Gotowe bibliografie tematyczne / Competencies

Gotowa bibliografia na temat „Competencies”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 7 lipca 2024

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Artykuły w czasopismach na temat "Competencies"

Suberviola Ovejas, Iratxe. "La socialización diferencial emocional de género como factor predictor del carácter". iQual. Revista de Género e Igualdad, nr 3 (4.02.2020): 80–93. http://dx.doi.org/10.6018/iqual.369611.

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Este artículo se enclava en la actual corriente que considera que el análisis de las competencias emocionales por cuestión de género necesita matización, puesto que en ocasiones los resultados aportados están referidos al “sexo” y no al “género”. En las siguientes páginas se realiza un análisis de diferentes investigaciones sobre competencias emocionales y la variable “sexo”/”género” estableciendo tres categorías: competencias emocionales y “sexo”; competencias emocionales y “género”; competencias emocionales y su relación con la socialización diferencial emocional de género. Tras el análisis se apunta que teniendo en cuenta el vínculo entre las habilidades emocionales y la formación del carácter, el género sería un factor predictor de este. This article follows the current that considers that the analysis of emotional competences and gender needs clarification because sometimes the results are referred to “sex” and not “gender”. This document is an analysis of different research about emotional competences and the variable “sex”/”gender”. There are three categories: emotional competences and “sex”; emotional competencies and “gender” and; emotional competencies and its relationship with the emotinal differential socialization of gender. The analysis indicates, keep it in mind the bond between emotional habilities an character training, the gender would be a predictor of this.

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Cordeiro, João Pedro, Luísa Cagica Carvalho, Pedro Pardal i Duarte Xara Brasil. "Key competencies of traders in municipal markets: case study in the Livramento Market of Setubal". Revista de Administração da UFSM 14, nr 3 (4.10.2021): 478–501. http://dx.doi.org/10.5902/1983465963781.

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Purpose – This study aims to analyse the role and importance of trader’s competencies in the context of municipal markets. It is proposed to define the ideal competences profile of traders (ICPT) in a municipal market – Livramento Market of Setubal, Portugal – attending to their key competencies, to assess the degree of similarity between the actual profile of the traders and the ICPT.Design/methodology/approach – A case study was carried out with a quantitative approach through the application of a survey to individuals of the various stakeholders’ groups (N = 36) related to the municipal markets.Findings – The ordering the relative importance of the competencies allowed to obtain the ICPT, highlighting the greater importance of more technical competencies in detrimental of soft competencies. Each of the competence’s profiles identified by the different groups were compared to the ICPT and high percentages of similarity were obtained (greater than 70%).Research implications – This study assists professional associations and managers in the design of local market management models with a focus on competencies, guiding their efforts towards the development of the most relevant competencies for professional practice.Originality/value – Its originality is based on the lack of research studies focused on the analysis of the competences of the players in the municipal markets. The analysis of the central role of a profession that is little valued, and little studied in the national context serves as an anchor for other studies on the competencies of these professionals.

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Salvador Ferrer, Carmen María, Magdalena Pilar Andrés Romero, Mercedes Fernández Torres i Darío Salguero García. "<p>Competencies, motivation and engagement of university students through service-learning experiences <sub>Competencias, motivación y compromiso con el trabajo de estudiantes universitarios a través de experiencias de Aprendizaje-Servicio</sub></p>". ESPIRAL. CUADERNOS DEL PROFESORADO 16, nr 33 (21.09.2023): 25–40. http://dx.doi.org/10.25115/ecp.v16i33.9192.

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Abstract: Throughout the present work we intend to know if Service-Learning experiences causes positive consequences in the acquisition of competences knowledge (conceptual, procedural and attitudinal), as well as in motivation and engagement of university students. For this purpose, we analyzed the SL experiences of a group of 198 students, using the Fernández-Torres et al. (2017) questionnaire. The results indicate that students present high scores in the three types of competencies, especially in attitudinal ones, also, in motivation and engagement. In addition, we appreciate the influence caused by attitudinal competencies on motivation, and, also, on engagement. Finally, we propose and test a mediational model, where motivation is a mediating variable in the relationship of influence of attitudinal competencies on engagement. Among the practical implications we want to highlight the importance of promoting SL experiences at university level, since it not only favors the acquisition of competencies knowledge, especially attitudinal ones, but it is also for motivation and engagement. In addition, we demonstrate the impact that motivation has on SL experiences. Resumen: En el presente trabajo pretendemos conocer si en el contexto universitario la experiencia de Aprendizaje-Servicio (ApS) provoca consecuencias positivas en la adquisición de conocimientos competenciales (conceptuales, procedimentales y actitudinales), así como en la motivación de los/las estudiantes y en el compromiso con el trabajo. Para ello, analizamos las experiencias de ApS de un grupo de 198 estudiantes utilizando el cuestionario de Fernández-Torres et al. (2017). Los resultados indican que los estudiantes presentan elevadas puntuaciones en los tres subcomponentes de las competencias, especialmente en los actitudinales, asimismo, en la motivación y en el compromiso con el trabajo. Además, apreciamos la influencia que provocan las competencias actitudinales en la motivación, y, también, en el compromiso con el trabajo. Finalmente, proponemos y probamos un modelo de mediación, donde la motivación es una variable mediadora en la relación de influencia de las competencias actitudinales sobre el compromiso con el trabajo. Entre las implicaciones prácticas queremos destacar la importancia de promover experiencias de ApS a nivel universitario, ya que no sólo favorece la adquisición de competencias, especialmente actitudinales, sino que es positivo para la motivación y el compromiso con el trabajo. Además, demostramos el impacto que tiene la motivación en las experiencias de ApS.

