Journal articles on the topic 'Competency'
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Birnbaum, Marvin L., and Elaine K. Daily. "Competency and Competence." Prehospital and Disaster Medicine 24, no. 1 (February 2009): 1–2. http://dx.doi.org/10.1017/s1049023x00006452.
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McConnell, Edwina A. "Competence vs. competency." Nursing Management (Springhouse) 32, no. 5 (May 2001): 14. http://dx.doi.org/10.1097/00006247-200105000-00007.
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Rodionova, Inga V., and Natalya K. Mayatskaya. "Formation of communicative competency of foreign students in a multicultural environment of higher education." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 29, no. 1 (June 14, 2023): 140–46. http://dx.doi.org/10.34216/2073-1426-2023-29-1-140-146.
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The article reveals a number of issues related to identifying the role of education in ensuring the level of communicative competency and determining the conditions that ensure this process. It is shown that in the system of higher education, when solving the problem, the formation and development of the level required in modern conditions is carried out. So in the article, the authors, when highlighting the tasks of higher education, one should determine the importance of education in ensuring the level of social and intercultural competency, calling upbringing of a widely erudite, cultural, active personality capable of effective communication in the world space among the tasks of higher education. The article highlights the problem of the formation of professional communicative competency of medical students. The analysis of the role of education in the modern world of the meaning of the concepts of “competencyˮ and “communicative competencyˮ in the interpretation of modern and foreign scientists is carried out. The article focuses on the need to create conditions for the formation and development of students' communicative competence through educational programmes of the humanitarian block, which include the discipline “Communication technologies in professional activityˮ, implemented in the training of foreign students – future medical workers. The authors focus on communicative competence as one of the leading among other competences and necessary for solving communicative tasks in professionally oriented and educational and cognitive activities. The allocation of this competency and the formation of communicative competence provides students with the opportunity to acquire professional knowledge, the necessary experience for constructive interaction in a multicultural environment.
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Yakovchuk, Olha. "Comparative Analysis of Ukrainian and Foreign Scholars′ Views On Interpretation of Such Terms as Competency, Professional Competency, Professional Competency of Technicians in Food Technology." Comparative Professional Pedagogy 7, no. 2 (June 27, 2017): 56–62. http://dx.doi.org/10.1515/rpp-2017-0023.
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AbstractThe article deals with a comparative analysis of the content of such terms as competency, competence and professional competency of technicians in food technology. Special attention has been given to domestic and foreign scholars′ research findings on the matter in order to consider the genesis of the term “competency” and its spreading within Ukrainian and foreign pedagogy. Based on the comparison of European standards and the educational and qualification-based specification of technicians in food technology, we have shown the interdependence of the content between such terms as competency, professional competency and professional competency of technicians in food technology. In the content of such term as professional competency we have distinguished separate competences according to the production functions and typical tasks within professional activity of future technicians in food technology. We have revealed the significance of core competences in the structure of professional competency of future specialists in food technology.
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Kostenko, Dmytro, and Viktoriia Oliinyk. "INTERCULTURAL COMPETENCE AS A PART OF READYNESS OF FUTURE INFORMATION TECHNOLOGY PROFESSIONALS FOR INTERCULTURAL COMMUNICATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 100–107. http://dx.doi.org/10.31499/2307-4906.3.2021.241732.
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The article is devoted to the study of the formation of intercultural competence of future specialists in the field of “Information Technology”, taking into account current trends in education in the context of globalization and strengthening intercultural ties. Various aspects of intercultural competence are considered. The relevance of the study of the problem of formation of intercultural competence of future specialists in the field of “Information Technology” in connection with the growing level of public demand for such specialists is emphasized. The essence of the debatable concepts “competence” and “competency” is specified.
Keywords: intercultural competence; intercultural competency; readiness for intercultural communication; future specialists; competences; information technologies; personality; foreign languages; education.
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Di Leonardi, Bette Case, Debra Hagler, David R. Marshall, James X. Stobinski, and Sarah (Sally) Welsh. "From Competence to Continuing Competency." Journal of Continuing Education in Nursing 51, no. 1 (January 1, 2020): 15–24. http://dx.doi.org/10.3928/00220124-20191217-05.
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WEN, Xiaojing, and Igor KORSUN. "COMPETENCE AND COMPETENCY: FOREIGN EXPERIENCE." Cherkasy University Bulletin: Pedagogical Sciences, no. 1 (2023): 45–51. http://dx.doi.org/10.31651/2524-2660-2023-1-45-51.
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Introduction. The analysis of the scientific work of Ukrainian scientists made it possible to conclude that there is no single interpretation of the concepts “kom-petentsiia”(translit from Ukr)and “kompetentnist” (trans-lit from Ukr) when translating from Ukrainian to English. It creates difficulties when studying foreign pedagogical experience.The purpose of our work is to investigate approaches to the definition of the concepts “competence” and “compe-tency” in foreign scientific literature and to compare them with the relevant works of Ukrainian authors.The methods of analysis, synthesis and comparison are used in article. A comparative analysis of the works of Ukrainian and foreign scientists on the interpretation of the concepts “kompetentsiia”(translit from Ukr), “kompe-tentnist”(translit from Ukr)and “competence”, “competen-cy” was carried out.Results. Most foreign researchers associate the con-cept “competence” with requirements for human activity (“what can people do?”), and the concept “competency” is associated with personality traits and its behavior (“how can people do?”) In the works of Ukrainian researchers, the opinion is traced that “kompetentsiia”(translit from Ukr)is a predetermined requirement for knowledge and experience in a certain field, and “kompetentnist”(translit from Ukr)is a formed quality, an integrative formation of an individual, the result of his or her activity.Originality. It was concluded that the concepts “kom-petentsiia”(translit from Ukr), “kompetentnist”(translit from Ukr)in Ukrainian terminology correspond respective-ly to the concepts “competence” and “competency” in foreign terminology.Conclusion. The analysis of the works of foreign re-searchers made it possible to draw a conclusion about the difference between the concepts “competence” and “com-petency” both in terms of content and scope. The conduct-ed research will be useful when translating concepts “competence” and “competency” into other languages.
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Holubnycha, Liudmyla, Tetiana Shchokina, Natalia Soroka, and Tetiana Besarab. "Development of Competency-Based Approach to Education." Educational Challenges 27, no. 2 (October 17, 2022): 54–65. http://dx.doi.org/10.34142/2709-7986.2022.27.2.04.
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The paper deals with competency-based education. Both the development of the category “competence” and application of competences in educational sphere were considered. The purpose is to examine the development of competency-based approach to teaching and learning from the standpoint of modern educational paradigm.
