Gotowe bibliografie tematyczne / Competency

Gotowa bibliografia na temat „Competency”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 7 września 2023

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Artykuły w czasopismach na temat "Competency"

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Birnbaum, Marvin L., i Elaine K. Daily. "Competency and Competence". Prehospital and Disaster Medicine 24, nr 1 (luty 2009): 1–2. http://dx.doi.org/10.1017/s1049023x00006452.

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McConnell, Edwina A. "Competence vs. competency". Nursing Management (Springhouse) 32, nr 5 (maj 2001): 14. http://dx.doi.org/10.1097/00006247-200105000-00007.

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Rodionova, Inga V., i 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, nr 1 (14.06.2023): 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, nr 2 (27.06.2017): 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, i 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, nr 3 (12.10.2021): 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 i Sarah (Sally) Welsh. "From Competence to Continuing Competency". Journal of Continuing Education in Nursing 51, nr 1 (1.01.2020): 15–24. http://dx.doi.org/10.3928/00220124-20191217-05.

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WEN, Xiaojing, i Igor KORSUN. "COMPETENCE AND COMPETENCY: FOREIGN EXPERIENCE". Cherkasy University Bulletin: Pedagogical Sciences, nr 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 i Tetiana Besarab. "Development of Competency-Based Approach to Education". Educational Challenges 27, nr 2 (17.10.2022): 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, nr 1 (11.06.2020): 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., i T. Lukyanova. "DEVELOPMENT OF THE MODEL OF COMPETENCE: APPROACHES AND IMPLEMENTATION". Vestnik Universiteta, nr 1 (15.03.2019): 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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Rozprawy doktorskie na temat "Competency"

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Stupariu, Ioana. "Development and evaluation of a professional development framework for pharmacy undergraduate students to support their learning in professional practice". Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557816.

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The roles of pharmacists have changed in the last decades requiring pharmacists to keep up with, and even anticipate, the changes in practice to continue to be competent healthcare professionals. Competency or professional development frameworks have been developed and validated to support pharmacists with their learning and development. However, such a tool has not been developed for pharmacy undergraduate students and it is sensible to think that such a framework might also help pharmacy students in their learning and competency development. Thus, the aim of this research was to identify competencies required of pharmacy undergraduate students and to develop, and evaluate the use of, a professional development framework for these students. A mixed methods approach was adopted in the two-phased study. A cross-sectional design was employed in the first phase. Literature on pharmacy students’ competencies was reviewed and a series of workshops, focus groups and interviews with pharmacy students and academics, and stakeholders in pharmacy were conducted to identify the competencies required of pharmacy students during their degree and to develop the framework. The findings of previous rounds of data collection fed into the subsequent rounds. After five iterations 17 competencies were identified and divided in two clusters: Professional; and Delivery of Patient Care Competencies. A longitudinal design was used in the second phase. The use of the framework was evaluated with third and fourth year pharmacy students who self-assessed their competencies three times in two schools of pharmacy over the academic year of 2009-2010. The students’ self-assessed competencies increased over the year and correlated positively with their examination results and perceived self-directedness towards learning. This research provides evidence that the framework captures pharmacy undergraduate students’ development of their competencies during the academic year based on their self-assessed competence. Thus, the framework can be used as a self-assessment tool to support their learning.
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Kalt, Christine Lee. "Clinical Nursing Faculty Competency". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6228.

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Nursing faculty are responsible for graduating competent students and being competent themselves; however, the required competencies of clinical nursing faculty who instruct students in the clinical area are unidentified. The practice problem addressed in this project was the lack of a structured, organized process for identifying initial and ongoing competencies of a clinical nursing facility. The purpose of this project was to explore nursing faculty clinical competency and provide a multimethod, multispecialty approach for implementing clinical nursing faculty competency. The target population was clinical nursing faculty (n= 30) in an academic setting. This project explored the impact of a multimethod, multispecialty approach for assessment and evaluation of clinical nursing faculty competency. The project was guided by Benner's theory of novice to expert; Roger's theory of diffusion and innovation; and the plan, do, check, act model. The study analyzed the data obtained from clinical nursing faculty demographics, and competency validation of 3 clinical and 3 academic, remediation, and retesting outcomes. Descriptive statistics and t test were utilized in analyzing the data. The project findings revealed the clinical nursing faculty members are 100% clinically competent and 68.7% academically competent in the areas evaluated. The project findings have implications for social change through role modeling of leadership skills by clinical nursing faculty and improving student clinical instruction by cultivating competent clinical nursing faculty.
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Bergkamp, Jude A. "The Paradox of Emotionality & Competence in Multicultural Competency Training: A Grounded Theory". Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1275422585.