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Martínez-Mínguez, Lurdes. "Proyectos de Aprendizaje Tutorados y autoevaluación de competencias profesionales en la formación inicial del profesorado (Project Oriented Learning and self-assessment of professional competencies in initial teacher education)". Retos, nr 29 (20.12.2015): 242–50. http://dx.doi.org/10.47197/retos.v0i29.42719.

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En un contexto actual de aprendizaje y evaluación por competencias en la Formación Inicial del Profesorado (FIP), este artículo pretende alcanzar un doble objetivo. Por un lado valorar la adecuación de proyectos de aprendizaje tutorados (PAT) como «buena práctica» eficaz para adquirir competencias profesionales. Y, por otro lado, analizar el grado de utilidad de una escala de percepción para poder autoevaluarlas. Los participantes han sido140 estudiantes de la asignatura de Educación Psicomotriz de la Universidad Autónoma de Barcelona y su profesora. Los datos cuantitativos y cualitativos se han obtenido a partir de tres instrumentos: Cuestionario sobre el PAT, una Escala de autopercepción de competencias por parte del alumnado, y un Informe de docencia por parte del profesorado. Los resultados muestran que todos los estudiantes mejoran la autopercepción del grado de competencias profesionales adquiridas desde el inicio hasta el final del proyecto de forma global. Ordenadas de más a menos serían las competencias de: organización, evaluación, trabajo en equipo, programación, ambiente y difusión. Se concluye que los PAT implementados en contextos reales de intervención con equipos de profesorado mixtos universidad-maestros escuela son eficaces para adquirir competencias profesionales y que la escala de autopercepción utilizada es útil para autoevaluarlas reflexionando y siendo consciente de los cambios que se van produciendo desde el inicio hasta el final de su formación.Abstract. In the current context of competences-based learning and assessment in Pre-service Teacher Education, this study assesses a Project of Oriented Learning which is used as an example of good practice to achieve professional competencies and analyze the level of usefulness of a self-assessment scale. One-hundred forty students from the subject «Psychomotor Education» at Autonomous University of Barcelona and their professor participated in the study. The tools used to gather quantitative and qualitative data were: a questionnaire, a self-perception scale of the students’ competencies and two professors’ teaching reports. The results show that all the students improved their level of self-perception of the professional competencies achieved during the project. In order of importance, these competences are: organization, assessment, teamwork, learning environment and dissemination. The conclusion of the study is that these types of projects, when implemented in real contexts with mixed teams composed of university professors and school teachers, are efficient not only to achieve professional competencies through reflection but also to be aware of the different changes that occur during the education process.

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Costes Rodríguez, Antoni, Joan Fuster Matute, Carlos Castellar Otín i Antoni Planas Anzano. "Las competencias específicas en las webs de los grados universitarios de Ciencias de la Actividad Física y Deporte (The specific skills on the websites of university degrees of Sciences of Physical Education and Sport)". Retos, nr 25 (6.03.2015): 43–47. http://dx.doi.org/10.47197/retos.v0i25.34473.

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Analizamos las competencias específicas publicadas en las Webs de las facultades españolas que imparten el grado en Ciencias de la Actividad Física y el Deporte y comprobamos si cumplían con el requisito de transparencia según el Espacio Europeo de Enseñanza Superior. Se han tratado los datos a partir de estadística descriptiva y por análisis de conglomerados. Se ha comprobado que no utilizan las competencias para mostrar su oferta de estudios y que hay pocas diferencias entre facultades en la elección de competencias, ya que siguen las que se redactaron en el libro Blanco de la titulaciónPalabras clave: Competencias específicas; Espacio Europeo de Educación Superior; Webs de las Universidades; Actividad física y deportes.Abstract: Specific competencies published in the Webs of Spanish universities that implemented the degree of Sciences of Physical Education and Sport were analysed to check if they fulfilled the requirement of transparency according to the European Higher Education Area (EHEA). The data have been treated from descriptive statistics and by cluster analysis. The results show that the websites do not use competencies to display its range of studies and that there is little difference between universities in the choice of competences since remain those which were drafted in the «White book» of the degree.Key words: Specific competences, European Higher Education Area (EHEA), Websites of universities, Physical Activity and Sports.

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Solà Santesmases, Josep. "Estudio de la transversalidad de los contenidos en Educación Física a través de los currículos competenciales (Study of the transversality of the contents in Physical Education through the competency-based curricula)". Retos, nr 40 (29.11.2020): 419–29. http://dx.doi.org/10.47197/retos.v0i40.81783.