The methods of the investigation are analysis and syntheses of the associated researches used to collect and present the findings and draw the conclusion.
The results revealed that competency-based education appeared under the influence of the term “competence”; in its development three main stages may be distinguished: 1) 1960-1970 (introduction of the category “competence” in the theory and practice of language learning); 2) 1970-1990 (extension of the studied phenomenon to the field of management and leadership); 3) since the 1990s to the present (comprehensive consideration and analysis of the stated category; finding the blocks of competencies, the principles of systematization; studying the structure of competencies).
The conclusion is that in modern educational system competency-based approach is one of the central as existence of the system of competences contributes in description of academic and professional profiles, levels and results of higher education at the international level. Moreover, due to the application of the system of competencies, the process of expanding academic and professional recognition and mobility, as well as increasing the comparability and compatibility of diplomas and qualifications has become possible.
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., Hasnawati. "KOMPETENSI GURU DALAM PERSFEKTIF PERUNDANG - UNDANGAN." Inspiratif Pendidikan 9, no. 1 (June 11, 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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Ivanov, I., and T. Lukyanova. "DEVELOPMENT OF THE MODEL OF COMPETENCE: APPROACHES AND IMPLEMENTATION." Vestnik Universiteta, no. 1 (March 15, 2019): 14–21. http://dx.doi.org/10.26425/1816-4277-2019-1-14-21.
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The analysis of the concept of “competence” has been made. The stages of building a competency model for an accountant performing consulting functions based on a judgement-based approach have been described. A step-by-step development of an accountant’s competency model has been carried out (the existing performance of functions was assessed, and the desired performance has been described; the competencies necessary for the successful performance of their functions were determined; the behavioral indicators have been distributed according to competences; finally the original competence model of the accountant of the organization has been formed).
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VRANIAK, LUKÁŠ, LUKÁŠ MAZÁNEK, and ZDEŇKA KONEČNÁ. "COMPETENCE APPROACHES: REVIEW OF CURRENT CONCEPTS AND THEORIES." AD ALTA: 07/02 7, no. 2 (December 31, 2017): 134–37. http://dx.doi.org/10.33543/0702134137.
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Purpose of the article: Purpose of the article is to provide an overview of the original ideas and theoretical approaches in the field of competence approach of project managers. Methodology/methods: A comprehensive review of the most cited scientific literature and articles published predominately in past ten years in personnel oriented journals was carried out. Scientific aim: The contribution is the identification of the different understanding of competence and competency definitions and competence based approaches (Management by Competencies, Competence models) to obtain holistic view and the ability to perceive competences/competencies as an important part of project management in all its contexts. Findings: There had been identified differences in perception of competence and competency. Next up competencies were classified and application of competency model in work of project managers thanks to management by competencies had been introduced. Conclusions: The paper provides better understanding of the topic and are subsequently a basis for processing research in the current state of managerial competencies in Czech companies with project passed organizational structure.
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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 (July 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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Lestari, Yovi Anggi, and Margaretha Purwanti. "The inter-relation among pedagogic, professional, social, and personality competences in nonformal school teachers." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 2, no. 1 (May 30, 2018): 197–208. http://dx.doi.org/10.21831/jk.v2i1.10207.
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HUBUNGAN KOMPETENSI PEDAGOGIK, PROFESIONAL, SOSIAL, DAN KEPRIBADIAN PADA GURU SEKOLAH NONFORMAL XAbstrakPenelitian ini bertujuan untuk mengetahui kompetensi guru (kompetensi pedagogik, kompetensi profesional, kompetensi sosial, dan kompetensi kepribadian) serta melihat hubungan antarkompetensi pada guru-guru sekolah nonformal X. Penelitian ini dilakukan pada sekolah nonformal yang berfokus pada pendidikan seni yang juga membutuhkan kompetensi guru yang berkualitas seperti pada pendidikan formal. Penelitian ini menggunakan mixed methods dengan instrumen kuesioner, panduan observasi, dan wawancara. Hasil penelitian menunjukkan bahwa pertama, mayoritas guru memiliki kompetensi cukup, namun masih ada yang memiliki kompetensi kurang sehingga menunjukkan bahwa kompetensi guru masih bervariasi. Pada uji korelasi menunjukkan setiap kompetensi memiliki korelasi signifikan dengan kompetensi lainnya. Artinya, setiap kompetensi tidak berdiri sendiri, namun saling melengkapi untuk menghasilkan kompetensi yang berkualitas secara utuh. Kedua, kompetensi pedagogik memiliki korelasi signifikan dengan kompetensi profesional, kompetensi sosial, dan kompetensi kepribadian. Kompetensi profesional juga memiliki korelasi signifikan dengan kompetensi sosial dan kompetensi kepribadian, serta kompetensi sosial yang juga memiliki korelasi signifikan dengan kompetensi kepribadianAbstractThis study was aimed at determining teachers’ pedagogic, professional, social, and personality competences and competency inter-relation of the teachers in the non-formal school X. This study was conducted in non-formal schools that focused on art education that required teachers’ qualified competences as in formal education. The study used the mixed methods with questionnaire instruments, observation, and interview guides. The results show that the majority of the teachers have sufficient competence, and the others have insufficient competence. It shows that the competences of the teachers are still varied. The correlation test results show that each competency has a significant correlation with other competencies. That is, each competency does not stand alone, but complement each other to produce a quality competence intact. The results show that pedagogic competence has a significant correlation with professional, social, and personality competences. Professional competence has a significant correlation with social and personality competences, as well as social competence also has a significant correlation with personality competence
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Hodovaniuk, Tetiana, and Dariia Voznosymenko. "THE VALUE-COMPETENT APPROACH IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS OF MATHEMATICS." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (October 27, 2022): 24–31. http://dx.doi.org/10.31499/2307-4906.4.2022.269290.
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The article highlights the pedagogical expediency of using the value-competency approach in professional training of future mathematics teachers. The content of the concepts “competence”, “value-semantic competence”, “value-competence approach” is outlined. It is noted that the value-competency approach to the organization of the educational activities of future mathematics teachersensures unity in the formation of professional competences and life values (general cultural competences) of the students of education. It is indicated that the value-competency approach is focused on the formation of value-semantic competence, which is one of the key components of the readiness of future teachers for professional activity and is connected with a personʼs value orientations, his ability to see and understand the world around him, to navigate in it, to realize oneʼs role and purpose, to act creatively, to be able to choose target and meaning settings for oneʼs actions and deeds, to make decisions. It was established that the formation of value-semantic competence in future mathematics teachers in particular involves: the formation of an intellectual, spiritually developed personality; formation of oneʼs own value orientations regarding the future profession and field of activity; formation of patriotism; development of humanism and morality; development of independence, personal initiative; mastery of methods of self-determination in situations of choice based on one's own positions; fostering activity, the ability to make decisions and take responsibility for their consequences; fostering kindness and tolerance towards colleagues, students and their parents, the ability to work in a team; education of love for the teaching profession, etc.Among the innovative teaching methods that ensure the implementation of the value-competency approach in the professional training of future teachers of mathematics, the case method and the method of educational projects are defined.