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Dal, Bò Ilaria <1994&gt. "Competenze trasversali: valutazione empirica di un nuovo modello del Ca'Foscari Competency Center". Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/16361.

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Nel mercato del lavoro un tema che sta ricevendo sempre maggior attenzione è quello delle competenze trasversali. L’elaborato affronta questo tema soffermandosi nello specifico su un numero limitato di soft skills, ovvero networking, developing others, conflict management, customer focus e leadership. L’obiettivo finale è quello di convalidare un nuovo modello di analisi delle competenze trasversali proposto dal Ca'Foscari Competency Center. Per ciascuna delle competenze prese in considerazione, l'elaborato analizza la teoria esistente soffermandosi sulle relazioni di tali competenze con variabili anagrafiche e personali, proponendo successivamente un confronto tra i dati raccolti e il modello analizzato.
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Hutson, Serah. "Mental health nursing competency". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62020.pdf.

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Minani, David Muhangwa. "Software developer competency framework". Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1360.

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Thesis submitted in fulfilment of the requirements for the degree Master of Technology: Information Technology in the Faculty of Informatics and Design at the Cape Peninsula University of Technology 2013
The application of software systems in business organizations continue to increase as the Internet technology grows. Business processes that previously required manual interventions are becoming automated using software systems. The use of software systems is fundamental to electronic processing of business transactions. More business organizations, large and small, are utilizing information technology in order to have competitive advantage in the business arena. Software is ubiquitous. Among areas where software plays core roles are e-Banking where software systems are used to process banking transactions, e-Health where software systems are used to facilitate activities in the health sector, e-Commerce where software systems are used to facilitate online business transactions, e-Government where software system are used to facilitate government activities and e-Learning where software systems are used to facilitate the teaching and learning process. Nevertheless, the large number of failing software projects and the increase in software security problems coupled with shortage of skilled software developers are still major obstacles in the software development industry. Among others, the solution can be achieved by improving the competency of software developers so that software systems developed are of good quality, safe, robust, and support business objectives. Software companies and business organizations stand a big chance to increase their return on investment (ROI), if competencies of software developers are improved. A software developer plays critical roles in software development projects. A software developer, however, requires specific skills and knowledge in order to develop software systems that solve problems and deliver solutions. This research is about competencies of software developers. The research focuses on software development activities performed by software companies and business organizations within the Western Cape Province. The unit of analysis is software developers. Data pertaining to tasks performed by software developers, tools used by software developers and skills required were collected, examined and analysed. The objective of the research is to develop a competency framework for software developers. It can be used by institutions and the industry to provide better education. Most importantly, the industry will have access to competent software developers who can perform their job well. As justified in this research, knowledge of a competency framework for software developers is extremely essential.ÿ
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Dunn, Kristina Ann. "Nursing Informatics Competency Program". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3985.

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Currently, C Hospital lacks a standardized nursing informatics competency program to validate nurses' skills and knowledge in using electronic medical records (EMRs). At the study locale, the organization is about to embark on the implementation of a new, more comprehensive EMR system. All departments will be required to use the new EMR, unlike the current policy that allows some areas to still document on paper. The Institute of Medicine, National League of Nursing, and American Association of Colleges of Nursing support and recommend that information technology be an essential core competency for nurses. Evidence of the need for nursing informatic competencies was found through a literature search using CINHAL, Proquest Nursing, Medline, and Pubmed search lines. Concepts searched were competencies, nursing informatics, health information technology, electronic health record, information technology literacy, nursing education, information technology training, and curriculum. The Staggers Nursing Computer Experience Questionnaire was distributed to 300 nurses practicing within the hospital setting to obtain baseline data on current nursing computer knowledge and skill level. This validated tool was created by Nancy Staggers in 1994 and used in other process improvement efforts similar to this one. The assumption was that nursing competency levels with computers were varied through the hospital. The data obtained from the questionnaire, through Zoho Survey tool, confirmed this assumption and were used to help create the education, support, and competency plan for the future. Data was analyzed through the built-in reports and interactive charts that the Zoho survey tool provides. The new EMR and all the new processes that come with it will be the framework of nursing care. Having competent nurses in the use of the EMR will optimize the quality of patient care delivered.
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Sarron, Susanne Rutledge Pierce Walter D. "Applying Smelser's theory of collective behavior to minimum competency testing/competency based education". Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713225.