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El artículo tiene por objetivo analizar la evolución de los currículos competenciales a través del estudio de la transversalidad de los conocimientos mediante el análisis documental de las principales regulaciones jurídicas educativas. El análisis de contenido permitirá un enfoque transversal sincrónico para comparar las leyes y RD estatales con los decretos y normativas autonómicas catalanas, y un enfoque longitudinal diacrónico para comparar la evolución de los currículos competenciales desde su aparición en la LOE hasta su consolidación en la LOMCE. Dicho análisis de contenido se fundamentará en las regulaciones para la Educación Secundaria Obligatoria (ESO) a través de la materia específica Educación Física, contrastando las ejemplificaciones prácticas con la materia troncal de matemáticas. Las conclusiones determinan el florecimiento de las competencias en los currículos y el asentamiento de la transversalidad como intervención necesaria para su logro. De una transversalidad centrada en los contenidos disciplinares como metodología competencial (conexiones con las otras materias) se evoluciona a la transversalidad basada en las competencias y en la transferibilidad de los conocimientos a contextos reales (tratamiento globalizado de los contenidos). Abstract. The article aims to analyse the evolution of competency-based curricula through the study of the transversality of knowledge of the main educational legal regulations. The content analysis will allow a synchronous transversal approach to compare the state laws with the decrees of the autonomous administration, and a diachronic longitudinal approach to compare the evolution of the competences curricula from its appearance in the LOE to its consolidation in the LOMCE. Physical Education, a specific subject, will support the exemplification, contrasting it with the core mathematics subject. The conclusions determine the flourishing of competencies in the curricula and the establishment of transversality as a methodological aspect necessary for its achievement. From a transversality focused on disciplinary contents as a competency methodology (connections with other subjects) it evolves to transversality based on competences and on the transferability of knowledge to real contexts (globalized treatment of content).

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Bondarenko, Viktoriya, Olesia Diugowanets i Oksana Kurei. "Transformation of Managerial Competencies within the Context of Global Challenges". SHS Web of Conferences 90 (2021): 02002. http://dx.doi.org/10.1051/shsconf/20219002002.

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This contribution presents an analysis of the transformational changes in the global environment on the content of modern models of managerial competencies. Theoretical approaches to the definition of managerial competencies according to international standards are studied, and on this basis a hierarchy of competencies, within the context of their acquisition through professional training, is determined. The predictions and changes in the basic competencies of managers in the near future (2025) are analysed. Sets of general managerial (organizational) competencies (hard skills) and non-specialized supra-professional competencies (soft skills) are defined and compared. Digital competences and intercultural competences are defined as conceptually new skills required by a modern effective manager.

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Repetto Talavera, Elvira, Sonia G. Beltrán Campos, Arancha Garay-Gordovil Casanova i Mario Pena Garrido. "Validación del “inventario de competencias socioemocionales —importancia y presencia—” (ICS-I; ICS-P) en estudiantes de ciclos formativos y de universidad". REOP - Revista Española de Orientación y Psicopedagogía 17, nr 2 (28.01.2014): 213. http://dx.doi.org/10.5944/reop.vol.17.num.2.2006.11347.

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RESUMENEl objetivo del estudio reside en diseñar un Inventario construido ad hoc de Competencias Socio-emocionales (ICS-I; ICS-P) con el doble objetivo de identificar, por un lado, la importancia que dichas competencias tienen para el desarrollo profesional de los estudiantes de Ciclos Formativos y de Universidad y, por otro, la presencia que dichas competencias han tenido en sus planes de formación. Los resultados obtenidos garantizan la validez y fiabilidad del Inventario ICS-I; ICS-P a la vez que permiten detectar algunas discrepancias entre ambos grupos de estudiantes.ABSTRACTThe goal of the study resides in designing an Inventory of Emotional and Social Competences (ICS-I;ICS-P)! This instrument allows to identify, on the one hand, the importance that these competencies have for the professional development of the students of Vocational Training and University, and the other if this competencies are present in their curriculum! The results guarantee the validity and relia-bility of the Inventory ICS-I; ICS-P at the same time that allow to identify differences between both group of students.

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Krawczyk-Sołtys, Agnieszka, i Laura Płatkowska-Prokopczyk. "Modelling of managerial competences in health care units – preliminary assumptions". Scientific Papers of Silesian University of Technology. Organization and Management Series 2022, nr 158 (2022): 317–36. http://dx.doi.org/10.29119/1641-3466.2022.158.21.

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Purpose: The aim of the article is to present the theoretical assumptions of the model of managerial competences in health care units. It was assumed that competences are a multidimensional concept and require an integrated approach that allows for the construction of a competency model that reflects their real complexity. A list of managerial competencies will be presented, which will be subject to empirical verification in the course of future research by the authors in order to identify key competencies. Design/methodology/approach: The proposed lists of managerial competencies (six domains) were created and are based on the analysis of healthcare competencies models – the study of the literature – and one of the Authors’ observations of the analyzed entities (as a consultant). Findings: Presented model of managerial competencies in health care units contains six domains with 32 competencies. These domains capture the dynamics and complexity of health care unit’s manager’s role and reflect the dynamic realities in health leadership today. Originality/value: An identification the managerial competencies of health care units managers significantly shaping competences of such organizations especially relevant in pandemic time.

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Gutiérrez-Martín, Alfonso, Ruth Pinedo-González i Cristina Gil-Puente. "ICT and Media competencies of teachers. Convergence towards an integrated MIL-ICT model". Comunicar 30, nr 70 (1.01.2022): 21–33. http://dx.doi.org/10.3916/c70-2022-02.