Keywords: future teachers of mathematics; competence; value-semantic competence; value-competence approach; value orientations; case method; method of educational projects; professional training of future teachers of mathematics.
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Kim, Mi-jin. "Comparison of English curriculum content system between Korea and Taiwan: Focusing on the reflection of subject competency." Korean Comparative Education Society 32, no. 6 (December 31, 2022): 21–46. http://dx.doi.org/10.20306/kces.2022.12.31.21.
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[Purpose] In this study, the content system of the 2015 revised English curriculum was analyzed, and a comparative study was conducted with the Taiwanese English curriculum, with the aim of exploring ways to improve the English department's content system to better reflect the subject's competency. [Methods] Comparison and analysis of core competency, subject competency, and content system of Korea and Taiwan were made, and suggestions were made to improve the content system of the English department by deriving implications. [Results] As a result of the study, in Taiwan's curriculum, 'competence' was separately allocated to specify core competencies and to explain the meaning of sub-competences for each subject. Content system was composed of four themes, and the communication function was presented in an integrated way. [Conclusion] As a way to improve the content system through research, it was proposed to expand the scope of the content system that reflects the subject competency, to materialize the subject competency step by step, to develop the ‘function’ of the content system in connection with the subject competency, and to add content related to culture.
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Rayendra. "Penerapan Metode ANFIS untuk Prediksi Nilai Akhir dan Kelulusan Uji Kompetensi." Jurnal Sains dan Informatika 4, no. 1 (April 15, 2018): 21–28. http://dx.doi.org/10.22216/jsi.v4i1.2756.
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To improve the graduation of Computer Literate Certified Professional (CLCP) competence test conducted by Competence Test of Information and Communication Technology (TUK-TIK) needs to be done continuous improvement by increasing try out competency test. Past values of the competency test can be used as modeling to predict the final score and the passing of the competency test. With the modeling can be predicted the passing of competency test participants through try out-try out done so that can be known weakness of candidate competency test from three units of CLCP competence. The modeling used to predict the final score and the passing of this competency test is the Adaptive Neuro Fuzzy Inference System (ANFIS) method. Used 20 past data of competency test participants with 6 criteria as input value from three CLCP competence units namely Word Processing, Spreadsheet, and Presentation. The resulting prediction is accurate enough with MAPE (Mean Absolute Percentage Error) value for each competency unit of 0.31492%, 0.284202%, and 0.267167%
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Ellis, Peter, and Jane Abbott. "Managing difficult people: competence vs competency." Journal of Renal Nursing 3, no. 2 (March 2011): 88–92. http://dx.doi.org/10.12968/jorn.2011.3.2.89.
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Venia, Venia, and Frangky Slamet. "Pengaruh Kompetensi Strategi Dan Kompetensi Etika Terhadap Pertumbuhan Usaha Yang Dimediasi Oleh Kompetensi Jaringan." Jurnal Manajerial Dan Kewirausahaan 2, no. 2 (May 20, 2020): 406. http://dx.doi.org/10.24912/jmk.v2i2.7934.
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The purpose of this research to examine whether 1) The influence between strategic competency on the business growth. 2) The influence between ethical competency on the business growth. 3) The influence between strategic competency on the network competence. 4) The influence between ethical competency on the network competence. 5) The influence of network competence as a mediation among strategic competency to business growth. 6) The influence of network competence as a mediation among ethical competency to business growth. 7) The influence between network competency on the business growth. Sample was selected using purposive sampling method amounted to 50 respondents at Tanah Abang, Central Jakarta. The result of this study show that strategic competency has positive and significant effect to business growth, ethical competency has negative and not significant effect to business growth, strategic competency has positive and significant effect to network competence, ethical competency has positive and significant effect to network competence, there are positive and significant influence between strategic competency on business growth with network competence as a mediating variable, there are positive and significant influence between ethical competency on business growth with network competence as a mediating variable, and network competence has positive and significant effect to business growth. Tujuan dari penelitian ini untuk menguji apakah 1) Pengaruh antara kompetensi strategis terhadap pertumbuhan bisnis. 2) Pengaruh antara kompetensi etika terhadap pertumbuhan bisnis. 3) Pengaruh antara kompetensi strategis pada kompetensi jaringan. 4) Pengaruh antara kompetensi etika pada kompetensi jaringan. 5) Pengaruh kompetensi jaringan sebagai mediasi antara kompetensi strategis terhadap pertumbuhan bisnis. 6) Pengaruh kompetensi jaringan sebagai mediasi antara kompetensi etis terhadap pertumbuhan bisnis. 7) Pengaruh antara kompetensi jaringan pada pertumbuhan bisnis. Sampel dipilih menggunakan metode purposive sampling berjumlah 50 responden di Tanah Abang, Jakarta Pusat. Hasil penelitian ini menunjukkan bahwa kompetensi strategis berpengaruh positif dan signifikan terhadap pertumbuhan bisnis, kompetensi etika berpengaruh negatif dan tidak signifikan terhadap pertumbuhan bisnis, kompetensi strategis berpengaruh positif dan signifikan terhadap kompetensi jaringan, kompetensi etika berpengaruh positif dan signifikan terhadap jaringan kompetensi, terdapat pengaruh positif dan signifikan antara kompetensi strategis terhadap pertumbuhan bisnis dengan kompetensi jaringan sebagai variabel mediasi, terdapat pengaruh positif dan signifikan antara kompetensi etika terhadap pertumbuhan bisnis dengan kompetensi jaringan sebagai variabel mediasi, dan kompetensi jaringan berpengaruh positif dan signifikan. untuk pertumbuhan bisnis.
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Mazanek, Lukas, Lukas Vraniak, Anastsasia Murinova, and Stepan Konecny. "Significant leadership competencies at large industrial companies: Results of exploratory quantitative research." Global Journal of Business, Economics and Management: Current Issues 8, no. 1 (April 17, 2018): 30–37. http://dx.doi.org/10.18844/gjbem.v8i1.3297.