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Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 3, 2005. Dissertation Committee: Walter D. Pierce (chair), Fay F. Bowren, F. James Davis, Wayne H. Galler, William D. Zeller. Includes bibliographical references (leaves 279-292) and abstract. Also available in print.
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Hansen-Salie, Nasieba. "Professional nurses' perceptions of newly qualified professional nurses competency and factors influencing competency". University of the Western cape, 2011. http://hdl.handle.net/11394/5406.

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Magister Curationis - MCur
In our constantly changing healthcare system and with large numbers of staff shortages in hospitals, newly qualified professional nurses are expected to be competent and work unsupervised in leadership capacities soon after they have completed their nursing programs. The study was aimed at determining the perceptions of professional nurses of newly qualified professional nurses' competency as well as factors that influence competency. A quantitative approach using a descriptive survey design was employed, using 34 experienced professional nurses working in selected private hospitals in the Western Cape. Data was collected by means of a peer evaluation questionnaire, namely the Competency Inventory for Registered nurses. Data was analyzed, using IBM SPSS 19 with the assistance of a statistician. The results of the 55-item Competency Inventory for Registered Nurses indicate that newly qualified nurses were perceived as highly competent in clinical care, leadership, interpersonal relation, legal/ethical and professional development. Newly qualified nurses were perceived as low in competency in teaching/coaching, critical thinking and research aptitude. All the factors identified using literature, were perceived as having an influence on competency. Recommendations were made to the institutions to assist newly qualified nurses in competence development.
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Ley, Tobias [Verfasser]. "Organizational Competency Management – A Competence Performance Approach : Methods, Empirical Findings and Practical Implications / Tobias Ley". Aachen : Shaker, 2006. http://d-nb.info/1170529062/34.

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Książki na temat "Competency"

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Birkett, William P. Competency: Best practices and competent practitioners. Altamonte Springs, Fla: Institute of Internal Auditors Research Foundation, 1999.

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Cutter, Mary Ann Gardell, i Earl E. Shelp, red. Competency. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3614-3.

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The assessment of performance and competence. Cheltenham: Stanley Thornes, 1991.

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Kessler, Robin. Competency-Based Resumes. Franklin Lakes: Career Press, 2010.

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Kuruba, Mahesh. Role Competency Matrix. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7972-7.

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Hark, Lisa, i Horace DeLisser, red. Achieving Cultural Competency. Oxford, UK: Wiley-Blackwell, 2009. http://dx.doi.org/10.1002/9781444311686.

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Warehousing competency profile. Edmonton, AB: Alberta Learning, 2003.

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Vernon, P. E. Mathematics competency test. London: Hodder & Stoughton Educational, 1995.

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Services, Incomes data, red. Developing competency frameworks. London: Incomes Data Services Ltd., 1997.

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Society, Industrial, red. Competency-based pay. [Birmingham]: The Industrial Society, 1998.

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Części książek na temat "Competency"

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Kou, Yue, Zhiyong Jia i Yihua Wang. "A Comparative Research on Competency and Competence, Competency Model and Competence Model". W Lecture Notes in Electrical Engineering, 681–93. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4600-1_58.

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Dux, Moira C. "Competency". W Encyclopedia of Clinical Neuropsychology, 895–96. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_827.

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Dux, Moira C. "Competency". W Encyclopedia of Clinical Neuropsychology, 1–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_827-2.

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Grabenkort, Robert. "Competency". W Encyclopedia of Trauma Care, 354–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-642-29613-0_340.

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Winick, Bruce J. "Competency." W Encyclopedia of psychology, Vol. 2., 227–29. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10517-082.

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Dux, Moira C. "Competency". W Encyclopedia of Clinical Neuropsychology, 658–59. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_827.

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Vanderpool, Harold Y. "The Competency of Definitions of Competency". W Philosophy and Medicine, 197–210. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3614-3_11.

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Levesque, Roger J. R. "Testimonial Competency". W Encyclopedia of Adolescence, 2953–54. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_692.

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Bloom, Martin. "Social Competency". W A Blueprint for Promoting Academic and Social Competence in After-School Programs, 1–19. Boston, MA: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-79920-9_1.

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Heilbronner, Robert L. "Legal Competency". W Encyclopedia of Clinical Neuropsychology, 1447–48. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1429.

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Streszczenia konferencji na temat "Competency"

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Unger, Michelle, i Phil Hopkins. "Competency Standards for the Pipeline Industry". W 2018 12th International Pipeline Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ipc2018-78477.