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This paper describes teachers' perceptions of their ICT and media competencies, and the importance they assign to these competencies in teacher training. A questionnaire was used as a data collection instrument based on UNESCO's proposals on ICT (Information and Communication Technologies) and MIL (Media and Information Literacy). A total of 402 teachers and pre-service teachers took part in the questionnaire. This is an exploratory cross-sectional study where quantitative descriptive and correlational methodology is used. Findings reveal that the self-perceived competence of teachers is low and that the self-perceived level is always lower than the importance given to the corresponding competence. Greater importance is assigned to MIL competencies than to ICT competencies of teachers; this questions the tendency to prioritize technological and didactic training over media education training. It concludes with the need for a paradigm shift towards convergence in teacher training policies for the digital age, and a global model of teacher competencies in media and ICT (COMPROMETIC) is proposed that integrates MIL competencies with those of ICT teachers. The model is based on a double convergence: that of different literacies, and that of the resulting multi-literacy with the specific training of education professionals in ICT and media. El objetivo de este trabajo es analizar las percepciones de los docentes sobre sus competencias mediáticas y el uso de las TIC, así como la importancia que asignan a dichas competencias en la formación del profesorado. Se ha elaborado un cuestionario a partir de las propuestas de la UNESCO en TIC (Tecnologías de la Información y Comunicación) y AMI (Alfabetización Mediática e Informacional) que ha sido respondido por 402 docentes y futuros docentes. El diseño del estudio es transversal de alcance exploratorio, que usa metodología cuantitativa de tipo descriptivo y correlacional. Los resultados demuestran que el nivel competencial autopercibido de los docentes es bajo y siempre inferior a la importancia que se otorga a la correspondiente competencia. Los docentes asignan mayor importancia a las competencias AMI que a las competencias en TIC, lo que cuestiona la tendencia de priorizar la formación tecnológica y didáctica sobre la mediática. Se concluye con la necesidad de un cambio de paradigma hacia la convergencia en las políticas de formación del profesorado para la era digital, y se propone un modelo global de competencias del profesorado en medios y TIC (COMPROMETIC) que integra las competencias en AMI con las de los docentes en TIC. Un modelo basado en una doble convergencia: la de diferentes alfabetizaciones, y la de la multialfabetización resultante con la capacitación específica de los profesionales de la educación en TIC y medios.

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Rozprawy doktorskie na temat "Competencies"

Essmail, Essmail Ali. "Evaluating relationships between organisational core competencies and individuals' competencies". Thesis, Sheffield Hallam University, 2007. http://shura.shu.ac.uk/19629/.

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Determining core competence has been increasingly considered as a vital strategic approach towards a sustainable competitive advantage by researchers and decisionmakers. Although its importance is widely recognised, the identification process appears complex. Therefore, sound theoretical systematic identification processes are still sought. In addition, the underlying components of core competence such as individuals' competencies have implications and need to be investigated. The contribution made by individuals' competencies in the content and form of organisational core competences is critical. In response, this research aims to examine the potential link between core competences and individuals' competencies. To meet this goal, this thesis complements and extends a previous work (Hafeez et al, 2002a-c) which introduced a structured framework to identify core competence. In particular, it intends to develop the Hafeez et al (2002a) core competence identification framework at the individuals' level. In addition, the CIPD (2004) competency headings framework comprising seven competencies is used. Therefore, an integrated structured framework to link the relevant individuals' competences with the identified core competences is developed. The context of this study is the utility, construction, oil services, and manufacturing industries. A combined methodology of structured questionnaire-based interviews and a postal survey involving fifteen organisations is performed. Data is at times subjectively collected and analysed. However, the AHP technique with its related software (EXPERT CHOICE) is used through all the stages of the proposed framework to eliminate subjective inconsistencies and enable this author to obtain solid results and conclusions. The study recognised that the composition of core competences for the majority of surveyed organisations leans towards the human contribution. In addition, individuals' competencies influence and contribute towards the core competences. This confirms a strong relationship between individuals' competencies and core competences. However, the relative importance of the examined individuals' competencies against the identified core competences was rather different. On average, the prevalence of Team orientation followed by People management competencies was relatively the highest. The research concluded that the nature of the industry and the organisation's context has an impact on the portfolio of individuals' competencies to be linked with core competences. This research has made four main contributions to knowledge. First, the Hafeez et al. (2002a-c) framework is re-tested within other industries, namely, utility, construction, oil services, and manufacturing. Second, the framework is developed at the individuals' competencies level. Third, the composition of identified core competences in terms of human, organisational, and technological contributions is evaluated. Fourth, the relevant portfolio of related individuals' competencies to be linked with core competences is determined. The outcomes of this research may help organisations to make key strategic decisions such as how to invest to develop particular organisational core competences and individuals' competencies.

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Zanutto, Sara <1991&gt. "INNOVATING WITH COMPETENCIES Behavioral competencies for developing innovative successful products". Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/7684.

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The capability to innovate is fundamental for companies that want to stay competitive in the market maintaining their profit. Many factors influence the innovative potential of NPD teams. Can Emotional and Social Competencies increase the capability of innovating and developing new successful products? This paper aims at answering this crucial question. In the first part different definitions of innovation are provided and categories in which innovation is classified are further expounded. After having pointed out that the focus is on product innovation, the concept of Open Innovation is analyzed together with Stage-Gate NPD process and the different kind of NPD teams. In the second part the focus of the discussion is on the Emotional and Social Competency expounding the results of different studies on this subject. The codebook developed by Boyatzis in 1982 integrated by the competencies of the Emotional and Social Competency Inventory is in particular examined being the starting point for the empirical study. In the third part the methodology adopted in this empirical study is described in all its phases. In particular, Behaviour Events Interviews were conducted in order to find competencies that team members demonstrated during the NPD process whereas a Repertory Grid has been created in order to classify them in best performers and average/poor performers. The gathered data are studied in the fourth part in which the link between team members’ competencies and their performance during the NPD process is analysed, showing how Social and Emotional competencies actually influenced the capability to innovate and to developed successful new products.

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Catlin, Mary Ellen Vandeberg. "Assessing leadership competencies /". view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3153779.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 137-144). Also available for download via the World Wide Web; free to University of Oregon users.

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Chase, Linda Kay. "Nurse manager competencies". Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/2681.