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The aim of this study is to identify important managerial competencies applied in large industrial enterprises established in the South Moravia region. The study was created on the basis of extensive research activities of competency-oriented publications, published in the last 15 years. Current scientific approaches to competence research, their composition and classification are described. The research was carried out on a sample of 24 managers. The significance of 25 competences was evaluated by using a 5-point Likert scale in the form of self-evaluation of the manager. The contribution of the presented study is an analysis of key concepts in the area of competency models and identification of stakeholders [Human Resource, managers, employees and society as a whole], including their relationship to the application of a competence approach. The identified most important managerial competencies in relation to the managerial level at which leaders work are used as a base for the creation of competence model in large industrial companies.
Keywords: Managerial competencies, quantitative research, leadership, competency model, personnel management.
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Bartienieva, Iryna. "FORMING SUBJECT-MATTER COMPETENCY IN HIGH SCHOOL STUDENTS." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 7–13. http://dx.doi.org/10.24195/2218-8584-2018-9-7-13.
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The article deals with the urgent issue of training high school students for external independent testing, the necessary condition for which is formation of their subject-matter competency, in particular, the mathematical one. The essence of competency-based approach, concepts “competence”, “competency” are revealed. The author singles out the effective forms, methods, technologies of organizing high school students’ educational activity in mathematics lessons aimed at quality preparation for external independent testing. Keywords: competency-based approach, competency, competence, subject-matter competency, external independent testing.
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Mu'ammal, Immanuel, Abdurrohman Muzakki, Erie Awalil Fakhri, and Edi Setiawan. "The competence of a coach in sports: How does it correlate with athlete motivation?" Journal Sport Area 7, no. 3 (December 11, 2022): 396–404. http://dx.doi.org/10.25299/sportarea.2022.vol7(3).10540.
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Sports coaches hold integral roles in sports organizations. As important figures for athletes, coaches are responsible for maintaining athletes’ motivation which will drive their performances in matches. To motivate athletes, coaches must possess good competence which reflect their quality as coaches. This study analyzes the effect of coach competency on athlete motivation. Coach competency in this study is represented by four indicators: Motivation Competency, Game-strategy Competency, Technique Competency, and Character-building Competency. Each and every indicator’s effect on athlete motivation was investigated. The instrument in this study used a questionnaire with 42 question items. This study is an explanatory research conducted on 114 student basketball athletes in Indonesia as respondents. Data analysis was conducted using SEM-PLS on the WARP-PLS 7 software. The results of this research show that overall, motivation competency, technique competency, character building competency, and game-strategy competency which represents the coach competency variable have a positive effect on athlete motivation (p<0.05), while motivation competency has no effect on athlete motivation (p>0.05). Game strategy competency, technique competency, and character building competency has positive effects on athlete motivation (p<0.05). This research contributes to increasing scientific knowledge among coaches and athletes about the importance of competence for the motivational aspect. The limitation in this study is that the sample used only comes from basketball athletes so it is not yet known whether there is a similar relationship between the competence and motivation of other sports coaches. Therefore, future research can examine the relationship between the competence and motivation of coaches in sports such as football, volleyball, and handball.
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Morhun, Oleksandra. "Linguocultural competence of future Chinese translators: the current state of its development." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2023, no. 1 (142) (March 30, 2023): 67–73. http://dx.doi.org/10.24195/2617-6688-2023-1-9.
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The article focuses on the study related to linguocultural competence of future translators of the Chinese language, its structural elements and factors of its development. The concept "competence" has been analysed and clarified within the framework of training future translators of the Chinese language in high school. It has been found out that linguocultural competence is part of the spectrum made of basic competences that should be formed and developed in order to fully achieve academic success. The pedagogical phenomenon "competence" is interpreted as a quality-resultative integrated characteristic of the individual, which is identified at the end of the study through the knowledge, skills and experience accumulated in the process of profession-oriented training and the ability to use them in practical activities. It has been proved that the “criterion” is the key phenomenon of the quality assessment in education system. The author defines the criteria and indicators for assessing the linguocultural competence of students, as well as the levels of this competence proficiency in the Chinese language. The criteria for assessing the linguocultural competence of students is associated with the reflection degree of the object’s properties integrity which ensures its existence; with a criterion for evaluating activity results the content of which is revealed due to certain markers (indicators); with a feature on the basis of which an assessment is made, which is specified in indicators. The structure of the linguocultural competence of future Chinese translators has been determined. The criteria and indicators of the linguocultural competence of future Chinese translators have been presented: cultural-educational competency (with indicators: philosophical-cultural, Confucius-oriented), literary-artistic competency (with indicators: folkloric-ethnographic, lyrical-prosaic), comparative-cultural competency (with indicators: educational-cultural, national-cultural), professional-communicative competency (with indicators: linguistic-communicative, translation- and activity-oriented).
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Forostovska, T. "THE FORMATION OF PROFESSIONAL SELF – DETERMINATION OF FUTURE CHEMISTRY TEACHERS IN THE CONDITIONS OF COMPETENCY APPROACH." Innovative Solution in Modern Science 3, no. 39 (May 19, 2020): 72. http://dx.doi.org/10.26886/2414-634x.3(39)2020.7.
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The article depicts the forming of professional self – determination of future chemistry teachers in the conditions of competency approach. The notions “professional self – determination”, “competence”, “competency approach” were determined.The purpose of the research was to analysіs elements of substantive competency of Chemistry teacher, the direction of their development, the structure and the concept of the directions of the future competence development. The article also demonstrates characteristic features of professional – pedagogical competence of modern chemistry teacher.The meaning of students mastering the methodology of teaching Chemistry and passing pedagogical practice for forming teacher competence was demonstrated.Key words: professional self- determination, professional competence, competency approach, future Chemistry teacher, the process of studying.
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Desyatov, Tymofiy. "Peculiarities of Professional Training Standards Development and Implementation within Competency-Based Approach: Foreign Experience." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 27–32. http://dx.doi.org/10.1515/rpp-2015-0061.
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Abstract The article analyzes the development of competency-based professional training standards and their implementation into educational process in foreign countries. It determines that the main idea of competency-based approach is competency-and-active learning, which aims at complex acquirement of diverse skills and ways of practice activities via mastering respective competences. The article states that competency is the product of competence due to which a person successfully realizes themselves in different spheres of their professional engagement, gains social independence and becomes mobile and qualified. The article also dwells on the international experience of professional and training standards development, it analyses specific internal national, as well as external all-European and worldwide conceptions of professional and training standards development, conceptual foundations of competency-based approach in national higher education within the framework of global information society formation. It highlights specific aspects of standards development based on activity-oriented technologies and professional competence assessment. The article states that within the framework of competency-based teaching and training, quality-assuring actions have to ensure the correspondence of standards and learning outcomes. It informs that the labour market is represented by employers, trade unions and the government. The article explores the fact that in Russia, Ukraine and many other countries the employers and the trade unions do not collaborate to formulate their needs with regard to professional training standards, that is why the government and its administration bodies have to do the task of predicting labour market needs on their own.