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Pipeline standards and regulations explicitly require personnel to be both competent and qualified to work on pipelines, but they neither define competent or qualified, nor provide methods or processes to demonstrate competence and qualifications. This paper defines competence and qualification and introduces and describes “competency standards.” These standards are used to assess the competence of an individual and are an integral part of the process to qualify individuals as being competent. Individuals are proven to be qualified in a competency if they are successfully assessed against these standards. The paper recommends the contents of a competency standard: the standard should clearly state its purpose and outcomes, and detail the knowledge, training, mentoring, and experience requirements, as well as an assessment method. Examples of these standards are presented, showing how competency standards provide a common definition of a competence and showing how competencies can be assessed against these standards. A case study of an assessment of an individual is also detailed. The choice between a prescriptive and a performance-based competency standard is discussed, and it is shown that the choice is affected by the level of the competence, the complexity of the competence, the homogeneity of the industry, and the government regulator’s resources and capabilities to police the standard. The paper explains that qualifications must be “portable”: as individuals move jobs, the qualifications they obtain need to be recognized by all companies. Portability is achieved by having the qualification “certified”. This certification is conducted by an independent body, which certifies that the processes followed (including any assessments) meet the requirements of the competency standard, and that the assessment and the award of the qualification have been audited and verified. Hence, a qualification is a two-step process: award and certification.
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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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Martinez lopez, Sandra, i Ion Georgeta. "HOW TO TEACH AND ASSESS THE TEAMWORK COMPETENCY THROUGH E-LEARNING?" W eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-107.

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The competency -based education meets the demands of today's working world, conditioned by constant technological changes and the primacy of the information and knowledge society, the challenge of forming increasingly competent professional education. This approach implies changes at university level, where it is not only necessary to modify the curriculum and curriculum design in general, but also to change the conception of the process by its actors. The competency- based assessment is one of the challenges they face most teachers and requires a shift from the traditional approach based on the accumulation of knowledge to a new one based on the competences development. The competency-based assessment not only aims to improve the comprehensive or practical learning, but also provide a smooth transition to employment and giving people the skills to meet the growing challenges of today's society. Within transversal competences defined in Tunnin Project, teamwork is one of the skills most valued by employers, businesses and graduates (National Agency for Assessment and Accreditation, RFLEX project 2008, Freire, Teijeiro and Pais 2012). Kozlowski & Bell (2003) assert the emergence of teams as basic building blocks of current organizational structures. Being consistent with these requirements from education seeks to form this competition and the mode of e -learning is no stranger to this purpose. This research aims to analyze the teaching - learning and competency assessment of the teamwork competency in the context of e -learning. We used a qualitative methods based on in depth on-line interviews. The participants were teachers and coordinators currently involved in teaching and assessment practices using e-learning. The participants are academics form 5 Catalonian universities. The investigation is still ongoing, but the expected results indicate that in the educational context of e -learning in universities can develop innovative practices that focus on teaching and learning from the perspective. The academics consider that teaching and learning the teamwork competency is a complicate task in the e-learning context. Most of them consider that the best way to achieve this competency is in a face to face environment. Moreover, there are some of the participants which agree that the team work competency could be easily teaching using tools as: wikis, webquest, social networks, among others. In relation to the assessment process, there are participants which consider that the teamwork competency is hard or even impossible to be evaluated through e-learning processes, and there are others considering that the use of rubrics, feedback processes are best ways to develop this competency.
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Nuraisyiah, C. "Developing Production Operators Capability With Integrated Competency Development Program (“Intercom”) in PT Pertamina EP". W Indonesian Petroleum Association - 46th Annual Convention & Exhibition 2022. Indonesian Petroleum Association, 2022. http://dx.doi.org/10.29118/ipa22-o-92.

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This paper discusses the integrated competency development of Operators in the Production Operations Function at Pertamina EP. There are several challenges to improve competences which require an integrated approach towards integrated competency development. Integrated Competency Development aims to become the competency standard for Production Operation Function Operators, competency assessment through coaching, training and upskilling, certification, and program monitoring through a dashboard that can be accessed via the web. The implementation of integrated competency development concept consists of 10 gradual and simultaneous. After implementation, Integrated Competency Development can improve operator competency development in the following aspects of Quality & Quantity achievement; 100% in Upskilling Quantity Accounting System, 100% in Upskilling Coach, 92% in Mandatory operator Certification, 100% in Coaching Workbook implementation, Cost Savings of 330-million-rupiah, availability of Integrated Competency Development monitoring dashboard. “Integrated Competency Development” is an effective tool to help management and company to develop better human resource quality, in a very short time and also at low cost.
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Cramer, Jeff, i Bill Toll. "Beyond competency". W the 43rd ACM technical symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157272.