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Building on a previous 1994 study, this descriptive study reflects on the ever-shifting sands of the nurse manager role. This national survey is based on the Katz (1955) conceptual framework of interrelated technical, human and conceptual competencies. An instrument developed by the investigator for determining important nurse manager competencies was validated using an expert panel of AONE nurse manager Fellows. The research used a web-based survey to collect information from hospital nurse managers via a self-administered competency instrument. Eighty one completed the online survey with complete data for a response rate of thirteen percent. Findings suggest the highest self-reported nurse manager competency ratings included effective communication, retention strategies, effective discipline and decision-making. In contrast, the lowest self-reported nurse manager competencies included nursing theory, case management and the research process. The associations of nurse manager competencies with individual and organizational variables were studied. The impact of organizational variables of hospital size and span of control had a medium effect. Magnet status impact was unremarkable. Individual variables of gender, age, education, tenure as an RN, and tenure in current position also did not significantly impact competency ratings. A large and medium effect was noted between tenure in the management role on all the competency ratings within the five constructs. The Chase Nurse Manager Competency Instrument underwent psychometric testing as none had been done since the original 1994 study. The 1994 and the 2010 study data was used to determine reliability and validity assessments with positive results. A crosswalk was also completed between the Chase Instrument and the 2005 AONE Nurse Manager Leadership Collaborative Framework and due to the similarities in the five categories the Chase Instrument was revised to reflect the parallel similar headings support the consistencies between the models. Study findings reveal Nurse managers have to deal with finance and budgeting, patient safety, quality improvement, staff retention, and many other tough topics. They are expected to achieve a blend of clinical and business management with little to no training. Based on the findings the following ten recommendations are provided and include, Provide realistic expectations of the role; Provide a skill assessment and form a plan based on competency development; Provide a structured orientation and development program which includes 30/60/90 day checkpoints; Establish long term mentorship building on the key ingredients of inspiration and role modeling; CNO involvement is critical; Teach Influence; Teach implementation strategies; Create the culture; Invest in Nurse Manager support for Development of Staffing, Financial Acumen and Compliance; Enhance communication skills at every level. Among nursing leadership, the nurse manager role has been identified as critical in the provision of high-performing, effective and efficient care in the patient care delivery setting. This individual is the unit-based CEO responsible for quality, safety, satisfaction and financial performance in alignment with regulatory and accrediting body requirements. Excellence in horizontal and vertical communication is required as this role represents the voice of the direct care nurse at the leadership table as well as the voice of the board of trustees at the unit level.

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Budiakova, O. "Competencies of restaurant staff". Thesis, Oktan-Print s.r.o, 2020. https://er.knutd.edu.ua/handle/123456789/17761.

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The problem of competence of restaurant staff is very relevant, including because it has not received wide coverage in scientific publications. Today the market of restaurant services is not an easy situation. There is an increase in competition, lack of customers due to lower incomes, rising prices for products. In addition, due to the COVID-19 pandemic, quarantine was introduced, which directly affected the closure of restaurants and the inability to work due to restrictions, which led to a decrease in the profitability of restaurants.

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Dang, Yue. "The Contribution of Multicultural Counseling Competencies to Multicultural Supervision Competencies Among Counseling Supervisors". University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1496967532380558.

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O'Connor, Thomas Karli Michelle. "Development of the Gerontological Counseling Competencies Scale: A Self-report Measure of Counselor Competence with Older Adults". University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1341672223.

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Schreiber, Eva. "The management of natural competencies". Thesis, University of Strathclyde, 2012. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=17069.

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Management science, as well as psychology, has tended to avoid the issue of why people like different activities, and why they tend to be good at the activities they like. The aim of this thesis is to tackle this issue by motivating and introducing a construct, called “natural competencies”, and exploring it empirically. “Natural competencies” are defined as resources that enable activities that are inherently rewarding or exciting for the subject, thereby creating positive emotions. Performing them is viewed as being part of their personal identity which transcends the social roles in which a person engages. Utilizing “natural competencies” may also result in feelings of fulfilment. It is hypothesized that natural competencies tend to appear in leisure (non-working) activities, that is, activities chosen by the subject because they are pleasurable and, therefore, motivating. So, leisure activities should be a source of information regarding an individual’s natural competencies. Ideally, occupational activities reflect natural competencies too, but alienation may prevent this. An empirical investigation was performed by in-depth-interviewing 20 subjects whose hobby it is to collect art. Collecting art may stimulate informal learning and may be intellectually challenging; so it might elicit pleasure, engagement, and ultimately fulfilment, thereby being relevant to natural competencies. Analysis of interviews was performed by “modified grounded theory”, an approach blending inductive and deductive, theory-driven methods. By combining the interviews with observations, a triangulation method was also utilized. The results are preliminary and qualitative, but they indicate that subjects experiencing and utilizing their natural competencies at occupational activities will experience a greater level of fulfilment. This basic result is stated in the “competency fulfilment model”. A basic practical implication of the work is that non-working activities may be fruitful for identifying and developing competencies in working adults. However, more work is needed to test and develop the competency fulfilment model in other domains, and to continue sharpening the concepts involved

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Randlesome, Collin. "Changing management competencies in Germany?" Thesis, Cranfield University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323914.

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Pulham, Emily Bateman. "K-12 Blended Teaching Competencies". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/8793.