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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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Salman, Mohammad, Showkat Ahmad Ganie, and Imran Saleem. "The concept of competence: a thematic review and discussion." European Journal of Training and Development 44, no. 6/7 (May 25, 2020): 717–42. http://dx.doi.org/10.1108/ejtd-10-2019-0171.
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Purpose This paper follows three objectives. The paper aims to demonstrate a synoptic view of the historical evolution of competence, significant growth and changes in conversation. The second objective is to investigate the meaning and definitional usage of competence and competency. The third objective is to present a synoptic view of different dimensions of competence. Design/methodology/approach This paper reviews the selected literature spanning from 1959 to date from various databases using the following keywords: competence, competency, employee competence, employee competency, competency management and competency-based management. A total of 170 studies were selected in the first wave. In the second wave, a detailed assessment was made, as suggested by Tranfield Denyer and Smart, to ascertain the relevance of the articles. In this way, only 63 studies were selected for the review. This study also considers other relevant literature. Findings The historical evolution demonstrates that competence scholarship has focused on use of the concept in different fields and contexts, theoretical frameworks for competence development and strategic relevance of competence-based (demand-based) human resource management. Results also suggest that the term competency and competence are interchangeably usable. Finally, the review summarizes a total of 16 dimensions of competence, studied in various contexts and classifies them into hard and soft competence and further dividing them into knowledge, skill and self-actualization-related competence. Research limitations/implications This paper discusses various research implications for human resource development scholars and professionals. Originality/value This paper is a unique attempt to review the literature on three themes of employee competence.
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Kharkivskyi, Valerii. "DEVELOPMENT OF SOCIAL COMPETENCY OF MEDICAL SPECIALISTS IN THE SYSTEM OF POSTGRADUATE EDUCATION." Scientific journal of Khortytsia National Academy, no. 2021-5 (December 24, 2021): 82–92. http://dx.doi.org/10.51706/2707-3076-2021-5-9.
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The analysis of foreign and domestic scientists' researches on the problem of research, namely, on the development of personal competency, development of social competency, development of social competency of medical specialists in particular, was carried out. It was found out that the problem of the development of social competence of medical specialists in the system of postgraduate education was little researched, therefore, the need for the study of this issue arose. A number of interpretations of such concepts as competence, competency and social competency by foreign and domestic scientists was analyzed. The author highlights the difference between the concepts of "competence" and "competency". The author's interpretation of the following concepts is presented: "competence", "competency", "social competency" and "social competency of medical specialists". The components of social competency of healthcare professionals in the system of post-graduate education are analyzed, including cognitive, value, behavioral; motivational-volitional, cognitive, organizational-activational as offered by L. Lymar. The author has adapted the system of principles of social competency according to N. Zobenko to the topic of research. Thus, the principles of social competency of medical specialists in the system of postgraduate education are reflected: they are fundamentalization, consistency, scientificity, and accessibility. The following elements of social competency structure of medical specialists in the system of postgraduate education were analyzed: communicative, socio-operative, socio-psychological, personal. The characteristic traits, which a specialist of medical sphere should possess in order to develop social competency, were revealed: they are humanity, tolerance, optimism, openness, responsibility, tolerance, skills to solve conflicting and unpredictable tasks, self-control, self-criticism and self-improvement. The favorable conditions for the qualitative development of social competency of specialists in the field of postgraduate education are identified. Generalization of the research results is carried out through the illuminated possibilities of development of social competency of medical specialists in the system of postgraduate education (taking into account psychological and sociological scientific knowledge in the development of educational programs for the training of medical professionals, use of various forms and methods of work, application of methods of self-education of medical specialists).
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Kozachenko, G. "Theoretical Fundamentals of the Pedagogical Competence Development among the Pharmaceutical Profile’s Teachers." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 1(87) (April 4, 2017): 64–70. http://dx.doi.org/10.35433/pedagogy.1(87).2017.64-70.
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The article deals with the theoretical analysis of such concepts as "competency-based approach", "competence", "competency", "professional competence", "pedagogical competence of the pharmaceutical profile’s teacher" as well as it determines their essence and interrelation in the context of educational regulatory documents and scientific researches with the purpose of further comprehensive understanding of the pedagogical competence development problem of the pharmaceutical profile’s teachers.
It is determined that the interpretation of such concepts as "competency-based approach", "competence", "competency", "professional competence", "pedagogical competence of the pharmaceutical profile’s teacher" has some differences associated with the differences of conceptual approaches. The article emphasizes the competency-based approach due to the fact that it determines the results of education, as well as improves and modernizes modern education.
The importance of pedagogical competence which refers to educational and teaching qualifications was found out. Pedagogical competence is an important component of professional integrated competence for pharmaceutical profile’s teachers because it is the basis of professional and educational activities and an indicator of professionalism which is formed during his / her career. Pedagogical competence of pharmaceutical profile’s teachers regarded as an integrated professional and personal characteristic reflecting the level of educational and professional knowledge and skills that ensure the effectiveness of professional and educational activities at the pharmaceutical establishment.
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Zoellner, Anja, Chris Whatman, Paul Read, and Kelly Sheerin. "The association between sport specialisation and movement competency in youth: a systematic review." International Journal of Sports Science & Coaching 16, no. 4 (March 3, 2021): 1045–59. http://dx.doi.org/10.1177/1747954121998456.
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Negative long-term outcomes have been reported following sport specialisation including increased injury risk. The underlying mechanisms remain unclear; however, fewer exposures to broad ranging movement patterns and reductions in movement competency have been suggested. This review synthesised the evidence to examine if an association is present between sport specialisation and movement competency. A systematic electronic database search was conducted using combinations of the key words early speciali?ation, sport speciali?ation, early sport speciali?ation, single sport, high school, youth, adolescen*, movement competenc*, movement ability, movement control, movement pattern, physical performance, coordination, fitness, motor skill, motor development, movement performance, neuromuscular control, balance, asymmetr*. Thirteen articles met the inclusion criteria and were included. Four studies reported no significant differences in movement competency based on specialisation status, while seven showed some measures of movement competency differed but not others. The remaining two studies concluded that adult athletes who participated in two or more sports during high school exhibited better movement competence than those who specialised in a single sport. Multisport athletes commonly displayed improved jump mechanics and performance compared to those competing in a single sport (6/9 studies). Consistent differences in movement competence based on level of sport specialisation were not shown; however, sport specialisation may result in poorer jump mechanics/performance than playing multiple sports. Further research is needed across a greater range of sports, and consistent definitions of both movement competence and the level of sport specialisation are required to improve our ability to compare and contrast different studies.