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Grann, Jeff, i Deborah Bushway. "Competency map". W Proceedins of the Fourth International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2567574.2567622.

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Impagliazzo, John. "Computing Competency". W SIGITE '19: The 20th Annual Conference on Information Technology Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3349266.3355615.

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Nieman, Timothy L., John Schuyler i J. Ford Brett. "Value of Competency and Value of Competency Assessment". W SPE Annual Technical Conference and Exhibition. Society of Petroleum Engineers, 2013. http://dx.doi.org/10.2118/166308-ms.

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Rahayu, Puji, Adila Alfa Krisnadhi, Ika Arthalia Wulandari i Dana Indra Sensuse. "Developing Competence based Assessment Ontology Model for Indonesian Certification Competency". W 2018 Electrical Power, Electronics, Communications, Controls and Informatics Seminar (EECCIS). IEEE, 2018. http://dx.doi.org/10.1109/eeccis.2018.8692915.

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Magauova, Akmaral, Zhamilya Makhambetova i Svetlana Lukashova. "Comparative Analysis of Educational Programs for Training Social Pedagogues on the Example of Universities in Kazakhstan, Lithuania and Germany". W 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.031.

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Abstract. In the context of integration of national education systems into a single global educational space, the competency-based paradigm of education serves as the main for training competitive strategy specialists. The transition to competency-based educational standards of higher education involves the formation of students' professional competences for successful professional activity. The aim of the research is to study and analyse the experience of development of professional competences in the training of social pedagogues in Kazakhstan, Lithuania, and Germany. In this paper, the study and comparative analysis of the experience of forming professional competences in the training of social pedagogues in Kazakhstan, Lithuania and Germany are carried out. The research showed that during the period of study at the University in the specialty "Social pedagogy and self-cognition", it is necessary to introduce a competency-based approach aimed at the formation of professional competences for working in an inclusive education. As a result of the research, the nature and trends of training social pedagogues in three countries are identified, then general and special competences of social pedagogues are analysed; finally, the professional competences adopted by the world community are highlighted.
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Raporty organizacyjne na temat "Competency"

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Hilburn, Thomas, Mark Ardis, Glenn Johnson, Andrew Kornecki i Nancy R. Mead. Software Assurance Competency Model. Fort Belvoir, VA: Defense Technical Information Center, marzec 2013. http://dx.doi.org/10.21236/ada610368.

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Wetzel, Karen. NICE Framework Competency Areas:. Gaithersburg, MD: National Institute of Standards and Technology, 2023. http://dx.doi.org/10.6028/nist.ir.8355.

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Gwilliam, Jeffrey L. Critical Thinking - A Strategic Competency. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 2002. http://dx.doi.org/10.21236/ada401001.

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Horey, Jeffrey, Jon J. Fallesen, Ray Morath, Brian Cronin i Robert Cassella. Competency Based Future Leadership Requirements. Fort Belvoir, VA: Defense Technical Information Center, lipiec 2004. http://dx.doi.org/10.21236/ada426059.

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Hawley, M. E., D. W. Reagor i Quan Xi Jia. Scanning probe microscopy competency development. Office of Scientific and Technical Information (OSTI), grudzień 1998. http://dx.doi.org/10.2172/562576.

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Aldrich, Susan. Managing Findability: Critical Core Competency. Boston, MA: Patricia Seybold Group, marzec 2005. http://dx.doi.org/10.1571/bp3-25-05cc.

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McMeekin, Sharon, i Amy Currie. DPC Competency Audit Toolkit Guide. Digital Preservation Coalition, czerwiec 2022. http://dx.doi.org/10.7207/dpccat22-01.

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McMeekin, Sharon, i Amy Currie. DPC Digital Preservation Competency Framework. Digital Preservation Coalition, czerwiec 2022. http://dx.doi.org/10.7207/dpccf22-01.

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Shay, John M. Self Awareness: A Strategic Leader Competency. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 2003. http://dx.doi.org/10.21236/ada413585.

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Behrens, Sandra G., Christopher Alberts i Robin Ruefle. Competency Lifecycle Roadmap: Toward Performance Readiness. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 2012. http://dx.doi.org/10.21236/ada585459.

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