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This dissertation centers on competencies for K-12 online and blended teaching. Article 1, published in Distance Education, is the literature review, which compares K-12 online and blended teaching competencies. We found that online and blended teaching share personalization as the most salient competency, but that blended teaching competencies emphasize pedagogical skill sets and online teaching competencies emphasize managing the online course. Article 2, published in the Journal of Online Learning Research, is an analysis of selected literature from Article 1, which analyzes the modality in which competencies occur (online or digital context, face-to-face context, generic, or blended). Over half of the competencies analyzed were deemed generic, or not specific enough to denote which modality in which they occur, and 30% of competencies were for an online or digital context, and a very few competencies were specifically for face-to-face modality, and blended competencies made up Article 3 is a description of the validation of a Blended Teaching Assessment of five competency areas associated with blended teaching: (a) technology skills, dispositions, and digital citizenship, (b) technology-mediated interactions, (c) blending online and in-person learning, (d) personalization, and (e) real-time data practices. While the confirmatory factor analysis showed minimal evidence of validity, we believe this is an important first step to building an objective assessment of blended teaching skills, and the assessment should be refined and further analyzed if it is to be used for summative purposes.

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Książki na temat "Competencies"

Ertelt, Bernd-Joachim, William E. Schulz i Andreas Frey. Counsellor Competencies. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87413-1.

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Grisso, Thomas. Evaluating Competencies. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8.

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Caird, Sally. Enterprise competencies. Stirling: Scottish Enterprise Foundation, 1989.

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Kale-Smith, Geri. Administrative competencies. Baltimore, MD: Lippincott Williams & Wilkins, 2008.

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Buchman, Michelle. Clinical competencies. Baltimore, MD: Lippincott Williams & Wilkins, 2008.

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Lab competencies. Baltimore: Lippincott Williams & Wilkins, 2008.

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Chief Financial Officers Council (U.S.) i United States. Joint Financial Management Improvement Program., red. Core competencies. Washington, D.C: U.S. General Accounting Office, Joint Financial Management Improvement Program, 1999.

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Society, Industrial, red. Management competencies. Birmingham: The Industrial Society, 1996.

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Wynne, Bernard. Competencies: A practical guide to understanding and applying competencies. Hitchin: Technical Communications(Publishing Limited, 1996.

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W, Collins C., i Australian College of Education, red. Competencies: The competencies debate in Australian education and training. Canberra: Australian College of Education, 1993.

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Części książek na temat "Competencies"

Cox, Peter. "Competencies". W Cycling, 120–39. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315533698-7.

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Laverack, Glenn. "Competencies". W A–Z of Health Promotion, 30–33. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-35049-7_11.

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Faivre-Tavignot, Bénédicte. "Individual Competencies to Organizational Competencies". W Social Business and Base of the Pyramid, 75–86. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119261193.ch3.

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Grisso, Thomas. "Problems in Assessments for Legal Competencies". W Evaluating Competencies, 1–13. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_1.

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Grisso, Thomas. "Competency to Consent to Treatment". W Evaluating Competencies, 311–43. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_10.

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Grisso, Thomas. "Developing and Using Forensic Assessment Instruments". W Evaluating Competencies, 344–63. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_11.

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Grisso, Thomas. "Legally Relevant Assessments for Legal Competencies". W Evaluating Competencies, 14–30. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_2.

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Grisso, Thomas. "Empirical Assessments for Legal Competencies". W Evaluating Competencies, 31–53. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_3.

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Grisso, Thomas. "Reviewing the Instruments". W Evaluating Competencies, 54–61. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_4.

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Grisso, Thomas. "Competency to Stand Trial". W Evaluating Competencies, 62–112. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4899-5046-8_5.

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Streszczenia konferencji na temat "Competencies"

Bjekić, Dragana, i Lidija Zlatić. "Preduzetničke kompetencije vaspitača u kontekstu profesionalnog osposobljavanja". W Savremeno predškolsko vaspitanje i obrazovanje – tendencije, izazovi i mogućnosti. University of Kragujevac, Faculty of Edaucatin in Uzice, 2023. http://dx.doi.org/10.46793/spvo23.171b.

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Whether entrepreneurship competences are considered as competences of the entrepreneur's professional action (career determination) or general transferable competences necessary for the action of every person (competence components of functional action), their development has its basis in childhood. Therefore, supporting the development of entrepreneurship characteristics in children during preschool education is necessary. The first systematic education of preschool children is realized by preschool teachers. The importance of preschool educators for the development of entrepreneurship competencies in preschool children is discussed in the paper. The specifics of the entrepreneurship competence of preschool educators, who should act as models to develop the entrepreneurship competencies of their preschool pupils/children, are also presented. A holistic approach to the entrepreneurship training of educators is proposed to develop their entrepreneurship competencies and to develop methods and approaches for the entrepreneurship education of preschool children.

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Karatkevich, A. V. "ACTIVE FORMS AND METHODS OF LEARNING IN THE FORMATION OF UNIVERSAL COMPETENCES OF STUDENTS". W SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-134-138.

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The use of the competence-based approach in higher education presupposes the formation of a structure of universal competencies among students. Formed competencies make it possible to apply the acquired knowledge in practice, solving various kinds of professional, social and civic tasks. The system of active forms and methods of teaching should become the guiding principle of the formation of the structure of universal competences. It is necessary to introduce such forms of the educational process, innovative pedagogical systems and technologies, methods of active learning, methods of diagnosing the level of formation of competencies, which contribute to the combination of theoretical knowledge with practical skills.

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Ņikitina, Tatjana, i Inga Lapiņa. "THE CONCEPT OF MANAGER: CRITICAL ANALYSIS AND COMPETENCIES REQUIRED". W Business and Management 2018. VGTU Technika, 2018. http://dx.doi.org/10.3846/bm.2018.27.