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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 (January 24, 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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FALENDER, Carol A., and Edward P. SHAFRANSKE. "REVISITING COMPETENCE IN CLINICAL SUPERVISION." International Journal of Supervision in Psychotherapy 5, no. 2023 (May 25, 2023): 47–58. http://dx.doi.org/10.47409/ijsp.2023.5.4.
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Competency-based approaches have been advocated in psychology graduate education and clinical training for over two decades, paralleling developments in medicine and other health professions. The competencies movement aimed at bringing greater accountability to the healthcare professions and to provide society with competent health service providers. Competency-based approaches to clinical supervision, including competency-based clinical supervision [1], [2] were developed to ensure the well-being of clients, facilitate the development of clinical competence, and protect the public. Although more than 6000 articles and books were published on clinical supervision from 2003-2021, relatively few explicitly focus on competence or competency-based approaches. And in practice, it appears that broad-based and systematic implementation of competency-based approaches has not been accomplished. The authors suggest that the failure to implement competency-based clinical supervision has significant consequences on mental health services. Effective, evidence-based services are critically needed given the increasing mental health acuity. The provision of evidence-based treatments requires the ’training-up’ of clinicians to establish competence in evidence-informed psychotherapy and psychosocial interventions. Developing competence would be best achieved through the use of competency-based approaches to training and clinical supervision. Barriers to implementation are discussed and a renewed call for implementation, including increased empirical research, is made.
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Rifdan, Rifdan, Manan Sailan, and Haerul Haerul. "Strategy for Competency Development of Civil State Apparatus in the New Normal Era in Wajo District." Jurnal Ad'ministrare 9, no. 2 (August 30, 2022): 295. http://dx.doi.org/10.26858/ja.v9i2.36737.
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The purpose of this study is to analyze and discuss the implementation of Civil State Apparatus (CSA) CSA competency development in the Wajo Regency and formulate CSA Competency Development Strategies in the New Normal Era in Wajo Regency. The type of research used in this research is descriptive research using a qualitative approach. The research data sources are primary data sources and secondary data sources. The description of the focus of the research is the development of the competence of the CSA where there are 3 competencies (technical competence, managerial competence, and socio-cultural competence) which are carried out through education and training. The results showed that the development of CSA competence at the BKPSDM of Wajo Regency was seen from the Technical Competence, Managerial Competence, and Socio-cultural competence has not been optimal because competency development has not been implemented based on the results of the development needs analysis. So, the CSA competency development strategy must follow an integrated learning system (Corporate University).
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Zafarnia, Niloofar, Abbas Abbaszadeh, Fariba Borhani, Abbas Ebadi, and Nouzar Nakhaee. "Moral competency: meta-competence of nursing care." Electronic Physician 9, no. 6 (June 25, 2017): 4553–62. http://dx.doi.org/10.19082/4553.
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Sampson, Fraser. "Competence or Competency: What's in a Word?" Police Journal: Theory, Practice and Principles 71, no. 4 (October 1998): 307–9. http://dx.doi.org/10.1177/0032258x9807100404.
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Teodorescu, Tina. "Competence versus competency: What is the difference?" Performance Improvement 45, no. 10 (2006): 27–30. http://dx.doi.org/10.1002/pfi.4930451027.
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Subanova, Barno. "COMPETENCE AND KEY FACTORS OF COMPETENCE INNOVATIVE APPROACH." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (June 1, 2022): 41–45. http://dx.doi.org/10.55640/eijmrms-02-06-08.
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This article discusses the key factors of competency and competency innovative approach. Information is provided on the views of national and foreign pedagogical scholars on competence and competence.
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Puji, Rully Putri Nirmala, and Ratna Dwi Lestari. "EVALUATING THE LEVEL OF TEACHER PERFOMANCE: PEDAGOGIC, SOCIAL AND PERSONAL COMPETENCY." Jurnal Pendidikan Sejarah Indonesia 4, no. 1 (June 16, 2021): 86. http://dx.doi.org/10.17977/um0330v4i1p86-97.
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This study aims to evaluate the level of competency of history teachers in Jember. Competency indicators are pedagogical competence, social competence and personality competence based on the perspective of students. This research used quantitative analyzed using inference statistics to analyze differences in teacher competence according to gender and teaching experience. The research sample involved 100 students across five schools. Data analysis used SPSS with multivariate statistical tests. This study indicates a significant difference between teacher pedagogical competence based on gender and teacher social competence based on the level of teaching experience. This study reflects that competency development is still needed to improve teacher competence to improve learning quality.
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Злобина, Е., and E. Zlobina. "Realization of Competence Approach at Teaching Foreign Languages for Vocational Purposes to Master’s Degree Students." Standards and Monitoring in Education 6, no. 5 (October 24, 2018): 47–51. http://dx.doi.org/10.12737/article_5bb61611d97ec3.06011091.
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The article under review is devoted to the problem of teaching foreign languages to master’s students, connected with transition to multilevel system of higher vocational training. The purpose of the given article is to study the process of master’s students while teaching them the subject «Foreign language in the professional sphere» on the basis of ideas of competency-based approach. Defi nitions of key concepts of competency-based approach are given in the article: competency (skill) and the competence. Specifi city of foreign languages teaching master’s degree students is revealed. Possibilities how to change content of the subject «Foreign language in the professional sphere» according to the formed competences are presented. Results of questionnaire of master’s degree students, trained on engineering programs (non-linguistic programs) before carrying out of the experiment and after it are resulted.
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Herliani, Yusshy Kurnia, Hasniatisari Harun, Anita Setyawati, and Kusman Ibrahim. "Self-Efficacy and the Competency of Nursing Students Toward the Implementation of Evidence-Based Practice." Jurnal Ners 13, no. 1 (April 1, 2018): 50. http://dx.doi.org/10.20473/jn.v13i1.6359.
