critical competencies for BPAs but are nevertheless critical for building the BPA practitioner. Recommendations for Practitioners: From this study, practitioners such as top managers and BPAs can be enlightened on the specific competencies that require focus when carrying out BPM and when implementing ERP systems projects. Future Research: The next step is to investigate the interventions that organizations implement to build their BPA competencies. The main aim of this would be to describe those interventions that impact the requisite BPA competencies especially those competencies that were seen to be undervalued within the Kenyan context.

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Çelik, Hilal, Ufuk Özen, and Ebru Bağçı. "The Impact on the Managerial Competences of the Managers Empathy Trends Levels." In International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02233.

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A large share of the concept of "human resource", which has a very important place in the working life, constitutes managers and their behaviors beside the rulers. There are many variables in the managerial competence of managers. In this study, the effects of emphatic tendencies and emphatic skills on their managerial competencies were investigated. In the economic process, which is the ultimate goal of working life, human resources are a great asset. For this reason, the managerial and employee behaviors will directly and indirectly affect this process, so the concept of emphatic tendency is emphasized with the anticipation that the effect on manager performance will be great in this study. The survey found that the differences between managers with high empathy power and managers with less empathy power were not clear as to how their subordinates perceived this difference and reflected on their performance, what sort of consequences they had in solving individual problems of subordinates, job security and motivation and how they worked in the businesses they worked for.

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Reports on the topic "Perceived competencies"

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Meade, Kristi. Rethinking Appropriateness: A look at Hegemonic Ideals as Related to Perceived Communication Competence In Women. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7250.

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Cafferata, Fernando G., Bridget Lynn Hoffmann, and Carlos Scartascini. How Can We Improve Air Pollution?: Try Increasing Trust First. Inter-American Development Bank, August 2021. http://dx.doi.org/10.18235/0003453.

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Environmental policies are characterized by salient short-term costs and long-term benefits that are difficult to observe and to attribute to the government's efforts. These characteristics imply that citizens' support for environmental policies is highly dependent on their trust in the government's capability to implement solutions and commitment to investments in those policies. Using novel survey data from Mexico City, we show that trust in the government is positively correlated with citizens' willingness to support an additional tax approximately equal to a days minimum wage to improve air quality and greater preference for government retention of revenues from fees collected from polluting firms. We find similar correlations using the perceived quality of public goods as a measure of government competence. These results provide evidence that mistrust can be an obstacle to better environmental outcomes.

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