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The aim of the research is to analyse manager’s competence groups, a manager role in modern enter-prise and clarify what competences are required for managers in knowledge intensive business service (KIBS) organizations. Authors assumed that natural changes in the external environment lead to ap-pearance and development of new managerial activities and competences or manifestation of a cer-tain set of competencies. Previous researchers reveal that new context of teams that are diversified in terms of locations, disciplines and social groups require managers to act differently. Other researchers emphasize acceleration of technological novelties and presence of new organizational forms such as small and medium enterprises (SMEs) also creates new operational processes and managerial activi-ties. Business society and labor market expect a professional who acts in different roles of entrepre-neur, leader, and manager simultaneously. The authors conducted literature overview and identified ten leading competencies that are necessary for a manager in KIBS.

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Kusainov, Gabit Mukanaevich, i Svetlana Seitzhanovna Mnaidarova. "DEVELOPMENT OF COMPETENCIES AND COMPETENCIES OF TEACHERS IN MODERN CONDITIONS". W All-Russian Scientific and Methodological Conference with International Participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-100289.

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The article discusses the concepts of “competence” and “competence” of a teacher, their distinctive characteristics, reveals effective ways of forming pedagogical competencies and competence in the process of using collective training sessions.

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Collins, Karen, Michelle Unger i Amanda Dainis. "How Do I Ensure “Staff Competency” in My Pipeline Safety Management System?" W 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9374.

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Abstract Standards and regulations are clear: all staff who work on pipelines need to be both “competent” and “qualified.” Standards such as API 1173 are clear about competence within a safety management system: “The pipeline operator shall ensure that personnel whose responsibilities fall within the scope of the PSMS [Pipeline Safety Management System] have an appropriate level of competence in terms of education, training, knowledge, and experience.” The burden of defining and specifying competence falls on pipeline operators, but they have little guidance regarding the required skills, knowledge and levels of competency. Additionally, we are all biased — different operators will have different ideas and emphases on competencies, which will affect their decision-making. The only way to avoid these cognitive biases is to use consensus standards supported by rigorous surveys that capture the required competencies. This paper explores some of the more common biases that can affect decisions and presents the results of a controlled, independent, survey aimed at both specifying and quantifying the necessary competencies needed by a specific engineer working within a PSMS: a pipeline integrity engineer. The paper identifies and ranks these necessary competences. The survey was completed by 100 pipeline integrity engineers from 25 different countries. Its specific objective was to investigate the key skills and knowledge requirements needed in a junior engineering position (i.e., a pipeline engineer with less than three years of relevant experience) working under supervision to be ‘competent’. It listed eight core competencies (identified by subject matter experts) considered essential for a pipeline integrity engineer. Each of these core competencies contained a set of skills. Respondents were first asked to rank the eight core competences, and then rank the skills within the competency. An analysis of the data provides insights into how 100 pipeline integrity engineers view the key skills required to be “competent.” The results of the survey can assist pipeline companies in setting objective competency requirements for their engineering personnel, developing learning programs to address any gaps, and improve the overall safety of their pipeline system.

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KALІUZHKA, Nataliіa, i Nelia SAMOILENKO. "Key educational competences and infomedia literacy competences: theoretical aspect". W Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p143-149.

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The article provides an updated list and names of key competencies that formed the basis of the key competencies of the «New Ukrainian School» and are taken into account in the State standard of basic secondary education and comprehensive skills and abilities for all competencies. It is noted that different levels of education play a leading role in the acquisition and development of basic competencies: preschool, school, professional, retraining, self-education, lifelong education. Modern competitive conditions on the labor market require the education system to focus on the formation of a specialist not so much as knowledge, but professional competences that will allow solving various tasks of today. Accordingly, the basis of systemic transformations of the educational process should be a clear understanding of the set of competencies, which are developed within each branch and on the basis of which its meaningful characteristics should be formed. In competence education, the formation of personal values, aspirations and readiness to realize one’s potential are important, in particular, the ability to work with information - to search, select, analyze, and use it. Since the key educational competencies are both general and universal in nature, the competencies of infomedia literacy do not always clearly fit into them or clearly correlate with them. However, key educational competencies can be considered a superstructure based on subject competencies, and in higher education, on professional competencies. And this provides ample opportunities for the implementation of infomedia literacy and the formation of an appropriate complex of knowledge, skills, abilities.

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Johannsen, Thies. "Wheel of competencies: industry demands of competencies for research and innovation". W SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1101.

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On the basis of the current state of research, this study identifies and validates futureoriented competencies. Using quantitative social research methods, it then investigates demands in industry. This involved, first, an evaluation of literature and the identification of competencies for research and innovation (R&I) activities. Next, from clusters of the identified competencies I derived 14 different types. On this basis, I generated a competency profile that informs the development of a tool for R&I, the Wheel of Competencies. With this newly developed tool specific competency profiles can be generated and analysed. Second, I operationalized and implemented the competence components in a questionnaire. On this basis, 200 CEOs and heads of research and development (R&D) departments of medium-sized and large enterprises in Germany were surveyed in November and December 2021 using computer-assisted telephone interviews (CATI). All enterprises have at least 50 employees and an in-house R&D department. In addition, enterprises have to belong to one of the following industry sectors: automotive, chemical, electrical or mechanical engineering. The results show that certain competencies are in very high demand across all industries, while others are more specific to an industry sector. Overall, the results indicate that the competencies in demand address the dynamic complexity in collaborative R&I processes. The results presented here make an important evidencebased contribution to curriculum development in engineering education based on future-oriented competencies and illustrates which transfer activities and collaborative formats are increasingly relevant.