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Introduction: Professional nurses should have adequate competency in order to apply Evidence Based Practice (EBP) in their nursing care. However, many nurses provide nursing care based on traditions, habits and personal experience. Less confidence in the feeling of nurses about their competency when employing EBP could inhibit successful EBP implementation in nursing care. Therefore, introducing and applying EBP during clinical placements in the Ners program is essential to form a professional attitude and to provide a basic level of experience when applying EBP in patient care. However, the self-efficacy and competence of the students when applying EBP has not yet been evaluated properly and there is little known about the nursing students’ competences and self-efficacy toward EBP implementation during clinical practice. Thus, the study aims to describe the self-efficacy and competency of nursing students toward the implementation of EBP, while also investigating the relationship between self-efficacy and the competency of nursing students in the implementation of EBP.Methods: This descriptive correlational study involved 120 nursing students who were actively registered on the Ners program 2016/2017. The data was collected by using the self-reporting Evidence-Based Practice Questionnaire (EBPQ), which was then analysed descriptively and inferentially using statistics.Results: The results of this study revealed that more than half (55%) of the participants had a high score of self-efficacy and almost half (49%) were categorised as having a high competence when implementing EBP. The self-efficacy score was significantly correlated to the score of competency (r = 0.607, p < 0.01).Conclusion: This study recommends that the development of the students’ competence in implementing EBP is essential to promote self-efficacy when applying EBP, and vice versa.
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Yavirach, Natepanna. "The Study of Export-Import Logistics Operation Competence of Thai Employee for Asian Economic Community." Case Studies in Business and Management 3, no. 2 (August 2, 2016): 82. http://dx.doi.org/10.5296/csbm.v3i2.9836.
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This research was conducted to support the opening of the Asian Economic Community through the import-export logistic management operation of Thai employee competence. This approach is an innovative concept in Thailand with regards to the application of standard practices for occupation competency in logistic industries. This is the first time of Thai employee competency standard measurement. This can be ensured by obtaining a qualification test and certification from The Institute of Thailand Professional Qualification Standard Institute. Export-import’s competency standard collected by using focus groups from top management and expertise employees in terms of export and import operation.The research objective is to identify the standard competence of workers for export and import custom operation with the standard practice in terms of the entrepreneurial requirements. Furthermore, export and import competency standard be practiced for internationally as ISO 17024 standardization. As well as export and import operation standards with AEO international operations for the Asian Economic Community in 2016.The research scope of the study related to custom clearance and custom broker employee in term of standard of occupation competency by using the Functional Analysis, Functional Map which consists of Key Purpose, Key Role and Key Function in relation to the unit of competence which consists of Element of competency, Performance Criteria, Range Statement, Evidence Requirement and Assessment Guidance and setting the competency level form for each career.Keywords: Competency Standard, Professional Qualification, Export-Import, Logistic Operation, Competence, Custom Broker
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Bushuyev, Sergiy D., Denis A. Bushuev, Natalia S. Bushuyeva, and Boris Yu Kozyr. "ІНФОРМАЦІЙНІ ТЕХНОЛОГІЇ РОЗВИТКУ КОМПЕТЕНЦІЙ МЕНЕДЖЕРІВ З УПРАВЛІННЯ ПРОЕКТАМИ НА ОСНОВІ ГЛОБАЛЬНИХ ТРЕНДІВ." Information Technologies and Learning Tools 68, no. 6 (December 27, 2018): 218. http://dx.doi.org/10.33407/itlt.v68i6.2684.
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Global processes and their trends taking place in various fields of knowledge with a significant acceleration affect the development of information and communication technologies and project management competences, programs and project portfolios. The purpose of the article is to develop and investigate the mechanisms for assessing the project managers’ competences for their development based on global trends and Agile's flexible methodology in project management in creating modern information and communication technologies in the field of project management. Global trends that create challenges in developing project management competences and programs are related to global acceleration, digitalization of society, development of block chains, cloud and fog technologies, active introduction of intelligent systems, transition from "rational economy" to "behavioural economy". The convergence of these trends creates a new platform for the effectiveness of applying existing methodologies, knowledge systems and methods for evaluating the competence of project managers. On the basis of convergence, integration and harmonization of methodologies for project and program management, a step-by-step approach to research has been identified. The formation of an updated system of competences based on global trends lies in the replacement of paradigms from traditional life cycle project models to flexible models such as Agile. Decision-making in the conditions of uncertainty on the basis of datamining become more justified. The article deals with modern information models of projects and programs, changing system of project managers’ competences, bringing together decision-making models and methods. At the same time, the change of competences, as actions or functions that project managers must perform, affects the model of competency and the assessment system, including key indicators of competency. The informative model of diagnostics application of competency models and methods of project management in digital and "behavioural economics" is based on the use of flexible methodologies. Some key indicators of competency are defined that are applied in the assessment of the project manager competency based on his competences in the project team. Patterns of project managers' behaviour when designing product and project management have been studied. The patterns allowed authors to identify bottlenecks in applying Agile project management methodologies in the convergence of trend information models and technologies. An example of information technology for managing the competency assessment of project managers by the IPMA ICB4 model is given.
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Ariani, Fifi, Revita Rahim, and Citra Permatasari. "Efektivitas Pelaksanaan Pengembangan Kompetensi Aparatur Sipil Negara secara Daring (Studi Kasus di Pusat Pelatihan dan Pengembangan dan Kajian Hukum Administrasi Negara)." Jurnal Transformasi Administrasi 12, no. 02 (December 26, 2022): 148–61. http://dx.doi.org/10.56196/jta.v12i02.223.
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Competency development for the State Civil Apparatus (ASN) is an absolute thing to be fulfilled. The implementation of daring competency development towards competence fulfillment which aims to increase the competence of the State Civil Apparatus recently has become a phenomenon during the Covid-19 Pandemic. The purpose of this study is to determine the effectiveness of daring competency development in improving the competence of state civil servants, the impact of implementing competency development during the pandemic on increasing the competence of state civil servants and what are the roles of agencies in fulfilling the competence development of state civil servants. This research uses quantitative research methods spread questionnaire to collection data from employees via google form. The collected data will be processed and analyzed using quantitative methods where after the data is collected, classification will be carried out based in the need for further interpretation of the data to produce the required information. The collected data will be processed and analyzed using descriptive qualitative and quantitative descriptive methods where after the data has been collected, it will be classified based on the need for further interpretation of the data to produce the required information. The results expected from this research can provide an overview of the effectiveness of the implementation of employee competency development related to competency fulfillment and produce suggestions and input that can be formulated in making policy recommendations for the implementation of employee competency development.
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Kostikova, Ilona Ivanivna, Tetiana Viediernikova, Liudmyla Holubnycha, and Svitlana Miasoiedova. "The Competency-Based Approach to Passing First Certificate in English." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (March 11, 2019): 117. http://dx.doi.org/10.18662/rrem/100.
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In this article the influence of competency-based approach of foreign language teaching to successful passing First Certificate in English (FCE) has been shown and the empirical analysis of the effectiveness of this approach for students of non-linguistic specialties has been conducted. The range of research methods (theoretical, empirical, statistical) has been used to reach the research purpose and justify the research finding. It has been confirmed that the most relevant type of a competency-based approach to teaching a foreign language for specific purposes is the communicative competency-based one. The linguistic competence, which is considered by authors to be the central multicomponent notion has been defined and characterized from the perspective of teaching English as a foreign language. The linguistic competence is based on five practical competences: Listening, Reading, Writing, Speaking, and Use of English. To check the effectiveness of the applying competency-based approach of teaching foreign language (English) for specific purposes the empirical (diagnostic) methods such as: testing (oral and written), observation, discussion were used; the pedagogical experiment was also conducted with the students. Statistical methods (Student’s t-test) helped to evaluate the results of the pedagogical experiment. The t-value result ranged from 3 to 4.7 shows the difference between the sample data and the null hypothesis that is significant, which proves the statistical importance of the obtained results.
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Wibowo, Pangarso Ari, Tri Kuat, and Muhammad Sayuti. "Integrated learning based on competence in vocational high school." Journal of Vocational Education Studies 1, no. 2 (November 1, 2018): 71. http://dx.doi.org/10.12928/joves.v1i2.699.
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Education in Vocational High Schools (VHS) aims to equip learners with the attitude, knowledge, and skills to be ready for work, absorbed in the world of work, or entrepreneurship. To fulfill the objective, the competence that must be possessed by the students must be in accordance with the needs in the world of work and in the business world. To fulfill the competence, the learning in VHS must be competency-based. In line with the competency and competency-based learning needs, it also needs an integrated learning between adaptive subjects and productive subjects. Integrated learning is modeled by; (1) conducting curriculum study on basic competence of adaptive subjects, (2) inserting productive basic competency subjects on adaptive subjects. After the integrated learning model is prepared then the learning model applied to the class is a competency-based learning model.
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Richter, Tatyana, and Lydia Shestakova. "Receptions of organizing a competency-oriented lesson with students of pedagogical directions of training." SHS Web of Conferences 55 (2018): 03001. http://dx.doi.org/10.1051/shsconf/20185503001.
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The relevance of this study is determined by the problem of the orientation of higher education on the formation of competences as a set of learning outcomes, which implies the creation of pedagogical conditions, where the student can show himself as an intellectual, actively learning personality, able to express his social position and individuality. The purpose of the research: to describe the methods of organizing competency-oriented classes with students of pedagogical areas of training. The leading methods of research were the generalization and analysis of pedagogical experience and the processing of quantitative data on the dynamics of indicators of the effectiveness of using methods of organizing competency-oriented classes with students of pedagogical areas of training. Results of the study: the advantages of using competency-oriented classes with students of pedagogical areas of training are highlighted; types of competency-oriented classes with students of pedagogical areas of training; the receptions of the organization of lecture, seminar and practical competency-oriented classes were singled out; the interactive methods promoting the formation of the components of the professional competence of the students of pedagogical areas of training in competency-oriented classes; the types of activity for inclusion in the rating indicators. Importance of the research: the materials of the article can be useful for heads of educational structures at various levels, teachers of higher educational institutions, teachers of schools, gymnasiums, lyceums, parents.
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Getha-Taylor, Heather, Maja Husar Holmes, and Justin R. Moen. "Evidence-Based Interventions for Cultural Competency Development Within Public Institutions." Administration & Society 52, no. 1 (March 22, 2018): 57–80. http://dx.doi.org/10.1177/0095399718764332.
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Cultural competency is critical to ensuring responsive public services. This article asks how we might develop individual cultural competency in a meaningful way, including which interventions are effective in enhancing cultural competence of experienced public employees. We examine the impact of targeted interventions on the development of individual public administrator cultural competence using a survey developed by Longoria and Rangarajan. The findings suggest the importance of understanding cultural competency as a developmental process that requires attention to the multidimensional aspects (knowledge, skills, attitudes, and behaviors) of cultural competency and developing training that reflects these realities.
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Лі, Хайцзюань. "КОМПЕТЕНТНІСНИЙ ПІДХІД У ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА: УКРАЇНСЬКА НАУКОВА ДУМКА." Spiritual-intellectual upbringing and teaching of youth in the 21st century, no. 4 (2022): 95–97. http://dx.doi.org/10.34142//2708-4809.siuty.2022.19.
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The article defines the competency-based approach as a leading to the professional training of future music teachers. The approaches of Ukrainian scientists to understanding the essence of the professional competence of a music teacher are highlighted. The significance of the professional musical competences of the future teacher of music art is outlined.
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Sharma, Sanjeev, and Luxmi Malodia. "Competency mapping: Building a competent workforce through Competency-Based Human Resource Information System." Journal of Information and Optimization Sciences 43, no. 7 (October 3, 2022): 1749–62. http://dx.doi.org/10.1080/02522667.2022.2128530.
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Kurniawan, Asep, and Yun Yun. "Relationship Between Business Competence And Business Survival Of Culinary Business In Bandung." MIMBAR : Jurnal Sosial dan Pembangunan 34, no. 1 (June 19, 2018): 147–57. http://dx.doi.org/10.29313/mimbar.v34i1.3255.
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SMEs (Small and Medium-size Enterprise) in Indonesian are only growing in terms of quantity and undeveloped in terms of quality, which causing a decrease in competitiveness. The solution is not through the provision of financial approach but can be in a form of an agency that knows about the market or those who can provide knowledge about the quality of the product. The objective of this study is to analyze the competence of small businesses and business survival of SMEs in culinary field of Bandung. The analytical method used in this research is Confirmatory Factor Analysis (CFA). CFA method is used to measuring the relationship between each indicator to explain the competence of small business and business sustainability. Indicator of entrepreneur competence and business survival can be explained by all indicator researcher has been used. Small businesses of culinary in Bandung have a high category for the dimension of opportunity competency, organizing competency, strategy competency, social competency, and commitment competency. Nevertheless, there is still category of sufficient dimension, that is conceptual competency.
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Strunina, N. V. "Realization of Federal State Educational Standards Competence-Based Aspect in Foreign Languages Teaching at High School." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 14, no. 1 (2014): 105–10. http://dx.doi.org/10.18500/1819-7671-2014-14-1-105-110.
Full textAbstract:
The article is devoted to the study of the problems of the competence-based approach implementation while teaching at the institutes of higher education. The terms «competency» and «competence-based approach» are expounded in details. The aims of the competence-based approach are determined; the classification of the key competencies that the students master at English lessons is given. Using of the competence-based approach in foreign languages teaching at high school is described. Various interpretations of the category «communicative competency» are considered; the basic components of communicative competency are defined. Also the article gives recommendations on the competence-based approach forming and introducing into university educational process.