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VINTERE, Anna. "MATHEMATICAL COMPETENCES AND COMPETENCE-BASED MATHEMATICS LEARNING FOR SUSTAINABLE DEVELOPMENT". W RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.152.

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This paper is the result of scientific analysis and assessment of scientific literature and a number of information sources taking into consideration the authors’ reflection experience and observations in connection with the mathematics role in sustainable development which may be characterized by a number of factors, including, mathematical competence compliance with competencies for sustainable development as well as coherence between mathematical competence and capacity which should have new professional. The methodology of the research is based on Danish KOM (Competencies and the Learning of Mathematics) project which set up eight mathematical competences: abilities to ask and answer questions in and with mathematics and he ability to deal with and manage mathematical language and tools. Students from Latvia University of Agriculture and Riga Technical University were asked to evaluate (using self-evaluation method) their mathematical competence by writing in the questionnaire numbers from 0 to 3, where 0 - I have not mastered this skill, but 3 - I can apply mathematical knowledge in different situations of life, I can formulate a mathematical problem, solve it. The survey results are analysed by respondents mathematics learning experience as well as needs for mathematics knowledge and skills in modern labour market conditions as well as in accordance with factor for social capital building.

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Neretin, Oleg P. "Intellectual property competencies for librarians’ professional development". W Twenty Fourth International Conference "Information technologies, computer systems and publications for libraries". Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-231-9-2020-97-100.

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The goal is set and the necessity is substantiated of developing the intellectual property competencies in librarians and information specialists. The corresponding competence model is introduced. The experience of London Business & IP Center of the British Library is discussed. The examples of teaching intellectual property competencies within the framework of library bachelor and master degree programs and within continuing professional education system, are provided.

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Medne, Dace, Alise Oļesika i Sanita Baranova. "Global and Citizenship Competence Conceptualization Through Sustainability Paradigm". W ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.18.

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Nowadays, the ideological focus of sustainable development is leading in all industries worldwide. Sustainable education enriches the understanding of the link between social, ecological, and economic needs; develops the ability to take responsibility for their own daily choices and contribute to a fairer future for present and future generations. All levels and areas of education invest in sustainable development, including higher education programs, which play a crucial role in putting sustainability ideas into practice. Therefore, in April 2022, the University of Latvia implemented the second round of the study, “Assessment of Competences of Higher Education Students and Dynamics of Their Development in the Study Period”, within which multidimensional research of students’ transversal competencies is continued. The first round of the study identified that the theoretical approaches to the distinction and consolidation of global and civic transversal competencies are contrasting. For that reason, this study aims to analyze civic and global transversal competencies’ common, diverse, and unifying aspects. The design of a cartographic review was chosen for conceptualization. The aim is to structure the literature items included in the study, based on which a classification scheme was created, and the field of aspect coverage was identified. The study data were analyzed using the qualitative data processing program NVivo 12.0. As a result, the various aspects of the two transversal competencies have been identified. The theoretical framework of global civic competence is formulated based on the aspects identified in the coverage field.

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Raporty organizacyjne na temat "Competencies"

Wong, Leonard, Stephen Gerras, William Kidd, Robert Pricone i Richard Swengros. Strategic Leadership Competencies. Fort Belvoir, VA: Defense Technical Information Center, sierpień 2003. http://dx.doi.org/10.21236/ada631451.

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Brown, Allison, Emily Cole, Adrian Ho, Amanda Hurford, Melanie Kowalski, Ally Laird, Jessica Lange i in. Library Publishing Competencies. Purdue University, kwiecień 2020. http://dx.doi.org/10.5703/1288284317123.

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Gay, Sr, i Philip W. Leadership Core Competencies. Fort Belvoir, VA: Defense Technical Information Center, marzec 2008. http://dx.doi.org/10.21236/ada480729.

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Green, Robert S. Proposed Core Competencies for Acquisition. Fort Belvoir, VA: Defense Technical Information Center, luty 1998. http://dx.doi.org/10.21236/ada405908.

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Ford, Laura A., Heather M. Wolters, Karen O. Moriarty, Michael J. Cullen i Don Forrest. Identification of Company Command Competencies. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 2013. http://dx.doi.org/10.21236/ada587475.

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Rudesheim, Frederick S. Discovering the Army's Core Competencies. Fort Belvoir, VA: Defense Technical Information Center, marzec 2001. http://dx.doi.org/10.21236/ada393676.

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Blocklage, Brian F. George Washington's Strategic Leader Competencies. Fort Belvoir, VA: Defense Technical Information Center, marzec 2000. http://dx.doi.org/10.21236/ada377181.

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Wolters, Heather M., Patrick G. O'Shea, Laura A. Ford, Matthew S. Fleisher, Mary A. Adeniyi, Clair E. Conzelman i Russell J. Webster. Identification of Brigade Command Competencies. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 2011. http://dx.doi.org/10.21236/ada548193.

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Marty, Stephen A. Navy Health Care Executive Competencies. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 2006. http://dx.doi.org/10.21236/ada473552.

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Rahman, Fazil A., Kadir Arifin, Azlan Abas, Mahfudz Mahfudz, Muhammad Basir Cyio, Muhammad Khairil, Muhammad Nur Ali, Ilyas Lampe i Muhammad Ahsan Samad. Safety competencies: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, marzec 2022. http://dx.doi.org/10.37766/inplasy2022.3.0146.

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